Wuthering Catherine and Thrushcross Catherine Essay Example for Free

Wuthering Catherine and Thrushcross Catherine Essay People who inhabit Wuthering Heights and Thrushcross Grange are in many ways similar, primarily in that they are all torn by love. However, regardless of the people or the events taking place at Thrushcross Grange, it is always more reserved and far more tranquil than Wuthering Heights, which is overwhelmed by emotions and tumultuous events. This is proved by Catherine, who acts like two different people at Wuthering Heights and Thrushcross Grange. Catherine lives at both Wuthering Heights and Thrushcross Grange during her life, and when at Wuthering Heights, she is bold, unmanageable and untamed. Nelly describes the unruly young Catherine saying, . . . I never saw a child take up before; and she put all of us past our patience fifty times and oftener a day . . . Her spirits were always at high-water mark, her tongue always going . . . plaguing everybody. . . A wild, wicked slip she was. . . Nelly says, Her spirits were always at high-water mark to show how Catherine was at Wuthering Heights. Not only was she flamboyant, she was not afraid to hurt others or careful towards others, plaguing everybody. . . A wild, wicked slip she was. . . in Nellys words. Nellys words, she put all of us past our patience fifty times and oftener a day showing that Catherine was undignified, especially in comparison to her composed and sophisticated self at Thrushcross Grange. Describing Catherine as spirits [being] always at high-water mark shows how bold Catherine was at Wuthering Heights, and would have been uncharacteristic of her had she been at Thrushcross Grange. Nelly also shows how painful Catherines carefree character could be when she said, I’ve cried to myself to watch [her] growing more reckless daily. The word reckless implies that Catherine is rather carefree at Wuthering Heights, and does not care about the consequence of what she does. Her carelessness along with her adventurous, bold personality leads her to a very different life at Wuthering Heights than she lives at Thrushcross Grange. Catherine is completely changed while she is at Thrushcross Grange, starting with her 5-week stay there. Catherine stayed at Thrushcross Grange . . . and her manners [were] much improved. . . nstead of a wild, hatless little savage jumping into the house, and rushing to squeeze us all breathless, there alighted from a handsome black pony a very dignified person with brown ringlets. . . In this passage Nelly describes both the riotous Catherine that has only known Wuthering Heights and the dutiful and poised Catherine who has stayed at Thrushcross Grange. The five-week stay at Thrushcross Grange transforms Catherine into a very collected young lady, which is something almost foreign to Wuthering Heights. Nelly compares the two Catherines; one hatless and savage, the other a dignified person. While one is lively and is not afraid to squeeze [people] breathless, the other is now much more subdued and composed, and is scared to as much as wrinkle her dress. While at Thrushcross Grange Catherine tells Nelly how she feels saying, Should the meanest thing alive slap me on the cheek, Id not only turn the other, but Id ask pardon for provoking it; and, as proof, Ill go make peace with Edgar instantly. Goodnight-Im an angel! When Catherine says that shell make peace with Edgar instantly, shes reflecting the overall harmony of Thrushcross Grange, where no matter whats going wrong, there is always peace. This peace also plays out on her tranquil state of mind, where she is willing to go to considerable lengths to keep even the meanest thing alive happy. She is no longer provoking other people constantly, but being careful not to upset anyone. She calls herself an angel, which also reflects on the blissfulness in which she now lives in, not only have daily catastrophes disappeared from her life but she is at peace with herself. Later, Catherine dies at Thrushcross Grange in that same state of peace. Nelly describes her saying [her corpse] of perfect peace . . . No angle in heaven could have been more beautiful than she appeared; and I partook of the infinite calm in which she lay. . . When Catherine dies at Thrushcross Grange, she retains the grace and peace that she has been in while living there. Nelly refers to her as an angel, the same way Catherine had referred to herself as an angel, in a state of infinite calm that has become part of her at Thrushcross Grange. This peace was never part of her when she was at Wuthering Heights, when she was at Wuthering Heights, she was always excited and emotional, but now she is serene, and will remain infinitely calm. Catherine had a very lively personality when at Wuthering Heights, which changed when she stayed at Thrushcross Grange. Thrushcross Grange is a more serene place than Wuthering Heights, not only in the events that occur there but also in the people which Catherine exemplifies. Catherine changed from wild and lively to dignified and peaceful due to the change in environment from Wuthering Heights to Thrushcross Grange.

The Human Growth And Development Assignment

The Human Growth And Development Assignment The aim of this essay is to use knowledge of human growth and development to critically discuss the theories a social worker might employ to assess a family and better understand their behaviour. A family profile will be provided and two family members selected for further discussion and the application of appropriate theories. These theories will be critiqued in terms of how they might assist social workers in making informed assessments, as well as where the theories are limited in their application. Family Profile The family within this case study comprises five members, all of whom live together in Elsies home. Table 1 presents the name, age, family position, and nationality of each family member. Sylvie and Greg met when they were 19-years of age. They had been together for 5-years when their daughter Molly was born. They split up when Molly was 1-years old, but got back together 6-years later when Molly was 7-years of age. Greg said that they split up because he was unable to handle Sylvies total lack of trust in him. This caused huge arguments between them, with Sylvie constantly questioning where he was and his commitment to his family. Sylvie said that she was devastated when Greg left, but knew that it was going to happen. During their time apart Sylvie turned to alcohol and drugs, but sought counselling and support for this and the issues in her past. As a result, she has been drug and alcohol free for over 4-years. Greg always maintained a good relationship with Molly during the 6-year separation and she lived with him and her paternal Grandparents at different points when Sylvie was not coping. Molly said that she was happy that her parents got back together. Mason was planned and both Sylvie and Greg felt they had resolved historic issues and were committed as a family unit to having another child. Mason was born with Global Developmental Delay, which is a condition that occurs between birth to 18-years of age and is usually characterised by lower intellectual functioning and significant limitations in communication and other developmental skills. Sylvie blames herself for Masons condition, believing that it must somehow be linked to her wild years of drinking and drug binges. Despite being reassured to the contrary by medical professionals and a social worker, she remains low in mood and feels that she has let everyone down. Sylvie has found bonding with Mason difficult and she feels frustrated by him not meeting his developmental milestones. Mason is in nappies, he is not yet talking, he is very unsteady on his feet and he lacks co-ordination. As a result, he still requires feeding at mealtimes and has not begun to develop independent skills. Sylvie has said that she feels like sending him somewhere. Greg, on the other hand, feels very attached and protective towards Mason and Sylvie feels that he lets him get away with anything. Conflict has developed between Sylvie and Greg, resulting in Greg staying at work longer and meeting up with his friends more in an effort to avoid the arguments and tension at home. Elsie, mother to Greg, owns the large family home in which they all live. Sylvie and Greg decided that they would move in with her shortly after they got back together, as Gregs father died very unexpectedly. The plan was that they would all support one another financially, practically and emotionally. Elsie is very involved with the children as both parents work. However, recently Elsie has been forgetting things, such as collecting Mason from the specialist childminder and this has caused tension between the adults. There have been some difficulties with Molly at school. Sylvie was called in to Mollys school last week as a result of Molly using racist language towards another student. The school state that Molly is very close to being excluded, as a result of her angry and disruptive behaviour. Sylvie broke down upon hearing this and explained about her low mood, feelings of despair and worries about Gregs mum. Sylvie cannot understand the change in Mollys behaviour and said that she and Greg need help. Applying Human Growth and Development to Social Work As part of this essay, there will be a focus on two members of this family: Molly and Elsie. The two theories of human growth and development to be applied to Molly are Attachment Theory and Life Course Theory. The two theories of human growth and development to be applied to Elsie are Ecological Theory and Disengagement Theory. Anti-oppressive practice will underlie the critique and has been defined as a form of social work practice which addresses social divisions and structural inequalities in the work that is done with clients (users) and workers (Dominelli, 1993, p. 24). Anti-oppressive practice is a person-centred approach synonymous with Carl Rogers (1980) philosophy of person-centred practice. It is designed to empower individuals by reducing the negative effects of hierarchy, with the emphasis being on a holistic approach to assessment. Practising in an anti-oppressive way requires valuing differences lifestyles and personal identities. This goes against common sense socialisation which portrays differences as inferior or pathological and which excludes individuals from the social world and denies them their rights. MOLLY Attachment Theory Attachment Theory is a psychological theory based on the premise that young children require an attachment relationship with at least one consistent caregiver within their lives for normal social and emotional development (Bowlby, 1958). Attachment is an emotional bond between an individual and an attachment figure, usually the person who cares for them. Psychologically, attachment provides a child with security. Biologically, it provides a child with survival. Ainsworth et al. (1978) formulated four types of attachment that provide a tool for social workers to assess and understand childrens emotional experiences and psychosocial functioning: secure; insecure, ambivalent; insecure, avoiding; and disorganised. Molly appears demonstrates insecure, ambivalent attachments, where parental care is inconsistent and unpredictable. This type of attachment is characterised by parents who fail to empathise with their childrens moods, needs and feelings. Indeed, Sylvie cannot understand the change in Mollys behaviour, indicating an inability to empathise with Molly. Children with insecure and ambivalent attachments often become increasingly confused and frustrated. They can become demanding, attention seeking, angry and needful, creating trouble in order to keep other people involved and interested. Feelings are acted out, as Molly has been doing at school. This is because insensitive and inconsistent care is interpreted by the child to mean that they are unworthy of love and unlovable. Such painful feelings undermine self-esteem and self-confidence and an understanding of this can ensure that social workers resist stereotypes of the moody, anti-social teenager, and instead explore the underlying reasons for changes in mood. For Molly, the development of an attachment figure was likely to have been compromised during her early developmental years. In particular, when Molly was between the ages of 1 and 7-years old, her mother was addicted to drugs and alcohol and thus was emotionally and physically unavailable. Despite living with her father and paternal grandparents for a period of time, the overall insecurity within her family unit is likely to have impacted her ability to attach to others. If Molly did develop an attachment figure it is most likely to have been with her father or maternal grandparents, who were not unavailable due to drug or alcohol abuse during this vital developmental phase of Mollys childhood. Taking this into consideration, there are a number of significant changes that have occurred in Mollys life and that involve potential attachment figures who have provided Molly with much-needed security and safety. For example, Mollys father, whom Molly has remained close to throughout drama within the family, is no longer at home as much in an effort to avoid arguments with Sylvie. When he is at home, the tension is likely to impact the duration and quality of time spent with Molly. Indeed, marital conflict has been found to influence adolescents attachment security by reducing the responsiveness and effectiveness of parenting (Markiewicz, Doyle, and Brendgen, 2001). Strained marital relationships can also lead to increased marginalisation of the father who can become distanced from their children, as has been the case within this family (Markiewicz, Doyle, and Brendgen, 2001). In addition, Molly has recently lost her grandfather, which her grandmother is also trying to come to terms with. Not only has Molly lost her grandfather, but her grandmothers behaviour is likely to have changed as she comes to terms with her own loss. All of the key attachment figures in Mollys life are either emotionally or physically unavailable at present. It is important to consider this within the context of Mollys current developmental stage, which is that of adolescence. Attachments to peers tend to emerge in adolescence, but the role of parents remains vital in teenagers successfully achieving attachments outside of the home. It is a time when parents are required to be available if needed, while the teenager makes their first independent steps into the outside world (Allen and Land, 1999). Mollys recent problems at school could be the result of this lack of availability from adults in her life. She might also be anxious about losing her father again, creating anticipation and fear about separation from an attachment figures. The anger she expresses at school could be transference of the anger and fear created by her unstable circumstances at home. The fact that she has become racially abusive might suggest that her anger lies with her mother, who is of dual nationality. The main critique of Attachment Theory has been in the guise of the nature versus nurture debate, the former being genetic factors and the latter being the way a child is parented. Harris (1998) argues that parents do not shape their childs personality or character, but that a childs peers have more influence on them than their parents. She cites that children are more influenced by their peers because they are eager to fit in. This argument is supported by twin studies showing that identical twins reared apart often develop the same hobbies, habits, and character traits; the same has been found with fraternal twins reared together (Loehlin et al., 1985; Tellegen et al., 1988; Jang et al., 1998). It is likely that nurture plays a greater role in the younger years, when parents and caregivers are the childs primary point of contact. On the other hand, when a child enters adolescents and engages with society more, nature might take over. Another limitation in Attachment Theory is the fact that model attachment is based on behaviours that occur during stressful separations rather than during non-stressful situations. Field (1996) astutely argues that a broader understanding of attachment requires observation of how the caregiver and child interact during natural, non-stressful situations. It is agreed that behaviours directed towards the attachment figure during separation and reunion cannot be the only factors used to define attachment. Despite these limitations, the theory does provide valuable information regarding relationship dynamics and bonds, which social workers can use to better understanding the individual being assessed. It is, however, important to remember that what is seen as healthy attachment will vary culturally. Consideration of this is crucial to anti-oppressive practice. Life Course Theory Life Course Theory has been defined as a sequence of socially defined events and roles that the individual enacts over time (Giele and Elder, 1998, p. 22). Within this theory, the family is perceived as a micro social group within a macro social context (Bengston and Allen, 1993). According to Eriksons 8 stages of human development, Molly is in stage five, which is characterised by a conflict between identity versus role confusion. Being of dual heritage might cause issues within this stage and within Mollys search for identity. Evidence within the literature has shown that adolescents of dual heritage report more ethnic exploration, discrimination, and behavioural problems than those of single heritage (Ward, 2005). Indeed, this could explain why Molly is being racially abusive, in an effort to determine her own thoughts and feelings on ethnicity and the confusion it can cause. The racial abuse directed at other children might even be representative of her own anger at being of dual heritage. Adolescence is difficult to define, but it is traditionally assumed to be between 12-18 years of age and characterised by puberty (i.e. the transformation from a child to a young person). During this time, hormones strongly influence mood swings and extremes of emotion, which might explain Mollys difficulty controlling her anger at school. Adolescence is also when an individual starts to develop socially, increasing their independence and becoming more influenced by peers. During this time, according to Piagets (1964) theory of cognitive development, an individual enters the formal operational stage and starts to understand abstract concepts, develop moral philosophies, establish and maintain satisfying personal relationships, and gain a greater sense of personal identity and purpose (Santrock, 2008). Risks to social and cognitive development include poor parental supervision and discipline, as well as family conflict (Beinart et al., 2002), showing this to be an important time to in tervene with Molly. It is these biological and social changes during adolescents that can create the stereotype of the moody, anti-social teenager. It is important that social workers do not allow negative stereotypes to influence their expectations of Molly. Instead, they need to take a holistic approach and examine where she is on the life course as well as what the character and quality of Mollys behaviours and relationships tell them about her internal working model, defensive inclinations, emotional states and personality. This ant-oppressive approach will also allow social workers to identify links between past and present relationship experiences. ELSIE Ecological Theory Bronfenbrenners (1977) Ecological Model of human development posits that in order to understand human development, an individuals ecological system needs to be taken into consideration. According to the theory, an individuals ecological system comprises five social subsystems: Micro-system comprising activities and social roles within the immediate environment. Mesosystem processes taking place between two or more different social settings. Exosystem processes taking place between two or more different social systems, at least one of which does not involve the individual but indirectly affects them. Macrosystem includes ideology, attitudes, customs, traditions, values and culture. Chronosystem change or consistency over time in individual characteristics and environmental characteristics. Ecological Theory is, overall, a model of how the social environment affects the individual, with these five systems interacting and thus influencing human growth and development. Elsies ecological system has been continually changing for many years. At one point she was living with her husband, son, and her granddaughter. This was followed by living alone with her husband. On losing her husband, Elsies son moved in with his wife and two children, one of whom has a disability. There has been very little environmental stability within Elsies life, at least over the last 7-years or more. It is perhaps understandable that her health has started to deteriorate. She has recently lost her husband, experienced continually fluctuating environmental conditions, and is now living in a tense atmosphere due to issues within her sons marriage. It is also important to note that, childrens behaviour and personality can also affect the behaviour of adults; Elsies behaviour might be negatively affected by her granddaughters struggle through adolescence and her grandsons disability. Taking into consideration Elsies ecological system highlights the importance of not making assum ptions that Elsies increased forgetting is a sign of dementia; her symptoms may be the result of stress within her ecological system. Despite the relevance of this theory to understanding Elsies situation, the critique does highlight limitations in its operationalisation (Wakefield, 1996). In particular, since past experiences and future anticipations can impact an individuals current well-being, lack of inclusion of this element of human growth and development within the Ecological Model is a serious limitation. In addition, the emphasis of the model is on adaptation and thus it has been argued that the theory can be abused and used to encourage individuals to accept oppressive circumstances (Coady and Lehman, 2008). Social workers using this theory in their assessments ideally need to be aware that oppression and injustice are part of the environment that needs to be considered in an ecological analysis. With this consideration, the theory offers social workers a way of thinking about and assessing the relatedness of individuals and their environments; the person is assessed holistically and within the context of their social circumstances. Disengagement Theory Disengagement has been described by Cumming and Henry (1961) as an inevitable mutual withdrawal . . . resulting in decreased interaction between the ageing person and others in the social systems he belongs to (p. 227). Within their theory, they argue that older people do not contribute to society with the same efficiency as the younger population and thus become a societal burden. In order to function, therefore, society requires a process for disengaging older people. By internalising the norms of society, older people become socialised and take disengage from society due to a sense of obligation. The theory further purports that the extent to which an individual disengages determines how well they adjust to older age. In other words, continued withdrawal from society in later life has been deemed the hallmark of successful and happy ageing. Applying this theory to Elsies situation, it could be that the problems surrounding her forgetfulness in collecting her grandson from school is a step towards social disengagement. Furthermore, it could be theorised that this disengagement was prompted by her husband taking the most extreme form of disengagement, which is death. There has, however, been much critique of this theory, including the fact that many older people do not conform to this image and remain actively involved in life and in society. Hochschild (1976) has criticised the theory with what has been termed the omnibus variable. Hochschild points out that while an older person might experience disengagement from certain social activities, such as retiring from work, they are likely to replace this with something else that is socially engaging such as being more involved in the community or becoming more family-oriented. Indeed, Hochschilds biggest challenge to Disengagement Theory was the presentation of evidence from Cumming and Henrys own data showing that many older people do not withdraw from society. Disengagement Theory creates a picture of older people as lacking freedom to act on their own, thus ignoring individual ageing experiences and describing the ageing process in a purely social context (Gouldner, 1970). Indeed, Estes et al. (1982) argues that disengagement is often forced upon older people, which supports the notion that old age is just as much a social construction as it is a biological process. Older people are, in many ways, socialised into acting old. Thus, older age is strongly related to Labelling Theory (Rosenthal and Jacobson, 1968). For example, making assumptions about old age and having low expectations of older people can become a self-fulfilling prophecy. This again raises the importance of not assuming that Elsies forgetting is a sign of dementia; despite being seen as a natural consequence of ageing, only a minority of people develop dementia (Stuart-Hamilton, 2006). In many ways, Disengagement Theory serves to legitimise the marginalisation of older people and is, it could be argued, ageist and discriminative. Ageism is the application of negative stereotypes and includes actions such as categorising older people separately from adults. This has created immense debate within social work practice, with it being believed by some that distinguishing older people from adults is oppressive and can exacerbate social isolation. Tackling social isolation is being encouraged in efforts to prevent deteriorating health in older age, suggesting that disengagement is far from the ideology purported by Cummings and Henry (DH, 2010). The introduction of the Equality Act 2010, which replaces the existing duties on the public sector to promote race, disability and gender equality, now comprises a single duty to promote equality across eight protected characteristics, one of which is age. The Act also includes provisions allowing the government to make age discri mination in service planning and delivery unlawful. This is likely to be implemented in 2012 and thus it is crucial that social workers make anti-oppressive practice in the form of tackling ageism a priority. There needs to be a move away from viewing older people as an homogenous group characterised by passivity, failing health, and dependency, as highlighted within Activity Theory. Activity Theory (Leontev, 1978) is a direct challenge to Disengagement Theory in that it suggests that life satisfaction is related to social interaction and level of activity. Nevertheless, as with all theories discussed within this essay, Disengagement Theory can be applied to understanding Elsies situation without being oppressive and without taking the extreme position that originally inspired the theory. More modern approaches to human growth and development clearly show the benefits of social engagement versus disengagement; however, disengagement remains a key factor to consider due to ageist attitudes and the socialisation of old age. Conclusion This essay has utilised theory and knowledge of human growth and development to demonstrate how social workers can make an informed assessment of a complex family situation. The strengths and limitations of these theories have been discussed, drawing in particular on their application within anti-oppressive practice. All theories offer a better understanding of human growth and development, with some requiring specific adaptation to encompass the core values of social work practice. Such adaptation is not necessarily a disadvantage if the key strengths of each theory are utilised alongside the knowledge and expertise of the social worker.

Noahs Ark vs. Gilgamesh Epic Essay -- Religion Religious Epic Gilgames

Noahs Ark vs. Gilgamesh Epic   Ã‚  Ã‚  Ã‚  Ã‚  The Gilgamesh Epic is an ancient Mesopotamian story about life and the suffering one must endure while alive. Included in the story, is a tale of a great flood that covered the earth, killing all but a select few of it’s inhabitants. This story of a great flood is common to most people, and has affected history in several ways. It’s presence in the Gilgamesh Epic has caused many people to search for evidence that a great flood actually happened. It has also caused several other religions and cultures to take the same basic story, claiming it for their own.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Whether in Christianity in the form of Noah’s Ark, or through Mesopotamian history in the form of an immortal, the idea of a great flood has proven to be a common story throughout the world. Though Noah’s Ark may be the most popular form of the story, it is not the oldest. Many people believe Noah’s Ark was based on Utnapishnem’s flood story. The two stories are obviously based on the same thing, but one must wonder which one is true or which came first.   Ã‚  Ã‚  Ã‚  Ã‚  The story of Utnapishnem in the Gilgamesh Epic starts with a dream that warns Utnapishnem of the coming flood. The gods are angry and want to rid the world of mankind. Utnapishnem built a boat large enough to carry his family, personal belongings, and â€Å"the seed of all other living creatures.† After Utnapishnem finished, the rain fell for six days and six nights, and it was so bad that the gods climbed into heaven for safety. After the rain stopped, the boat came to rest on Mount Nisir, and Utnapishnem released a dove and a swallow. Both birds returned because they could not find land. Then a raven was released and it did not come back, proving that there was land for it to rest on. Utnapishnem then came out of the ship and offered a sacrifice to the gods. When the gods smelled the sweet odor of the sacrifice, they blessed Utnapishnem and his wife to be like the gods and live forever.   Ã‚  Ã‚  Ã‚  Ã‚  The story of Noah’s Ark begins with God being upset at mankind's wickedness. He decides to destroy it with a flood. God new Noah was righteous and told him to build an ark so he would be safe from the rain. Noah did so and took aboard his family and pairs of every kind of animal. It rained for forty days and nights, until the highest mountains were covered. Then God sent a wind and the waters receded, and the... ...tioned. What caused the tidal wave is still a mystery, although many people believe it was caused by volcanic eruption, or a large meteorite crashing into the Earth’s surface.   Ã‚  Ã‚  Ã‚  Ã‚  The other theory is of universal flooding. The idea of a great flood has been found to be conclusive with geological findings all over the globe. A flood this large would have deposited sediment throughout the world. It has been scientifically estimate that more than seventy-five percent of the Earth is covered with sediment. Fossils have also been found in the Rockie Mountains that contain shells and fish. Many other petrified â€Å"fish beds† have been found all over the world, including Mt. Everest, suggesting that a global flood did indeed happen.   Ã‚  Ã‚  Ã‚  Ã‚  Though scientists cannot agree on whether or not a global flood occurred, the effect of these stories on science has been monumental, as well as the effect of the stories on cultures and religions throughout the world. If this great flood did , in fact, occur, it’s effect on history would have been great because of the huge numbers of people lost to it. Though they may be fables, one must keep asking themselves if they may have been based on fact.

The Partys Denial Of A Persons Natural Rights :: essays research papers

The novel 1984 touches on many disturbing aspects about the denial of a person's natural rights. In today's society people are granted certain rights which the government or anyone else can not take away. These rights are the right to life, liberty, and the pursuit of happiness. In the novel 1984 the government which the people of Oceania live under has taken away all of the rights of people, including natural rights. The right to life has been taken away in the sense that a persons life is the party. A person is born for the party, works for the party, and dies for the party. Liberty is taken away by not allowing the privacy of thought or action. To coin the phrase "Big Brother is watching you". The right of a person pursuing happiness is unquestionably taken away because all forms of pleasure (games, sex, laughter) are illegal. The government promotes hate and unhappiness. The life of a person living in Oceania is strictly controlled. A person does not choose what they do for a living, or who they associate with. The party is the center of everybody's life. The only reason anyone marries or has children is so that the children can live for the party. The children grow up learning how to defy and betray everyone for the party. Children will tell on anybody, even their parents if they see them acting in a unorthodox or peculiar way. When Winston was in the Ministry of Love he discovers that a co-worker of his, a man by the name of Parsons, who had been turned in for thoughtcrime by his own daughter. This is a quite disturbing incident because Parsons was proud of his child and happy that he had been sent to the Ministry of love before he had committed any other thoughtcrime. He is a prime example of a person whose entire life was for the party and for Big Brother. Even though Winston and Julia were enemies of the party their lives were still spent doing work for the party. They would still participate in the two minute hates and would still do their jobs, which both helped the party brainwash more and more people. No one ever outwardly betrayed the party. Liberty can be defined as exemption from control of another, freedom from external restraint, and the power of choice. All of these definitions defy the very basis of the party.

What is the purpose of the Human Relations Area Files? :: essays research papers

What is the purpose of the Human Relations Area Files?   Ã‚  Ã‚  Ã‚  Ã‚  Imagine a dictionary with over 800,000 pages of definitions in it. It would have every definition of every word, and every pronunciation of that word in it. Well the Human Relations Area Files are almost that, but with culture in mind.   Ã‚  Ã‚  Ã‚  Ã‚  The HRAF started by George Murdock in 1949 at Yale University, is a collection on microfiche of over 800,000 pages of primary source materials, including books, journal entries, dissertations, unpublished field reports and many translations on selected cultures or societies from all over the world. These 800,000 pages of material contain and classify 700 cultural characteristics and it includes about 400 societies past and present. This includes warfare, substance practices, settlement patterns, marriage, and rituals. They are then catalogued and cross-indexed with ethnographic data, filed by geographic location and cultural characteristics. The subject access is provided by an alpha-numeric coding system based on geological area and cultural groups, subdivided by traits. Each culture or ethnic group contains a variety of source documents ( books, articles and dissertations ) that have been indexed and organized.   Ã‚  Ã‚  Ã‚  Ã‚  So what does all of this mean? Let me try to explain. It is all of the observation notes of one particular culture. But its even more than you think, its notes upon notes upon notes. It helps us find an explanation for certain cultural beliefs and practices. One fraction of an example is; Who dances for rain? Why do they dance for rain? What do they do if they do not get rain? Etc... All of this is recorded. It can be shared and then linked together, so we could one day find out that maybe the American Navaho Indians and the Australian Aborigines, both have a similar rain dance ritual. These files are like one big reference library, built by all cultures, that many people can gain access too.   Ã‚  Ã‚  Ã‚  Ã‚  Some of the purposes of these files are to allow us to establish correlations between cultural features, but not conclusions about the causes and effects.

Our Daily Life Essay

I have encountered so many things in life; all of them seem to be related to me. In this reflection that you’ll see is all my experience in life that is changing every day. I know I’m not a perfect person but I will share this to you (all readers) to reflect it, not just me or the person beside you. I have this persons in my mind that I want to share, first of is my cousin in my father side; his name is Nunoy â€Å"Nuno† Lapasaran. He has this kind of sickness that he will bring to himself to the future, he is a Special Child. Every day I’m at his house also my father’s house, all day I’m always playing with my other cousin. I recognized his movements every time I go there, he always wearing girl’s clothes for short he is a she. He always flirts on every guy that passes by, even our cousins there. He can also fight other if he’s in danger. This is my observation to his condition; although he is got that sickness, he adopts slowly, it is good news for us. And we are family we protect each other wherever you are, whatever you are and we never broke our bonds to each other. My next subject but the same topic is also my cousin in my mother’s side; his name is Joriz Rosimo. This little guy is really hard to play with because he always pounding us with his fist and always spitting like an ordinary special child will do. To tell you the truth I got carried away with emotion and I just spank his butt, of course he cried out loud and my Tita heard it, and I got rebuked by my Tita and my mother about what I did. For that I just endure all the punches that he will throw at me. I learned many things from it and got to used it in my life right now. To endure all the big problems that will come at me and solved it with my family. I’m not alone in this life, there my family caring, loving us every day. And this is my last reflection to myself. I realize that Every Child is Special, just love them don’t hate them, care for them not to abuse their sickness, teach them, learn from them. I hope that I delivered this reflection very well and to God be the Glory.

Remember the Titans Review Essay

The movie Remember the Titans is champion of the almost inspiring sports movies in new-fashi wholenessd memory.. This is due to the performances of Denzel Washington as good as others in the cast hardly its success stop as intimately as can be attri furthered to the incident that the fib was ground on real number emotional state events. As is the look with most movies, those that ar base on fact, no matter how loosely, normally seem to add to the drama that unmindful(p) action movies which ar big on special effects and small on acting and story. Remember the Titans is not ace of those movies because the racial tensions that were associated with busing and school sentence consolidation in the last 1960s and 1970s was one(a) of the divisive sources during that era.For a young, contemporary society, it whitethorn seem difficult to be open to successfully transplant oneself into that specific time and place and to wonder aloud, what the entire slur was all abou t. There were tensions that came from the mixing of the twain team ups, askless of their color. Many players at T.C. Williams were computation on a start fuck for the football game team, provided to have some(prenominal) of the positions challenged due to the integration of the school.Due to the fact that the school that is being meshed into T.C. Williams is a predominately African American school, with the setting of the story taking place in 1970 Virginia, moreover adds to the frustrations on the part of the athletes from both schools. This earth places a stress on the already fragile relationships that the white and black players as well as students have for apiece other. However, in the end, the story has a glad ending and the school not only successfully integrates, only has one of their most successful years on the football celestial orbit. One of the major sources of debate deep down Titans is the route in which Herman Boone receives the indicate teach job at T.C. Williams. The school has been integrated and the football team, a bastion of relaxation and excitement for the masses in Alexandria, Virginia. in spite of appearance the movie, it is plainly seen that the majority of white students and their families are not in favor of the integration of the school. What is the source of even more unsusceptibility is the fact that Herman Boone, not because of his merit but simply because of his race, is being made head coach over the current coach, rouse Yoast who has had his share of awards given to him for his splendid coaching record in the past.The school be on feels that this is the appropriate choice to function as they believe that it forget help the town to ease into the idea. This is not ethically superpowerily or proper. There is not way of kno takeg exactly how well the team would have fared if the coaches were picked on their merit quite of on race, but it seems that as unyielding as starting positions on the field were earned by the physical and psychogenic merit of the players, so too should the coaches be made to honor the idea of creating a meritocracy as well. What is not acceptable and is seen as the central aspect of the movie, are the relationships among the players from both of the schools. At first, many of the players on both sides did not want to mho their competition with regard to the specific starting position that they were hoping to earn but excessively their competition in society as well. It is the efforts of Julies and Bertier, the leaders of their respective former schools and therefore, is dissever by racial lines, which help to make the transition from two separate teams into one a bit easier.The two characters are very forceful on the football field as it is required to dwell successful but they are withal equally as forceful with regard to the integration of their fellow teammates. Both are resistant to the experiment by at once they get on board with the idea , the tarry are sure to follow. This is the true squeeze of a leader but also of the team recognizing the fact that they need to hang together as a team in order to win.Cohesiveness of a team is what every coach strives to achieve. The second source of calm and rational sentiment in the face of a slur that many on the team might respond to with hatred and bigotry, comes from stroller Boone and Coach Yoast. Yoast will eventually see the large picture and swallow his own feelings of mistreatment and put over to the will of the school board and usually, to the will of coach Yoast. He had such a stellar coaching record because he knew how to win. The same can be verbalise about Coach Boone as well.He does not like the situation in which he was picked to coach T.C. Williams but he resolves that this is not only good for his career in the long run, but for the tackiness of the entire community as the football team serves as the center of livelihood in Alexandria, Virginia. In the special features, the real coaches are shown talking as nonagenarian friends and there is nothing to suggest that is not the case in real life. alone the relationship of the two coaches, as was the case with the players, was a contentious one.Race plainly played a central share in the actions of the T.C. Williams football team. People are a product of their environment and Alexandria, Virginia denotative loudly, their feelings about the forced integration of their school as well as the football players did the same. But Coach Boone and Yoast as well as the majority of football players on the team realized what it took to win. All had enjoyed benignant dates before the integration of the school.Had the teams never enjoyed conquest and never yearned for success within their day-to-day lives, there might have been subatomic hope for this experiment to have succeeded. barely those living there at that time can accurately describe what life was really like during those tim es but the ethical behavior of the majority of players as well as their recognition of what it takes to win in this life, eventually became the paramount cause as to why the team went on to have a successful season and racial strife within the team unity could only be seen as a speed bump if they wished to pass on to win.WORKS CITEDBruckheimer, Jerry. Remember the Titans. Buena Vista. 2000