America s Influence On America - 993 Words

In the beginning America was mothered by England. Writers expressed how they felt about America, who America was, and what it meant. The writers all had different points of view, but many thought America would be or should be on her own. Writers like Thomas Paine, J. Hector St. John De Crà ©vecoeur, and Thomas Jefferson thought America was strong enough to be independent. Between 1765 and 1790, the contradicting ideas of writers surrounding the definition of America built the identity of America through the argument stating that England was no longer America’s mother country. In Common Sense, Thomas Paine explained how America was dependent on England, but also showed why Americans should fight for their independence. In the process of becoming a newly founded country, America did need help from Britain financially, and Thomas Paine did address that issue; however, he also explained that America had become strong enough to branch out on its own. He proposed that America break away from England due to its ability to stand independently. Paine wrote, â€Å"Hither have they fled, not from the tender embraces of the mother country, but from the cruelty of the monster, and it is so far true of England, that the same tyranny which drove the first emigrants from home, pursues their descendants still† (324). Paine wrote Common Sense to show Americans why they should break away from England and gain their independence. He thought that America should create her own government and become theShow MoreRelatedAmerica s Influence On North America1130 Words   |à ‚  5 Pages America has evolved greatly since the late 1800s in its aspects of industrialism, expansionism, progressivism, isolationism, and globalization. The industrial era brought on a rise of big businesses and new opportunities through railroad transportation, and has since then given us a country of strong corporation and an ever expanding possibility of transportation of people and goods, alike. The country fought to expand its property lines, communications, and government influence throughoutRead MoreKhrushchev s Influence On America1543 Words   |  7 Pages From 1890-1990, America as a nation experienced constant, dynamic forces from a multiplicity of men and women. When one recalls these people, impactful Americans such as FDR, Henry Ford, Walt Disney, and many others come to mind. However, rarely does one look outside the country for people who created a lasting impact, although certain foreigners molded America during their lives. This particularly applies in the case of Nikita Khrushchev, as despite his status as the leader of another nation, heRead MoreMusic s Influence On America1467 Words   |  6 Pages Intro Music Music’s Influence on America in the Last Century This class is my first opportunity at exploring music through a broad and historical lens. Certainly I’ve learned plenty of information about how music is composed and what elements go into creating the music we have today. However, my favorite part of the class was learning about the history of American music and how it influenced culture. One could argue that culture affected music first, or vice versa. In my opinion, there areRead MoreAmerica s Influence On Television1583 Words   |  7 Pageshave had the ability to neglect both personal and political problems as well as disrupt actors’ lives, but others think that these worries are needless and entertainment is a necessity and learning about the lives of actors is harmless fun. The influence of TV shows and movies on American culture from the 1920s to 1990s was mainly negative as it had average citizens caring about trivial issues in the actors’ lives or in the shows and movies themselves. Americans began t o turn toward TV shows andRead MoreMedia s Influence On The Youth Of America1454 Words   |  6 Pagesthe youth of America. A majority of children and young adults have access to internet, television, radio, newspapers, and video games practically any time they want. The violence in media, along with the availability of media are increasing, however the most predominant form of media for children is video games. Because of this, many are concerned with the effects on the youth. The violence in video games is a cause for aggressive emotions, thoughts, and behaviors in the youth of America. Media isRead MoreBarack Obama s Influence On America1319 Words   |  6 PagesObama is viewed more positively than Ronald Reagan was in 1988? A study completed to evaluate Obama s approval found that, on average, he was viewed 52.1% more positively than Ronald Reagan was at the end of his second term, but not as positively as Bill Clinton was at the end of his. Since Obama’s childhood he dreamed of becoming president one day. In an interview with VOA s Indonesian Service, Obama s third-grade teacher said in a class assignment, he wrote that he wanted to be president. The assignmentRead MoreAmerica s Influence On American Culture1414 Words   |  6 PagesPopular culture in America has visibly had an immense impact in other countries. It has created superheros such as Superman and The Avengers, invented cartoons that symbolize the childhoods of the youth such as Mickey Mouse and Scooby Doo, and globalized figures such as Martin Luther King Jr. There is no doubt that these idols represent positive images that spread influential ideas to other countries, but these positive ideas are only a small fraction of what American popular culture is. AmericanRead MoreThe Beatles Influence On America s Future1776 Words   |  8 PagesIn the early 60s, Britain was known in America for essentially the Queen and tea. However, that all changed in Fe bruary of 1964 when the Beatles touched down on American soil for the first time. Their first hop across the pond was no ordinary endeavor, as most British boy bands or performers had a hard time making it in the states. However, their venture to visit The Ed Sullivan Show ultimately changed America’s future. From that point forward, Americans began on their journey to find hope and expressionRead MoreTheodore Roosevelt s Influence On Latin America1290 Words   |  6 Pages Theodore Roosevelt was a President known for a very dynamic and progressive administration, and his foreign policy in Latin America was no exception. His policies in Latin America were beneficial for the rapidly growing United States, but left an impact on Latin America that was both positive and negative. President Roosevelt took past policies of the United States, such as the unenforced Monroe Doctrine of 1823, and amended them to have the backing of the Navy in the early 1900s. One particularRead Mo reJackie Robinson s Influence On Baseball And America1392 Words   |  6 PagesJackie Robinson’s Influence in Baseball and America Baseball has been known as America’s great sport since the 1920’s. Many people love to watch the games and create their own fantasy teams because they look up to the wide, diverse players on each team. Every team consists of males of different races and this helps bring culture into the great game. Having such a big diversity in one sport makes it easier for more people to enjoy because there is something in it for every person. However, baseball

Epic of Beowulf Essay - 740 Words

The characters Oedipus and Beowulf represent two different types of heroes. Oedipus is a tragic hero and characterized by its standards. He was an influential man of stature who had a tragic flaw. While he contributed to his own downfall, Oedipus was not entirely responsible for it. He also learned a lesson from his mistakes which ultimately creates a catharsis in the reading audience. Beowulf, on the other hand, is characterized by the standards of an epic hero. He strives for excellence and individual glory by doing heroic deeds. He has an admirable set of ethics, is great warrior, and is very loyal to his master. Beowulf is also rewarded for his deeds with fame and fortune. Although both of these men are heroes, the†¦show more content†¦Despite the awful acts committed by Oedipus, he learned a very important lesson. He discovered that fate cannot be changed. This was proven to Oedipus when he finally learned what he had done through Tiresias. Oedipus, by trying so hard to succeed in his obligation to free Thebes from the curse, caused his own undoing (Fergusson 388). This moment of realization for Oedipus causes a catharsis of emotion among the audience. They feel pity for Oedipus, who unknowingly and unwittingly committed these deeds. Beowulf is, however, a completely different type of hero. Beowulf is surrounded by fame, glamour, and fortune. He is an uncommonly great warrior and has performed many heroic feats. By the end of his life, Beowulf has beaten Brecca in a swimming race, killed Grendel, killed Grendels mother, and exchanged fatal blows with a dragon. Beowulf is an ideal epic hero. He knows to perfection the proper etiquette and he has comitatus towards his leaders and elders. As to the issue of loyalty, Anderson says that he depicts the loyalty of warrior to chieftain; of freeman, earl, and churl to their king - a whole-souled devotion to which Anglo-Saxon was ready to dedicate his life (99). Beowulf, for the most part, follows the heroic code. The only portion he violates is the call for humane treatment of a fallen foe. He deviates from this part of the code when he beheads Grendel after his mother in order to achieve revenge for the loss of oneShow MoreRelatedBeowulf : The Epic Of Beowulf1027 Words   |  5 Pages To begin, Beowulf the poem has a unknown author, Beowulf is an epic poem. In Beowulf he is challenged by the murderous monster Grendel, Grendel is eating and slaughtering Hrothgar the King of the Danes men and people, the king needs Beowulf s help in defeating Grendel, Beowulf ends up killing the monster and is now tormented by the monster s mother that is much larger, she is no match for Beowulf and he kills her as well, lastly it is Beowulf’s last battle after he has been king of Geatland forRead MoreThe Epic Of Beowulf By Beowulf2577 Words   |  11 Pagesoriginal aspects of these different religions. Due to the construction of this Beowulf, students and professors are able to study and get a true understanding of a pagans’ demeanor and how life evolves through their eyes. Throughout the epic poem Beowulf, paganism is exemp lified as this epic hero falls victim to fate while embarking on his journey through life fighting monsters and chasing after his fame. To begin with, Beowulf was composed in Old English by an anonymous writer between the sixth and seventhRead MoreThe Epic of Beowulf733 Words   |  3 PagesBeowulf is the oldest anglo-saxon poem written in English. The poem describes the heroic deeds of Beowulf in his fight against monsters. Even if the events narrated in the poem take place in Denmark, the poem was transmitted by oral language between the anglo-saxon even 200 years after its creation. Anglo-saxons did not consider themselves british, but vikings, and their heroes were always from Scandinavia. The author of Beowulf is anonymous. The original poem was written on sheep tanned leatherRead MoreBeowulf as Epic823 Words   |  4 PagesWhat makes an epic? Is Beowulf an epic? ï‚ · ï‚ · ï‚ · What is an epic poem, and how does it differ from other kinds of poetry or storytelling? How have epic poems traditionally been transmitted from generation to generation? How do tellers remember these long and complicated stories? According to Robert Harris’s Glossary of Literary Terms, he defines an epic as the following: Epic. An extended narrative poem recounting actions, travels, adventures, and heroic episodes and written in a high style (withRead More Epic of Beowulf Essay - Beowulf as Epic Hero844 Words   |  4 PagesBeowulf as Epic Hero Epic heroes usually exemplify the character traits most admired in their societies, and Beowulf is no exception.   Beowulf is set in the Anglo-Saxon society, a time when war was rampant among the many peoples trying to take over the different kingdoms of England.   In this dangerous, violent time people lived in constant peril and jeopardy.   These conditions only allowed people of great bravery to survive and men of outstanding courage were admired the populous.   TheseRead MoreThe Epic Of Beowulf As An Epic Hero1519 Words   |  7 Pageswhisked away following a journey, you have most likely read an epic. An epic by definition is â€Å"a long poem, typically one derived from ancient oral tradition, narrating the deeds and adventures of heroic or legendary figures or the history of a nation†. Every epic has a main character that undergoes the same archetypal journey as all other heroes, an epic hero. There are specific qualities one must have to be considered an epic hero. Each epic hero possesses superhuman strength, displays a strong senseRead MoreComparing Beowulf And The Epic Of Beowulf937 Words   |  4 Pagesthe Roman Empire. In the story Beowulf, his actions portray him, indeed be an epic hero. Both Christianity and Paganism are both portrayed throughout the epic Beowulf. Beowulf frequently speaks of God throughout the story, while there are also many Pagan elements that are evident throughout the story as well. In addition, It s hard to ignore the Christian and Pagan elements in Beowulf. These types of elements are what define the heroic warrior in the epic Beowulf(Vengeance the Pagan and ChristianRead MoreThe Epic Of Beowulf As An Epic Hero711 Words   |  3 Pagesthan the writer. These â€Å"epic heros† are protagonists that fulfill their potential of greatness through using their bravery, strength and humility for good. The near ancient tale of Beowulf is a classic example of an epic story that contains an epic hero. In this tale Hrothgar, the king of the Danes, has been terrorized by a beast known as Grendel. This beast has been murdering the king’s people and no one has come close to stopping this killer. A Geat warrior named Beowulf hears of the King’s predicamentRead MoreThe Epic : An Analysis Of The Epic Of Beowulf701 Words   |  3 PagesBeowulf is one of the longest surviving Anglo-Saxon poem. The epic takes place in the sixth century in what is now Denmark and Sweden. The poem opens with Hrothgar, whose successful rule is signified by a glorious mead-hall called Heorot. For 12 years, a massive man-like ogre named Grendel, a descendant of Cain, has raided Heorot and killed the kings warriors. Beowulf, a young warrior from Geatland (Sweden), comes to Hrothgar’s aid, bringing 14 of his best men with him. At a feast before the endRead MoreBeowulf : An Epic Hero930 Words   |  4 Pages The story of Beowulf shows its reader many characteristics of why this Anglo-Saxon poem is an epic. First of all, Beowulf is a warrior of epic renown by the time he formally introduces himself in the poem. Next, Beowulf is the warrior that many strive to be in life. In addition, Beowulf finds himself tackling many quests that involve dangerous beasts, or as he might call them, demons. The next quality shown by Beowulf is his bravery and honor. The reader is able to easily identify this characteristic

Chinese Cinderella Free Essays

Chinese Cinderella Essay In the book, â€Å"Chinese Cinderella,’ by Adeline Yen Mah, there are many things that happen to Adeline throughout her life. The book is based on the original Chinese Cinderella, had a similar life to Adeline. Both were maltreated by their stepmothers, both original mothers die and both gradually become more powerful and renowned throughout their lives. We will write a custom essay sample on Chinese Cinderella or any similar topic only for you Order Now The two girls were severely maltreated by their stepmothers throughout their childhood years. Chinese Cinderella, Ye Xian, was bullied by her stepmother. In the letter from Aunt Baba about the Chinese Cinderella, it said, â€Å"Her stepmother maltreated her, showing preference for her own daughter. † So what Ye Xian’s stepmother did was, she ate Ye Xian’s only friend, her goldfish, then she hid it but then Ye Xian found out. Adeline Yen Mah was also maltreated by her stepmother. Her stepmother was always biased and only treated her own children and the elder children (siblings of Adeline) well. For example, Niang never gave her any tram money but she gave it to the other children. Also, Niang and her father never cared for her when she was young. What Adeline’s parents did affected her a lot in life. Adeline would strive to achieve more throughout her time at school to show what she could do, which made her more confident to work harder and have a better future. Both of the girls’ mothers die when the girls were very young. Ye Xian’s mother died first, and then her dad passed away a short time later. So the only carer for Ye Xian was her father’s other wife, her stepmother. She had her own child and didn’t care much for her, leaving Ye Xian on her own. Adeline’s mother died when Adeline wasn’t even in kindergarten yet. But Adeline wasn’t told much about her mother, even how her mother looked. On page 3, it said, â€Å"Do you have a picture of my dead mama? † But her aunt hesitated a bit and said no. This changed Adeline’s life because this could have made her work a lot harder at school so she could get a good job and try to recover her mother’s history. The two girls were afraid and weak when they were young but proved they could do well and become powerful when they got mature. Ye Xian was a professional at being a potter. She made many pots once and traded them for a pair of golden shoes. She wore them to a festival but lost one. A warlord found out it was Ye Xian’s shoe and married her. This is how Ye Xian was successful at the end. Adeline Yen Mah also became powerful at the end after all the years of suffering. She got very good marks at school and entered a writing contest once and won first prize. Her father was proud of her for one time and let her go to university in England. She was successful and got married and became a mother, which was a very big responsibility for her. How they became powerful was a big step for the two girls because they could have courage in themselves, giving them more opportunities they had never done before and not be afraid to encounter problems. I think that Aunt Baba sent her this story because she wanted to tell Adeline she wasn’t the only person that was treated that way and wanted to give her more faith in herself. In conclusion, Chinese Cinderella and Adeline Yen Mah had pretty much the same life, but just different people in their stories. How to cite Chinese Cinderella, Essay examples Chinese Cinderella Free Essays Adeline Yen Mah’s novel Chinese Cinderella is an autobiographical novel about ‘the secret story of an unwanted daughter. ’ The novel is memorable because the story is intriguing and it is also historical as it depicts the chaos of China in the early 1940s. The novel is also remarkable for its strong depiction of characters. We will write a custom essay sample on Chinese Cinderella or any similar topic only for you Order Now The novel is based on a girl called Adeline who is neglected and unloved by her family members. There are few people who love her. Adeline’s family considers her bad luck because they believe she killed her mother. Big Sister [tells] me, ‘†¦ Mama died giving birth to you. If you had not been born, Mama would still be alive. She died because of you. You are bad luck. † (Yen Mah, 1999:3). Chinese Cinderella is the story of Adeline’s struggle for acceptance and how she overcomes the odds to prove she is worth a chance. She does this by excelling in her studies at school. She is born the fifth child to a wealthy Chinese family where her life began tragically due to her mother’s death. She then struggles to find a place where she feels she belongs. With no love given from her parents, she finds a special relationship with her grandfather and Aunt Baba, who she is later separated from. She is then sent to a convent boarding school in Tianjin where the communists enter under their leader Mao Ze-Dong. Soon she is the only child left in the convent due to communism. After many months she is collected by Aunt Reine Schilling who is Niang’s sister. â€Å"Adeline! ’ she smiled and greeted me in English. ‘†¦ Do you remember me? I am Aunt Reine Schilling, your Niang’s older sister. ’†¦ ‘Come here! Don’t be afraid! †¦ (Yen Mah, 1999:154). Adeline was then taken to Hong Kong. The characters in Chinese Cinderella are portrayed very well. Every character is three dimensional. The horror of Adeline’s life is depicted vividly in the novel. The characters in this novel vary in personalities. The aspect of the story that impacts on the reader is the terrible treatment Adeline endured. Niang, who is the stepmother, has a particular hatred towards Adeline. Her father, who is a mysterious character loves her at times and at others uncaring towards Adeline. â€Å"Is this medal for topping your class? he asked. I nodded eagerly, too excited to speak. † (Yen Mah, 1999:11). This was the only time he congratulated Adeline. Adeline has three brothers and one sister. She is attached to Aunt Baba most who is a loving character. She shows great love and affection towards Adeline unlike her other family members. Her grandfather (Ye Ye) is one of her most passionate supporters throughout the story. Her grandfather believed in her so much that Adeline said â€Å"And if I should be so lucky as to succeed one day, it [is] only be because you [believe] in me. † (Yen Mah, 1999:208). This proves the influence her grandfather had on her. Chinese Cinderella is so well written that one could envisage what China was like in the early 1940s. In the late 1930s to the early 1940s China was a strict society. People expect you to be obedient and respectful. Adeline’s life starts in Tianjin where she is born. She studies kindergarten with her older sister Lydia at St Joseph’s French Convent School. As soon as she starts school she shows her talent and skills. â€Å"What’s that hanging on your dress? † â€Å"It’s something special that Mother Agnes gave me in front of the whole class this afternoon. She called it an award. † My aunt looked thrilled. â€Å"So soon? You only started kindergarten one week ago. What is it for? † â€Å"It’s for topping my class this week†¦Ã¢â‚¬  (Yen Mah, 1999:1) Adeline continues her success at school. A few months later in early 1942 Adeline’s Nai Nai dies of a massive stroke. Adeline’s family is planning to move to Shanghai due to the Japanese communists but waited six weeks till after Nai Nai’s funeral. Then Adeline, Big Sister, Big Brother and Second Brother left to Shanghai to live with Niang. On the way to Shanghai â€Å"[They] were delighted and astonished†¦ (Yen Mah, 1999:24) when they came face to face with their father. Even in Shanghai Adeline continues to succeed at school. The reader can imagine the conditions to which Adeline was subjected. One could imagine the misery of having to walk home from kindergarten. One afternoon, â€Å"Not long after Father and Niang [return] from Tianj in, Mr and Mrs Huang [come] to visit. They [bring] gifts for all seven of us children in a large cardboard box with several holes punched in the lid†¦When we [open] the gift from the Huangs, we [are] delighted to find seven little baby ducklings. (Yen Mah, 1999: 83). Adeline names her duckling PLT (Precious Little Treasure). After a few days Adeline’s father suggests testing Jackie’s, the pet dog’s obedience after dinner. He orders fourth brother to fetch a duckling and he came down with PLT. That night is PLT’s death. Fourth brother has been with Adeline during PLT’s funeral. Soon Niang decides to get Lydia married. After the wedding Niang moves Adeline into Tianjin and sends her to a convent boarding school. By December that year she is the only student left due to the communists. Aunt Jeane Schilling comes to pick her up and take her to Hong Kong where she studies secondary school. Later Adeline studies medicine in England. The language in Chinese Cinderella successfully describes Adeline’s life, particularly the hardships. Upon hearing that Adeline wins the writing competition and her father being pleased she imagines, â€Å"[Her] whole being [vibrates] with all the joy in the world. I only [have] to stretch out my hand to reach the stars. † (Yen Mah, 1999:220). This quotation means that Adeline feels as though all the joy is inside her. She had so much joy she is vibrating. She thought the joy lied in the stars, which she obtains by stretching towards the sky. The language is also very emotive because the novel describes the feelings of every character, such as the scene when Adeline’s little duckling PLT is killed by their dog. â€Å"I [am] overwhelmed with horror. My whole world [turns] desolate. † (Yen Mah, 1999: 96). Adeline says this in a very small amount of words, but it is so descriptive you can feel the emotion. This quotation means that she is suffering through too much horror and sadness to cope with. Adeline felt that the whole world was deserted, nothing but grief. Through the language the reader is able to resonate with the hardships Adeline endured. Chinese Cinderella is a novel which depicts the chaos of China in the early 1940s. It is an autobiographical novel telling the story of an unwanted daughter. The novel is memorable because the language is captivating. Chinese Cinderella is remarkable for its strong interpretation of the characters. How to cite Chinese Cinderella, Essay examples

Simile in Iliad Essay Example For Students

Simile in Iliad Essay There can be a numerous amount of reasons that an author decides to write a particular work. However, the common goal of all authors is to catch the attention of the reader and eventually make an impression of some sort on the reader. There are many different approaches that the author may take in order to achieve this common goal. One approach that can be used is the particular style of writing that the author chooses. In the epic poem by Homer called the Iliad, Homers formula to gain the attention of the reader employs the continual use of similes and metaphors. Being that the Iliad is an epic poem, it communicates to the reader the thoughts and messages that Homer wishes to convey. It is important for the reader to understand the style of writing that Homer uses in order to fully grasp the message of the work. The readers understanding is magnified if the reader clearly understands the techniques and devices used to write this particular work. One of the simplest, most practical t ools used in poetry is the use of comparison. Ordinary speech is enhanced by the use of these comparisons. There are two ways in which an author can compare two things. One is the use of simile, which is a comparison of two unlike things using the words as or like. An example of a simile in poetry is the line I wandered lonely as a cloud from William Wordsworths famous poem. Other examples of similes are fresh as a daisy, flat as a pancake, and beautiful like an angel. The other type of comparison is the metaphor, in which a comparison is made directly, without the words as or like. In other words, a metaphor is a condensed simile establishing an immediate relationship between two things. An example of a metaphor is the phrase drowning in sorrow. In the Iliad, Homer extensively uses the device of simile in portraying many aspects of the text. Homer does not use the metaphor extensively in his work, and when he does use it, the comparisons are usually limited to simple phrases such as winged words (1.201). The main crux of comparisons in the Iliad is the use of similes in which Homer uses in two different ways. Homer uses short similes in which he compares two entities using one simple phrase. There are numerous examples of this found in the Iliad. One example can be found in Book 1 when Homer describes how Achilleus called upon his mother for help from Zeus and how she came out from the sea. Homer writes, and lightly she emerged like a mist from the gray water (359). Another example can be found when Homer speaks of the robe that Hekabe was going to give Athene as a gift, he says the robe shone like a star (6.295). More prevalent however, are the extended similes that Homer has so brilliantly presented in this poem. There are several examples of extended similes that can be noted. One example can be found in Book 6 in the scene that characterizes the meeting between Diomedes and Glaukos. After Diomedes asks Glaukos about his background, Glaukos replies:As is the generation of leaves, so is that of humanity. The wind scatters the leaves on the ground, but the live timber burgeons with leaves again in the season of spring returning. So one generation of men will grow while another dies (146). Another example of an extended simile is found in Book 16 as Achilleus snaps at Patroklos for crying because of the war. Achilleus compares Patroklos to a crying girl running after her mother. He says:Why then are you crying like some poor girl, Patroklos, who runs after her mother andbegs to be picked up and carried, and clings to her dress, and holds her back when shetries to hurry, and gazes tearfully into her face, until she is picked up. You are like one, such a Patroklos, dropping these soft tears. (6)Homer utilizes metaphors as well as similes to add texture to the Iliad. Most often, the metaphors are simple phrases used to describe a person or object. Examples of metaphors from the Iliad are when Homer calls Achilleus shepherd of the people (16.2) and in Book 2, when Homer discusses Agamemnons dream. Homer describes the descent of the Dream to Agamemnon. Homer writes, He found him sleeping within his shelter in a cloud of immortal slumber (18). .u79ef53ca95c443a42badebc5588c8db2 , .u79ef53ca95c443a42badebc5588c8db2 .postImageUrl , .u79ef53ca95c443a42badebc5588c8db2 .centered-text-area { min-height: 80px; position: relative; } .u79ef53ca95c443a42badebc5588c8db2 , .u79ef53ca95c443a42badebc5588c8db2:hover , .u79ef53ca95c443a42badebc5588c8db2:visited , .u79ef53ca95c443a42badebc5588c8db2:active { border:0!important; } .u79ef53ca95c443a42badebc5588c8db2 .clearfix:after { content: ""; display: table; clear: both; } .u79ef53ca95c443a42badebc5588c8db2 { 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; } .u79ef53ca95c443a42badebc5588c8db2:active , .u79ef53ca95c443a42badebc5588c8db2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u79ef53ca95c443a42badebc5588c8db2 .centered-text-area { width: 100%; position: relative ; } .u79ef53ca95c443a42badebc5588c8db2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u79ef53ca95c443a42badebc5588c8db2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u79ef53ca95c443a42badebc5588c8db2 .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; } .u79ef53ca95c443a42badebc5588c8db2:hover .ctaButton { background-color: #34495E!important; } .u79ef53ca95c443a42badebc5588c8db2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u79ef53ca95c443a42badebc5588c8db2 .u79ef53ca95c443a42badebc5588c8db2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u79ef53ca95c443a42badebc5588c8db2:after { content: ""; display: block; clear: both; } READ: Alexander the Great4 EssayHomers similes and metaphors are generally used as descriptions. The descriptions can be divided into different groups such as descriptions of people, descriptions of peoples language, and descriptions of war and battle. Homers descriptions of people, particularly the warriors are found throughout the Iliad. In Book 2, Homer describes the Achaian army, saying that it was as if they were young children or widowed women they cry out and complain to each other about going homeward (289). Book 3 says, Atreides ranged like a wild beast (448) and in Book 6, Hektors son is described as beautiful as a shining star (401). Achilleus in particular is compare d to many things in the Iliad. In Book 16 Achilleus is called shepherd of the people (2). In Book 22, he is described in great detail in comparison with many things. He is compared to a racehorse who is in tearing speed (22), he is compared to a star which comes on in the autumn and whose conspicuous brightness far outshines the stars that are numbered in the nights darkening (26). He is also compared to a snake who waits for a man by his hole, in the mountains, glutted with evil poisons (93). Homer uses these comparisons to greatly emphasize the greatness and strength of Achilleus. Without these similes, our belief and understanding of Achilleus strength would be severely limited. If Homer told us at the beginning that Achilleus was the greatest of all warriors and did not add these comparisons throughout the poem, the strength would not seem as great as it seems with these comparisons. With these comparisons, Achilleus seems more like a god than a human, and because he is so honor ed by others in the poem for his strength, the reader will indefinitely honor him and be awed by him as well. The comparisons act not only as reminders, but also as reinforcers of the greatness of Achilleus. Descriptions of peoples speech also occur as similes and metaphors in the Iliad. The speech that people use to put down other people usually contains similes and metaphors. In Book 3, Alexandros tells Hektor your heart is weariless, like an axe-blade driven by a mans strength through the timber (60). In Book 22, Hektor calls Achilleus a dog (345) and says that Achilleus has a heart of iron (357). One of the main focuses of Homers descriptive language is his concentration on warriors, battle and war. An abundant amount of similes and metaphors can be found in Homers descriptions. In Book 2 Homer describes the Achaian army as:swarms of clustering bees that issue forever in fresh bursts from the hallow in the stone, and hang like a bunch of grapes as they hover beneath the flowers in springtimefluttering in swarms together this way and that way (87). In Book 3, the Trojans are said to come on with clamour and shouting like wildfowl (2), and the Achaians are described as:on the peaks of mountains the south wind scatters the thick mist, no friend to the shepherd, but better than night for the robber, and a man can see before him only as far as a stone cast, so beneath their feet the dust drove up in a stormcloud of menmarching, who made their way through the plain in great speed (10). The warriors in particular are described through comparison. The Trojan warriors are compared to a black cloud (16.65) while the Achaian warriors are said to be like wolves who tear flesh raw (16.155). Homers technique in employing the similes and metaphors is fairly simple; they are everywhere. Without the similes, the work would be a plain and unreadable record of the Trojan War. It would not be a work of poetry, but rather a historical account of an event that took place. Without the similes and metaphors, the reader would not associate as closely with the characters, and there would be not as clear an understanding as there is with the similes and metaphors. The reason that the text becomes more interesting through the use of simile and metaphor is because they allow for the reader to associate better with the plot. The similes and metaphor bring the characters and the battles to life. The reader becomes familiarized with Homers style of writing, and will become more comfortable not only with the plot, but with the characters as well. This familiarity might thus let the reader to even take sides with certain characters, causing a kind of emotional connection to the characters as well as the text on a whole. .u59b4d67ad27b72c31e03e182bf8f9679 , .u59b4d67ad27b72c31e03e182bf8f9679 .postImageUrl , .u59b4d67ad27b72c31e03e182bf8f9679 .centered-text-area { min-height: 80px; position: relative; } .u59b4d67ad27b72c31e03e182bf8f9679 , .u59b4d67ad27b72c31e03e182bf8f9679:hover , .u59b4d67ad27b72c31e03e182bf8f9679:visited , .u59b4d67ad27b72c31e03e182bf8f9679:active { border:0!important; } .u59b4d67ad27b72c31e03e182bf8f9679 .clearfix:after { content: ""; display: table; clear: both; } .u59b4d67ad27b72c31e03e182bf8f9679 { 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; } .u59b4d67ad27b72c31e03e182bf8f9679:active , .u59b4d67ad27b72c31e03e182bf8f9679:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u59b4d67ad27b72c31e03e182bf8f9679 .centered-text-area { width: 100%; position: relative ; } .u59b4d67ad27b72c31e03e182bf8f9679 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u59b4d67ad27b72c31e03e182bf8f9679 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u59b4d67ad27b72c31e03e182bf8f9679 .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; } .u59b4d67ad27b72c31e03e182bf8f9679:hover .ctaButton { background-color: #34495E!important; } .u59b4d67ad27b72c31e03e182bf8f9679 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u59b4d67ad27b72c31e03e182bf8f9679 .u59b4d67ad27b72c31e03e182bf8f9679-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u59b4d67ad27b72c31e03e182bf8f9679:after { content: ""; display: block; clear: both; } READ: Saving Private Ryan Analysis EssayHomers brilliant use of language is what makes the Iliad such an ingenious work of literature. The reader becomes absorbed into the language that Homer employs, and what may have been difficult to read in the beginning becomes second nature to the reader after a while. The similes and metaphors add texture and depth to the characters as well as the plot. It is unquestionable that these similes and metaphors gain the interest of the readers and hopefully make an impression on them, thus achieving the ultimate goal of the author, Homer. Bibliography:

Alder free essay sample

What influence did these beliefs of inferiority have on his striving for superiority? Because of the feeling of inferiority, Martin was eager to make achievement when he grew up, and he strived for his study and work. He was an excellent student at school, and also became a well-known lawyer in his career. He wanted to use the achievements to increase his superiority and decrease the inferiority. I think the beliefs of inferiority had positive influence on his striving for superiority. Martin’s inferiority helped him to improve himself and achieve success. He wanted to get rid of inferiority and striving for superiority. In order to achieve this goal, he had motivation to study hard and work hard. Consequently, he obtained success and achieved his goal. 3. According to Adler’s theory, what was Martin’s goal? What was Martin’s unique style of life that could be used to achieve this goal? How do you know this? According to Adler’s theory, Martin’s goal was to be out of inferiority and achieve superiority. We will write a custom essay sample on Alder or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The style of life was the life plan or guiding image, and referred to the unique ways which people peruse their ways. People’s unique styles of life were formed to a considerable extent during the first five years of life, and also were a reaction to people’s inferiority, real or imaged. Therefore, Martin’s unique style of life was formed in his early childhood. He was raised in a low socioeconomic status family, and his parents were working class and didn’t get the higher education. So he studied hard at school and had excellent achievement in academy. Moreover, he had a good job and made a lot of money, also had a good reputation. 4. Did Martin have a high or low level of social interest? What does this imply about his personality and adjustment? What is the cause of this level of social interest? From the description, I think Martin had low level of social interest. This implied that Martin was not good at cooperation with people, less altruistic and helpful, and not well-adjusted socially. I think the reason why Martin had low level of social interest was that he didn’t get enough love and care from his parents. In the description, Martin’s mother married his father just because of pregnancy, not because of love, and she didn’t really love Martin either. So neither Martin’s physical or psychological needs could be satisfied from parents. He felt alone and didn’t feel love from his family. Thus I think this was the cause of Martin’s low level of social interest. 5. What did Adler say about birth order that would apply to Martin’s life? Adler believed that each child was treated uniquely by its parents, and this special treatment was typically, but not inevitably, related to the child’s order of birth within the family. He thought that the oldest child was the center of attention in the family before the birth of other siblings, but the position would be replaced by other siblings’ birth, so little Martin might feel isolated and ignored after his brother or sister’s birth. On the other hand, according to Adler, the oldest child understood best the importance of power and authority because he or she has had undergone their loss within the family. Consequently, the oldest child would be highly supportive of, and depended on, authorities in later life and would be a person who tended to support the status quo. In this case, Martin was the oldest child in his family, so he knew how important the authority was. He left his first law firm even it was a well-know firm, and started his own law firm. He got the authority from his own firm and tried to keep this authority in his life.

How does Osama Bin Laden fit into Maslows Hierarchy of needs essays

How does Osama Bin Laden fit into Maslow's Hierarchy of needs essays At the bottom of Maslow's needs are the physiological needs. Since Bin Laden's family was extremely wealthy, it can be assumed the he has never had to focus his personality needs on food and shelter. Married and surrounded by dedicated followers, it seems likely that he has not been Once those basic physiological needs have been met, most people concern themselves with other life needs: safety, security, a stable home life, an orderly environment that makes sense to them. Certainly Bin Laden grew up with most of those needs met. He also presumably has them in his adult life. Even though he is the single most pursued accused criminal in the world, he seems to have managed to keep himself safe and secure, and it is likely the run, because his life style suits his purposes. Next, Maslow addresses our need for love and friendships. Certainly Bin Laden is surrounded by people who value him, and he certainly can feel that he is an important part of a group his terrorist organization. Although some of his birth family have disowned him, others apparently have not, and he heads a large organization all of whose members admire him and value their association with him. It does not seem likely that he would feel lonely or alienated. Although the larger world has rejected him, that is part of his desire. He does not want to be accepted by most of the world, and the people who do matter to him other terrorists who share his beliefs and ideals clearly embrace him. It seems likely that Bin Laden has a strong feeling of high self- esteem, as he is committed to his path of life and from his point of view has been very successful. Combining his strong beliefs, his wide acceptance among others of like minds, and his striving to excel, he may even enjoy a kind of self-actualization that most of us would view as twisted. However, it suits Bin Laden and his personal de ...

Impacts of Colonialism on U.K Essay Example | Topics and Well Written Essays - 500 words

Impacts of Colonialism on U.K - Essay Example During the beginning of the 20th century, England had its control over maximum areas of the world under its empirical power (College of New Jersey, â€Å"British Empire†). In the first three decades of the 19th century, the UK adopted the policy to rule Cape Colony. In 1795, the UK seized the Cape from the Vereenigde Oost-Indische Compagnie (VOC). After a few years, British in 1803 returned the Cape to the Dutch government peacefully. In the year 1806, when the Napoleonic Wars began, the British captured the Cape in order to protect the sea route in order to protect their route to their Asian empire (U.S. Library of Congress, â€Å"British Colonialism†). During the late 18th century, the British government was in need for a base in the zone of Malaysia when they controlled India. Under the command of Francis Light in 1786, the British had colonized Penang and established Georgetown and they took over the Province of Wellesley in 1800. During the period of 1819, a trading post was founded at Singapore (Lambert, â€Å"A Brief History of Malaysia†). From the episode of the colonization of the Cape, the British government gained a lot. They focused upon the policy of the labor market. They utilized mass force of Cape for the purpose of the labor source for the British government. The colonial rule of the UK over the Cape in South Africa was strong and they colonized Cape due to certain reasons. The reasons were to secure the routes of their trade secrets, acquire huge labor and maintain the political power over most parts in the world. Primarily the labor supply was concentrated in this region (U.S. Library of Congress, â€Å"British Colonialism†). From the colonization of Malaysia, the British government had set up their trade bases in Singapore and around the coasts of Malaysia. They acquired Malaysia’s rubber industry and traded in the

Making lessons accessible for English language learners Essay

Making lessons accessible for English language learners - Essay Example In this case the goals consist of i) helping the non-speaking English students overcome their lack of confidence in giving proper expression to their views in response to a given topic or issue in English language ii) knowing how to begin with critical approach iii) being able to convey their views to others iv) helping them avoid summarization. The whole process of teaching this particular lesson would help in reinforcing their analytical thinking (Schneberger). The modifications I find most essential to be done for specifically the English language learners is in the topic on which they are to write in response. I would like to bank on the visual sense as I believe it is the most effective way of getting a response. Therefore I would present a descriptive picture before my students and ask them to write down a few lines on what they see in the picture. At this point I think it is important for the teacher to explain the meaning and importance of ‘Response Writing’ to the students as they are not so familiar with the English language. They are also to be made aware of the stages of ‘Response Writing’ (Schneberger). I feel that it would be needful to ask the students to share their observation with the rest of the class. They are to be asked to read aloud individually. This would not only help the teacher check upon their reading skill but also whether they have got down the points correctly or not? The teacher should then ask them to note down the similarity in the points between each other (Schneberger). After listening to the students, the teacher is to write the word ‘summary’ on the board (Schneberger) in order to point out specifically the difference between ‘critical response’ and ‘summary’. It is always better to write out than tell while teaching. By writing down the difference and definitions the students get a better understanding of the meanings. The teacher should distinctly point out to the students

Integration - Causal Chains and Strategy Essay Example | Topics and Well Written Essays - 1000 words

Integration - Causal Chains and Strategy - Essay Example Under the following section, each quadrant is briefly discussed, followed by their causal linkages and last part of this article provides a nine-step framework to develop such balanced scorecard system in technology-based organization. Analysis As mentioned-above balanced scorecard, system works based on four perspective such as organization capacity, internal processes, customers and financial perspective. Organizational capacity relates to the concept of increasing the capacity of the business such as production capacity, material capacity, project capacity, etc. In order to meet the demands from the customers, it is essential that the organization must have sufficient capacity to fulfill that order. Internal processes relates to the concept of how effectively the organization can perform a certain job or fulfill customer’s demand for instance. How departments are managed and integrated, how internal controls work together, etc. are the core issues highlighted through intern al processes. Third perspective solely relates to customers. Customers are most important stakeholders of any business such that their preferences, tastes, dispositions, likes and dislikes, etc. paly a profound role in developing the most adequate business strategies. From this perspective, the organization needs to assess the current demands of the customer, how to satisfy them, how to retain their loyalty, how to provide after-sales services to them, etc. are focused through this perspective. Last, but probably the most important perspective of a balanced scorecard is the financial perspective such that every organization needs to improve its financial performance and position. For this purpose, the organizations use financial ratio analysis as a technique of evaluating their performances. Some important financial ratios under this perspective include return on investment, return on assets, return on equity, net profit margin, etc. Challenges faced by Technology Organizations Befo re establishing the causal linkage between the balanced scorecard perspectives within the technology organizations, it is of crucial importance that the characteristics of technology organization are studies first. Technology organizations are the ones which can be differentiated from other organizations especially in terms of challenges that they face (Rohm and Moinoski, n.d.). Following are some of the typical challenges faced by the technology-based organizations: Their product cycles constantly and rapidly contract. They constantly have to recruit, retain and reward the best technology talent. These organizations have to make and communicate the timely and critical decisions relating to product development. They have to track the customer’s perspectives such that they have to track the customer’s featured demands and their corresponding models. They have to deal with disruptive technologies which can, not only wrap up the product but the entire business. Integratio n of Causal Chain Keeping in mind the above challenges that technology-based organizations face, the balanced scorecard system is developed through a strategy. The strategy can be referred as integration of causal chain between these four perspectives of balanced scorecard (BSI, 2007). This strategy aims at developing the organizational capacity first. The investment in organizational ca

A Child Protection Social Worker Social Work Essay

A Child Protection Social Worker Social Work Essay Upon a social service department receiving the initial referral a decision will be made by the manager whether to act upon the information received. In the case of Samantha and her children the referral offers enough information to meet the criteria for a social worker to undertake an Initial Assessment. Local Authority (Social Services) Act (1970), places a duty on authorities to provided social services. It sets out a legal framework for local authorities and social work responsibilities in a statutory role, this being continually updated. In the case of Samantha and her children the authority in which the family reside in have a legal responsibility to undertake an assessment and a corporate obligation to provide services to children in need and adults, if necessary. Powers grant Local Authorities to act in certain ways but there is no obligation to do so and there is a degree of discretion of how powers are applied. In relation to the case study, the social worker would have the power to initiate contact with the family and other professionals they felt may provide valuable information to assist in the assessment process (Brammer, 2010). When carrying out the assessment, the social worker would refer to legislation which governs what they can do in order to safeguard children. The Children Act, (1989) sets out that the welfare of the child is paramount, the child being the primary client (Brayne Carr, 2010). The Act provides the legal framework within which social work practice with children and families is situated and promotes the family as being the best place for the child to be brought up in, where it is safe and possible to do so. The Act also includes principals with regards to welfare, childrens rights and introduced the concept of parental responsibility (Children Act, 1989, s.3, Brammer, 2010). The Act states that the local authority is required to provide services for children in need, their families and others (Children Act 1989, sec.17) and investigate if they have reasonable cause to suspect a child is suffering or is likely to suffer from significant harm (Children Act 1989, sec.47). It also gives the authority the power to apply to the court if they believe the child is suffering or is likely to suffer significant harm, placing the child in local authority care (Children Act, 1989, sec 31). The Children Act (2004) was introduced following an enquiry into the death of Victoria Climbe by Lord Laming. The Government responded by producing a green paper Every Child Matters and Wales Rights to Action, this led onto pass the Children Act 2004. Its main focus is to highlight the importance of multi-agency working placing a duty on local authorities and their partners including health, schools, and the Police to work responsibly and collaboratively to promote the wellbeing and safety of children. A common assessment framework was introduced so that social workers and partner agencies could provide better preventative support for families deemed not to reach child protection thresholds. The introduction of the Common Assessment Framework (CAF) considers a holistic view of the child and their family, incorporating the childs developmental needs, parenting capacity and family and environmental factors (Brammer, 2010). In relation to the case study there have been concerns regardin g Callum and Claudia from their school. The Education Act 2002 also includes a provision requiring school governing bodies, education authorities and further education institutions to safeguard and promote the welfare of children (NSPCC, 2012). Using the CAF will also allow the social worker to explore family issues concerning the childrens father, older siblings and immediate family. The CAF will also consider the families identity and promote any welsh language needs in accordance with the Welsh Language Act 1993 (CCW, 2002, 1.6). In response to the Children Act, 2004 the Welsh Assembly Government (WAG) produced, Safeguarding Children; Working Together under the Children Act 2004, providing local authorities with guidelines and descriptions of roles of partner agencies and focused on working responsively and proactively (WAG, 2004). The All Wales Child Protection Procedures, 2008 were also introduced upon recommendations from Lord Lamings report requesting that governments strengt hen their child protection procedures (WAG, 2008). The Human Rights Act 1989 also plays an important role in the social work assessment. Professionals are required to uphold and defend the rights of individuals whilst seeking to meet their needs. The Act has also heavily influenced the Disability Discriminations Act, 2005 and Equality Act, 2006 2010 (Brayne Shoot, 2010). Wales have also implemented their own introducing The Equality and Human Rights Commission in 2007 (BASW, 2011). This legislation will be relevant when taking into account the needs of Samantha in relation to her historical mental health problems. The United Nations Convention on the Rights of the Child 1989 (UNCRC), is an international agreement that protects the human rights of children under the age of eighteen and recognises children as possessing rights on equal footing with adults. This along with the Human Rights Act 1989 is instrumental in the CAF as it requests that the child is to be seen and a consideration of their needs and wishes recorded. The children, along with Samantha have the right to have their wishes and feelings known in relation to any assessment or intervention undertaken (Children Act, 1989 sec. 22 Human Rights Act, 1989, UNCRC, 1989 article 12). There are also national bodies that provide social care professionals with common guidance on their practice. These are the British Association of Social Workers (BASW), the General Social Care Council (GSCC) and in relation to Wales the Care Council of Wales (CCW) and the National Occupational Standards of Social Work (NOS). The legislation and guidance discussed will assist the social worker in undertaking an initial assessment of Samantha and her children. Using the CAF will help to establish what support if any the family requires. The assessment should show the strengths, difficulties and impact of the situation on the family (Parker Bradley, 2008). The social worker will need to determine from an analyses of the assessment whether the children are children in need (Children Act, 1989 sec. 17) or children in need of protection (Children Act 1989 sec.47). The worker will be required to work alongside other professionals in a multi-agency approach in particular education, possible mental health agencies and recognising that the children, in particular Callum maybe a young carer (Children Act, 2004, Disability Discrimination Act, 2005, Equality Act, 2006 2010, Carers Recognition Services Act 1995). The social worker would also be abiding by statutory bodies codes of ethics in recognising and promotin g services users rights, working open and honestly and respecting their views and wishes (BASW, 2012 CCW, 2002, CCW, 2003 GSCC, 2002). Section B. Upon receipt of this further information from the Health Visitor, the Local Authority would have a duty under the Children Act 1989 to initiate Sec.47 enquiries. The Children Act 1989 Sec. 1b states that, If the local authority have reasonable cause to suspect that a child who lives or is found in their area is suffering or is likely to suffer significant harm. The authority shall make or cause to be made such enquiries as they consider necessary to enable them to decide whether they should safeguard or promote the childs welfare. Following this legislation the social worker in consultation with a senior manager would undertake a strategy discussion at the earliest opportunity. Information would be gathered from the referrer and also the consultant paediatrician and discussed with the police; this can be done via telephone (WAG, 2008). Any other relevant information about the family should also be shared during this time. Information should be given to the Police regarding Samanthas partner David and checked against the police national database, although this should have been done as part of the Core Assessment process. Pertinent questions should be raised regarding the consultants assessment of the alleged burn marks; How did the hospital visit come about? Why did the consultant not make the referral themselves? Was Claudia sent home after the examination? The strategy discussion should agree the course of action to be taken; if a medical examination is needed, whether the investigation would be a single or j oint agency response (social services alone or in conjunction with the police) and what information should be shared with the family at this time. It should also take into consideration the needs of any other children who may be affected, in this case Claudias brother Callum (WAG, 2008). As part of the Sec.47 enquiries it is a statutory requirement for the social worker to see the child unless there is enough evidence and information to proceed (Children Act, 1989 s47.4). It is important that any discussions with children are done in a way that minimises the distress and maximises the likelihood of them providing clear and accurate accounts (Brayne Carr, 2010). Due to the seriousness of the information regarding Claudia and Callum and the presence of a potential non accidental injury, the decision needs to be made whether emergency action is needed. This may be because access to the child is being refused; parent is refusing a medical examination or deliberately delaying enquiries. Legal advice should also be available through the local authoritys legal service (WAG, 2008). Following this there are a range of options available to the local authority for securing the protection of Claudia and Callum. Samantha may agree to David leaving the household and sign a safe-care agreement for him not to have contact with the children. Although this may not be possible as there are allegations of a non-accidental injury with no reasonable explanation to the cause. Claudia and Callum may be cared for be extended family subject to safeguarding checks (WAG, 2008). The children may be looked after by the local authority with parental agreement (Children Act, 1989, sec. 20). Social services can also make an application to court for an Emergency Protection Order, allowing them to accommodate the children for up to eight days without parental consent. The last option is Powers of Police Protection whereby the Police have the power to remove the children (WAG, 2008, Williams, 2008). Although there must be no delay in safeguarding children who are at risk, it is important to be aware of the possible trauma and disruption such proceedings may have on the children involved and every effort must be made to minimise this. Section C. Under the Human Rights Act 1998, Claudia has the right to respect for a family life and privacy and local authorities have to justify any interference in family life with any involvement being necessary and proportionate (HRA, 1998 article.8). This is also supported by the UNCRC 1988. These rights can be compromised when there are concerns regarding child welfare and child protection. Local authorities exercising their legal duties and functions must do so without violating the rights of children and their parents. In relation to Claudia and the escalating concerns for her welfare and safety, social services are legally justified in intervening in family life if it is to protect her health and wellbeing (Laird, 2010). This must only happen in accordance to the law, Children Act 1989 and must not interfere with the convention law, beyond what is absolutely essential to prevent some kind of harm (Laird, 2010, p150). The case study highlights incidents of escalating seriousness with regards to Claudia, she has suspected non accidental injuries and her brother Callum has alleged that David has slept in her room on occasions, this alongside on-going issues of neglect. This information would be sufficient to trigger compulsory measures by the local authority under sec.47 Children Act 1989. Section 47 enquiries and powers of police protection to remove children in an emergency do not require a court order. A court order ensures that there is a forum in which the rights of those who are involved and what is needed in order to safeguard the child can be considered by a judge, this ensures that in most cases compulsory measures will not normally breach Article 8 ECHR (Williams, 2008). In situations of extreme urgency where the child is at risk of significant harm, relating to the case study and the non-accidental injuries to Claudia, the local authority can apply to the court for an emergency protection order (EPO) which can be granted by a single magistrate without the prior knowledge of the parents (Laird, 2010). Courts must regard Claudias welfare as paramount and must be satisfied that making an order is better than making no order at all. Local authorities must look to identify family placements for the child before opting for foster care. Laird (2010) uses an example of X Local Authority v B (Emergency Protection Orders), whereby the local authority where the children lived did not take into account the viability of placements with extended family members before applying for an EPO. This contravening article 8, as removing the children from all their relatives into foster care is the most extreme interference in family life. In relation to Claudia, if she was to be removed from the care of her mother, into foster care and possibly separated from her brother, without giving prior consideration to any immediate or extended family may breach her rights under article 8 or the Human Rights Act 1998 and UNCRC 1989. Working in partnership with professionals during child protection procedures is guided through legislation and agency roles, powers and duties. The difficultly can be working in partnership with parents especially when they are not in agreement with the process. In child protection work the relationship between parent and social worker can be fraught and tightly directed by legal and procedural requirements (Pinkerton Devaney, 2009). If Claudia was to remain in the care of her mother, she would be the subject of an Initial Child Protection Conference. WAG (2008) states that where possible parents and others with parental responsibility should be invited to attend and helped fully to take part. They also have the option of bringing an advocate or legal representative. Family members and professional should be able to share information in a safe and non-threatening environment and for family members to speak to the chair in the absence of other relatives, especially if there is a risk of violence or intimidation (Brammer, 2007 CCW, 2002, 1.3, 3.1). This could be apparent in relation to Samantha if Claudias father having parental responsibility also attended the conference. The social worker should also meet with the parents beforehand to share the report which highlights the concerns bringing them to conference. The chair should also meet before the conference to ensure that they understand the procedure and purpose of the event (Brammer, 2007). At six years old, Claudia is able to voice her wishes and feelings and this should be done through direct work with the social worker, not to obtain a disclosure about possible abuse, but to build a trusting relationship between worker and child with the child being able to feel safe and secure whether they remain at home or in placement (Milner OByrne, 2009, CCW, 2002 1.2, 2.1 UNCRC, 1989, article 12). Studies show that children are capable of understanding complex situations and are able to construct ways of dealing w ith them, so an honest explanation of the situation is more productive, however young they are. However issues can arise when the child knows only too well the seriousness of the situation. Claudia may hesitate and feel unable to talk freely as she may worry how the information discussed will be used. If she is to return home to her mother, she may be questioned over what she has said (Milner OByrne, 2009). Although the worker will respect the confidentially of Claudia, it is not wholly guaranteed and this should be explained to her in an age appropriate manner, ensuring her understanding (BASW, 2011, CCW, 2002, 2.3, Children Act 2004 sec. 12). Any disclosures from Claudia which could potentially put her or others at risk will require compulsory action under sec. 47 Children Act 1989. Whilst working with Claudia and her family the social worker will be guided by legislation and statutory guidance which will on times conflict with human rights and ethical values. The very nature of child protection work can be oppressive with a distinct power imbalance. The power and status is firmly with the worker who is advantaged by being someone of the authority. It is also likely to be reinforced by the parents and children being disadvantaged by gender, class, race and age (Pinkerton Devaney, 2009). Childrens rights to protection are clearly laid out in international and domestic law (Human Rights Act, 1998, UNCRC, 1989, Children Act, 1989/2004) and promoted in national and international codes of ethics and practice guidance (International Federation of Social Workers, British Association of Social Workers Care Council of Wales). In relation to Claudia the Human Rights Act 1989 and UNCRC 1989 article 8, supports her right to remain in the care of her mother. In contrast to this article 19 ensures that Claudia is protected from violence, abuse and neglect by her parents or anyone else who looks after her. Article 9 goes on to support the removal of the child for their own protection but promotes contact with parents if safe to do so (UNCRC, 1989). The social worker would encounter ethical dilemmas during her work with Claudia and have to balance her needs and interests where they may conflict with those of others, especially other professionals, and child protection issues in regards to her safety (CCW, 2002, BASW, 2011). The worker would apply the relevant codes of ethics and practice around issues of information sharing and confidentiality (CCW, 2002 2.3, 6.5, 6.7). However in relation to child protection and the law, the welfare of the child would always be paramount over any rights of confidentiality (Children Act, 1989). The social worker would need to give due consideration regarding Claudias life-skills and knowledge and promote her participation in the process that concerns her (BASW, 2011, 2.1, CCW, 2002, 1.1, 1.2, 3.1). Although consideration of a childs wishes and feelings does not impose a duty to act upon them (Brayne Preston-Shoot, 2010). Overall this assignment highlights the complex nature of social work in one of the most demanding areas, child protection. The need to follow legislation and statutory guidance and to balance that with the individuals human rights, taking into consideration ethics, non-oppressive and anti-discriminatory practice can, on times be a highly contentious process but one that hopefully has the desired outcome, the child has been protected and is safe from harm. Children have a right to live in this world and be protected from violence, abuse and neglect and child protection should be the business of everyone. There have been incidents when things have gone wrong and unfortunately children have died as a result, lessons have been learnt and law and policy nationally and internationally has been changed to hopefully prevent this in the future.

Personal Narrative Adults Negative View of Teenagers :: Papers

Personal Narrative Adult's Negative View of Teenagers There is a significant difference of opinion about teenagers today that comes from teenagers themselves and the adult population. A good majority of the young people today view themselves as relatively responsible people. A lot of them are inquisitive and are eager to learn new things. Many are committed to a drug-free lifestyle, and there are a lot of students who achieve very high grades. Most adults' view on teen behavior is very different. Of course, there is a percentage of youth that is very immature, lazy, unorganized, disrespectful, and careless, etc. (The list could go on and on.); but, unfortunately, it is the bad qualities that stay in the minds of many adults and elders. There are few teenagers today who will openly admit to their bad habits or behaviors. Maybe they can’t keep a clean room, or maybe they have a very difficult time remembering to do their homework every night. It may even be possible for them to spel things inkirectly. I am a strong believer in the fact that doing your best is all that matters, yet teens must also be aware of the fact that â€Å"good enough† isn’t. Everyone makes mistakes, but you’re judged many times on how few mistakes you actually make. I’m sure that nobody would go to a job interview ready to tell the boss of the company: â€Å"Well, let’s face it. I’m not very productive, and I rather be watching The Simpsons right now.† Who really is willing to tell someone about his or her personal flaws? In reality, it takes someone to offer a â€Å"wake up call† sometimes to make us aware of when we’re not doing something correctly. Today’s teens need to be criticized, but they also need to be encouraged when they are doing something right as well. They need to be told when they could be a little more responsible, and they could use some advice occasionally on how to manage their time. Equally as important, I think a teenager needs to be told when they solve a problem correctly or produce an excellent piece of work. Encouragement will only bring about repetition; and, maybe after being told that they’ve done something right, today’s teens will be able to much more easily say: â€Å"I’m responsible.† It is disappointing to come across such an abyss between the viewpoints of elders and teenagers on teen habits.

The Scarlet Letter essay: Why was Dimmesdale’s Suffering Worse Than Hester’s?

In Nathaniel Hawthorne’s The Scarlet Letter, Mr. Dimmesdale’s greatest secret is his sin of adultery with Hester Prynne. Mr. Dimmesdale feared that his soul could not bear the shame of such a disclosure because of his status as an important moral figure in society. As a result, he keeps his identity a secret as Hester is publicly ridiculed for their act of adultery. Despite his choice of guilt over shame, Mr.Dimmesdale’s private self-inflicted inner turmoil that is exacerbated by the tortures of Roger Chillingworth, ate away at his physical being and mental state, causing much greater suffering than Hester’s public shame of the scarlet letter. Much of the suffering, physical and mental, that Arthur Dimmesdale endures is self-inflicted due to the immense weight of his guilty conscience. Fearing that he would not be able to bear the punishment from the public, he chose to remain anonymous in his sins. In doing so, he underestimated the amount of psychologica l torture and suffering he would endure by his own hand.By only confessing to himself, he does not fulfill the requirements of repentance, for there is no one to forgive him but himself. He does not allow his conscience to be cleansed, and therefore must live with his sins. His emotional pain leads him to inflict pain with a â€Å"bloody scourge†, which he had often â€Å"plied on his own shoulders†(99). He inflicts great physical pain in addition to his mental torture. In the early Christian church, self-flagellation was imposed as a means of penance and purification for disobedient clergy and laity.In the bible, Proverbs relates that blows â€Å"cleanse away evil† and stripes wash the heart (Prov 20:30). He is trying to redeem and cleanse himself without confession, but this is impossible. Through this self-mutilation, he attempts to relieve his mental pain by inflicting self pain; he find this unsatisfying because he still neglects to partake in the most impo rtant aspect of redemption, confession. He also rigorously fasts, as another attempt to cleanse his soul. Hawthorne writes, â€Å"it was his custom, too, as it has been that of many other pious Puritans, to fast, – not, however, like them†¦Ã‚  but rigorously, and until his knees trembled beneath him, as an act of penance†(99).Religiously, fasting is commonly used as a form of purification and focus on spirituality. Once again, he uses bodily pain as an attempt to relieve his mental suffering. By participating in this unsuccessful cleansing, he only subjects himself to greater psychological torture; what he studied and knew to be a cure of guilt and sin only amplifies his own. The situation becomes hopeless when his ways fail him, and this eats away at his religious beliefs, which are the basis of his entire life.He faces an entire identity crisis, and this is something Hester never had to endure. Yes, she withstood her own share of loneliness and suffering, but ne ver to the extreme where she turned to self-mutilation to relieve herself. He attempts to redeem his tarnished soul through various acts of contrition, but all is in vain because it is all done without a confession. His torture is all within himself; he is his own shunning, gossiping townspeople and his own rock-flinging children. There is nowhere for him to hide.He is fully absorbed by his sins and they eat away at him. Hester, who’s publicly tortured by others while in town, though it might be equally as hurtful at that time, is still lesser than Dimmesdale’s suufering. Hester has an escape route. She has the refuge of her home outside of town, where she can get away from the gossip and scorn. She also publicly embraces her accountability in the affair, which allows her to accept the punishment, move on, and make something good out of it. Hester becomes a maternal figure for the community as a result of her experiences.She cares for the poor and brings them food and clothing. By the end of the novel, the shame of the scarlet letter is long gone. She doesn’t owe anything to the townspeople anymore. Some even forget what the scarlet A stands for. Dimmesdale, on the other hand, as a well-respected minister, stands at the center of his community, being the advocate of religious and moral standards of that Puritan society. He must remain in town, outwardly preaching to others about piety and remaining sinless, and internally feeling like an imposter.Dimmesdale realizes his fault in hiding his sin, but his desire to repent is repeatedly overcome by his craving for public approval. He is their moral compass, yet he himself is lost. This drives Dimmesdale to further internalize his guilt and self-punishment and leads to still more deterioration in his physical and spiritual condition. Because of Dimmesdale’s decision to remain anonymous, he unconsciously creates a duality in personality within himself that results in the deterioration of his mental well-being.Dimmesdale, as the revered town minister, must keep up this dichotomy in personality; he is constantly praised for his goodness and asked for moral and spiritual advice, while he is tumultuous inside. Hester is free to be whom she pleases. The townspeople do not believe Dimmesdale’s protestations of sinfulness. Given his background and his fondness for rhetorical speech, Dimmesdale’s congregation generally interprets his sermons metaphorically rather than as expressions of any personal guilt.He plays the literal meaning of his words off against the context in which he speaks them. Dimmesdale's tone of voice, his position as minister, his reputation as a saintly man, and the genre of the sermon allow him to say, â€Å"I am the greatest sinner among you,† but be understood to be humble, pious, and godly. His inner self is desperately trying to confess, but his self concerned with public appearance only allows him to do it in a way that he won t be taken literally. He is essentially at war with himself.By remaining secret, Dimmesdale doomed himself to much greater suffering than if he were to be publicly condemned with Hester because he subjected himself to years of self-torture and an unyielding quest for unobtainable repentance. The role of Roger Chillingsworth in Dimmesdale’s torture amplifies the pain of the sin, causing much greater suffering than Hester who only interacted with the doctor on sparse occasions. As his name suggests, Roger Chillingworth is a man deficient of human warmth. His twisted, stooped, deformed shoulders mirror his distorted soul.Under the guise of a new doctor in town with wholesome intentions towards the young minister and his health, Chillingsworth gains his trust and they move in together forming very peculiar codependent relationship. Chillingworth needs Dimmesdale to nourish his intellect and to be the object of his obsessive desire that he can control and ultimately destroy; Dimme sdale needs Chillingworth to keep his guilt alive, the constant provoking from the doctor for Dimmesdale to reveal his inner sin forces Dimmesdale to be constantly reminded of his transgressions. Chillingworth is like a leech. He sucks Mr.Dimmesdale’s life force out of sick need for reparation for Dimmesdale’s actions against him. Dimmesdale is subconsciously aware of his dependence of Chillingworth, for he cannot and does not break away. Their relationship is described in this quote, â€Å"Nevertheless, time went on; a kind of intimacy, as we have said, grew up between these two cultivated minds, which had as wide a field as the whole sphere of human thought and study to meet upon; they discussed every topic of ethics and religion, of public affairs, and private character; they talked much, on both sides, of matters that seemed personal to themselves..â€Å"(P#). Chillingworth lived and thrived off the pain and guilt he constantly inflicted on Dimmesdale, and in a t wisted way Dimmesdale relied on this psychological torture to further his self-inflicted search for forgiveness. The role of Roger Chillingsworth in Dimmesdale’s torture intensifies Dimmesdale’s suffering, causing Dimmesdale to endure vastly more than Hester who was able to avoid the evil doctor. Some argue that it was Hester who suffered the most throughout the novel. They say that because of her crime Hester became secluded from the other people in her society.They exemplify this with the quote, â€Å"Who had been familiarly acquainted with Hester Prynne, were now impress as if they beheld her for the first time was the Scarlet Letter, so fantastically embroidered and illuminated upon her bosom. It had the effect of a spell taking her out of the ordinary relations with humanity and enclosing her in a sphere by herself. â€Å"(61). She became lonely, and the scarlet letter was a burden that Hester had to carry everyday of her life, and the symbol, which secluded her from any other human being.It caused Hester to be ostracized, but Dimmesdale's cowardice in not confessing lead ultimately, to his death. Hester had a horrible punishment: she had to wear a scarlet letter for the rest of her life. But Dimmesdale's internal struggle with his own cowardice and guilt was far worse than a scarlet letter. He suffered the most as he constantly punished himself for his sin. Although Hester suffered the public punishment she dealt with it well and took it in stride, ultimately creating a positive role for herself in the community and transforming the meaning of the scarlet letter.She was able to make amends and in time through good deeds, change the meaning of the scarlet letter from â€Å"adulteress† to â€Å"able†. Dimmesdale on the other hand, has to always bear their sin inside of him never allowing it to become public. He was never given the opportunity to make peace with himself. Instead of taking his penance publicly he does it private ly. He was forced to continue to bear his private shame, while Hester was able to make peace with herself because she was strong enough to take her punishment, and grow despite of it.Suffering is commonly seen as an unconscious effort to ease painful feelings of guilt. Arthur Dimmesdale's choice of guilt over shame led him to experience a great deal of physical and emotional suffering. Hester admitted to her sin and had a clear conscience, which allowed her to move on with her life and grow as a person. Mr. Dimmesdale’s choice of anonymity in not confessing his wrongdoing to the public, led to his suffering through the guilt of his sin, a pain that was only aggravated by the tortures of Roger Chillingworth, and ultimately resulted in his painful and tragic death. The Scarlet Letter essay: Why was Dimmesdale’s Suffering Worse Than Hester’s? In Nathaniel Hawthorne’s The Scarlet Letter, Mr. Dimmesdale’s greatest secret is his sin of adultery with Hester Prynne. Mr. Dimmesdale feared that his soul could not bear the shame of such a disclosure because of his status as an important moral figure in society. As a result, he keeps his identity a secret as Hester is publicly ridiculed for their act of adultery.Despite his choice of guilt over shame, Mr.  Dimmesdale’s private self-inflicted inner turmoil that is exacerbated by the tortures of Roger Chillingworth, ate away at his physical being and mental state, causing much greater suffering than Hester’s public shame of the scarlet letter. Much of the suffering, physical and mental, that Arthur Dimmesdale endures is self-inflicted due to the immense weight of his guilty conscience. Fearing that he would not be able to bear the punishment from the public, he chose to remain anonymous in his sins. In doing so, he underestimated the amount of psycholog ical torture and suffering he would endure by his own hand.By only confessing to himself, he does not fulfill the requirements of repentance, for there is no one to forgive him but himself. He does not allow his conscience to be cleansed, and therefore must live with his sins. His emotional pain leads him to inflict pain with a â€Å"bloody scourge†, which he had often â€Å"plied on his own shoulders†(99). He inflicts great physical pain in addition to his mental torture. In the early Christian church, self-flagellation was imposed as a means of penance and purification for disobedient clergy and laity.In the bible, Proverbs relates that blows â€Å"cleanse away evil† and stripes wash the heart (Prov 20:30). He is trying to redeem and cleanse himself without confession, but this is impossible. Through this self-mutilation, he attempts to relieve his mental pain by inflicting self pain; he find this unsatisfying because he still neglects to partake in the most i mportant aspect of redemption, confession. He also rigorously fasts, as another attempt to cleanse his soul. Hawthorne writes, â€Å"it was his custom, too, as it has been that of many other pious Puritans, to fast, – not, however, like them†¦But rigorously, and until his knees trembled beneath him, as an act of penance†(99). Religiously, fasting is commonly used as a form of purification and focus on spirituality. Once again, he uses bodily pain as an attempt to relieve his mental suffering. By participating in this unsuccessful cleansing, he only subjects himself to greater psychological torture; what he studied and knew to be a cure of guilt and sin only amplifies his own. The situation becomes hopeless when his ways fail him, and this eats away at his religious beliefs, which are the basis of his entire life.He faces an entire identity crisis, and this is something Hester never had to endure. Yes, she withstood her own share of loneliness and suffering, but ne ver to the extreme where she turned to self-mutilation to relieve herself. He attempts to redeem his tarnished soul through various acts of contrition, but all is in vain because it is all done without a confession. His torture is all within himself; he is his own shunning, gossiping townspeople and his own rock-flinging children. There is nowhere for him to hide.He is fully absorbed by his sins and they eat away at him. Hester, who’s publicly tortured by others while in town, though it might be equally as hurtful at that time, is still lesser than Dimmesdale’s suufering. Hester has an escape route. She has the refuge of her home outside of town, where she can get away from the gossip and scorn. She also publicly embraces her accountability in the affair, which allows her to accept the punishment, move on, and make something good out of it. Hester becomes a maternal figure for the community as a result of her experiences.She cares for the poor and brings them food and clothing. By the end of the novel, the shame of the scarlet letter is long gone. She doesn’t owe anything to the townspeople anymore. Some even forget what the scarlet A stands for. Dimmesdale, on the other hand, as a well-respected minister, stands at the center of his community, being the advocate of religious and moral standards of that Puritan society. He must remain in town, outwardly preaching to others about piety and remaining sinless, and internally feeling like an imposter.Dimmesdale realizes his fault in hiding his sin, but his desire to repent is repeatedly overcome by his craving for public approval. He is their moral compass, yet he himself is lost. This drives Dimmesdale to further internalize his guilt and self-punishment and leads to still more deterioration in his physical and spiritual condition. Because of Dimmesdale’s decision to remain anonymous, he unconsciously creates a duality in personality within himself that results in the deterioration of his mental well-being.Dimmesdale, as the revered town minister, must keep up this dichotomy in personality; he is constantly praised for his goodness and asked for moral and spiritual advice, while he is tumultuous inside. Hester is free to be whom she pleases. The townspeople do not believe Dimmesdale’s protestations of sinfulness. Given his background and his fondness for rhetorical speech, Dimmesdale’s congregation generally interprets his sermons metaphorically rather than as expressions of any personal guilt.He plays the literal meaning of his words off against the context in which he speaks them. Dimmesdale's tone of voice, his position as minister, his reputation as a saintly man, and the genre of the sermon allow him to say, â€Å"I am the greatest sinner among you,† but be understood to be humble, pious, and godly. His inner self is desperately trying to confess, but his self concerned with public appearance only allows him to do it in a way that he won t be taken literally. He is essentially at war with himself.By remaining secret, Dimmesdale doomed himself to much greater suffering than if he were to be publicly condemned with Hester because he subjected himself to years of self-torture and an unyielding quest for unobtainable repentance. The role of Roger Chillingsworth in Dimmesdale’s torture amplifies the pain of the sin, causing much greater suffering than Hester who only interacted with the doctor on sparse occasions. As his name suggests, Roger Chillingworth is a man deficient of human warmth. His twisted, stooped, deformed shoulders mirror his distorted soul.Under the guise of a new doctor in town with wholesome intentions towards the young minister and his health, Chillingsworth gains his trust and they move in together forming very peculiar codependent relationship. Chillingworth needs Dimmesdale to nourish his intellect and to be the object of his obsessive desire that he can control and ultimately destroy; Dimme sdale needs Chillingworth to keep his guilt alive, the constant provoking from the doctor for Dimmesdale to reveal his inner sin forces Dimmesdale to be constantly reminded of his transgressions. Chillingworth is like a leech. He sucks Mr.Dimmesdale’s life force out of sick need for reparation for Dimmesdale’s actions against him. Dimmesdale is subconsciously aware of his dependence of Chillingworth, for he cannot and does not break away. Their relationship is described in this quote, â€Å"Nevertheless, time went on; a kind of intimacy, as we have said, grew up between these two cultivated minds, which had as wide a field as the whole sphere of human thought and study to meet upon; they discussed every topic of ethics and religion, of public affairs, and private character; they talked much, on both sides, of matters that seemed personal to themselves..†(P#).Chillingworth lived and thrived off the pain and guilt he constantly inflicted on Dimmesdale, and in a tw isted way Dimmesdale relied on this psychological torture to further his self-inflicted search for forgiveness. The role of Roger Chillingsworth in Dimmesdale’s torture intensifies Dimmesdale’s suffering, causing Dimmesdale to endure vastly more than Hester who was able to avoid the evil doctor. Some argue that it was Hester who suffered the most throughout the novel. They say that because of her crime Hester became secluded from the other people in her society.They exemplify this with the quote, â€Å"Who had been familiarly acquainted with Hester Prynne, were now impress as if they beheld her for the first time was the Scarlet Letter, so fantastically embroidered and illuminated upon her bosom. It had the effect of a spell taking her out of the ordinary relations with humanity and enclosing her in a sphere by herself. â€Å"(61). She became lonely, and the scarlet letter was a burden that Hester had to carry everyday of her life, and the symbol, which secluded her from any other human being.It caused Hester to be ostracized, but Dimmesdale's cowardice in not confessing lead ultimately, to his death. Hester had a horrible punishment: she had to wear a scarlet letter for the rest of her life. But Dimmesdale's internal struggle with his own cowardice and guilt was far worse than a scarlet letter. He suffered the most as he constantly punished himself for his sin. Although Hester suffered the public punishment she dealt with it well and took it in stride, ultimately creating a positive role for herself in the community and transforming the meaning of the scarlet letter.She was able to make amends and in time through good deeds, change the meaning of the scarlet letter from â€Å"adulteress† to â€Å"able†. Dimmesdale on the other hand, has to always bear their sin inside of him never allowing it to become public. He was never given the opportunity to make peace with himself. Instead of taking his penance publicly he does it privatel y. He was forced to continue to bear his private shame, while Hester was able to make peace with herself because she was strong enough to take her punishment, and grow despite of it.Suffering is commonly seen as an unconscious effort to ease painful feelings of guilt. Arthur Dimmesdale's choice of guilt over shame led him to experience a great deal of physical and emotional suffering. Hester admitted to her sin and had a clear conscience, which allowed her to move on with her life and grow as a person. Mr. Dimmesdale’s choice of anonymity in not confessing his wrongdoing to the public, led to his suffering through the guilt of his sin, a pain that was only aggravated by the tortures of Roger Chillingworth, and ultimately resulted in his painful and tragic death.

Free sample - The US Government Should Not be Funding Arts.. translation missing

The US Government Should Not be Funding Arts.. The US Government Should Not be Funding Arts.Introduction First, what does "funding" refer to? Funding can be either direct or indirect. The US government was funding arts in this country before 1965 but that it took in-direct forms, including land grants, tax exemptions to educational and cultural institutions such as museums, and tax advantages for private donations of art to the public. This paper delves more onto direct state funding of the arts. The US arts system has no single control but instead, has a variety of public subsidies composing of roughly 13% of the nation’s total investment in nonprofit arts groups. The National Endowment for the Arts-NEA is the largest single funder of the arts across America, but the majority of direct public funding still flows from a combination of other federal, state, regional and local agencies. NEA in 2009 had a budget of US$155 million.   Even before the creation of the NEA in 1965, the issue of government in funding of the arts had been a contested one. Some justifications for governme nt arts funding are found, but it is noted that in embracing these justifications inappropriate consequences may be occur. Thus, in this paper it is urged that we refrain from government funding of the arts because the effects of such funding, would be deleterious to the art world. Much government funding is aimed at what might be thought of as the preservation of culture. It supports museums and repertory companies and is intent on keeping our culture intact. Other objectives of government funding target community art centers, regional theaters, and school programs. And funding may also be directed to professional artists for the purpose of enabling them to produce new works of art.    Whereas funding of museums looks to the past of our culture, funding professional artists is futuristic.   The preservation of culture, of course, is involved with education, which falls under the jurisdiction of the state . More to that, though not clearly, art preservation keeps us aware of who we have been, which informs our practical decisions about who we shall become. Support for the production of modern day art can also be defended as educational but, bluntly, contemporary art is not our heritage yet; nor is it clear how much of it will be or how far it will stand time.   If the aesthetic value of contemporary art would be used to justify prospective arts funding, it also will have unfortunate consequence in that it only warrants the funding of certain kinds of art, the art of the beautiful, the sublime, and that expressive of psychically balancing qualities. If no further justification can be found, the ill consequence of this is that the state can only fund a certain typ e of art. Artists pursuing certain non aesthetic aims cannot be funded by the state. If the government places large investments behind one type of art, the evolution of the art world will undoubtedly be affect ed. Whole avenues of artistic development will appear less viable than the production of aesthetic art. And from the contemporary art world's point of view, this kind of arts funding might be regarded as having a regressive effect overall.    Another justification used by proponents of arts funding is that it may function as an economic stimulant, promoting prosperity by, for example, attracting tourists. As far as this funding can be pegged to the state of the economy, it would appear to be a legitimate course of action, since functioning of economy is related to the state responsibilities. It is often difficult to imagine the way in which grants to individual artists for new works as opposed to city art centers can spur economic growth. An economic growth argument identifies the value of arts funding not with aesthetic or artistic value, but as an economic instrument. But despite this, the argument seems acceptable, although it can only be mobilized under certain constraints. Where   arts funding is employed to stimulate tourism or some other form of economic activity in a given area, the state must be convinced that there is no alternative form of intervention of comparable cost would yield greater prosperity in that area. More to that, where national rather than local economy is at issue, the state must supply some rationale why it is undertaking to stimulate tourism in one geographical region rather than another.      Another justification put forward is connecting arts funding to   employment. If state funding is not forthcoming, then many artists will be unemployed. Unemployment is a genuine matter of concern to the state. Massive unemployment is one of the great tragedies of our society, and we must demand that the state do something about it. Artists do not constitute a group that is comparable to unemployed youth. Justice and equal opportunity do not seem to bear on the issue of artistic unemployment. For instance, I may not be able to support my family as an unemployed poet; but that does not mean that I can't do it in another way, say, as a cook or a copywriter. It does not fall under the state's responsibilities in regard to the unemployed extend to guaranteeing that everyone have the job he or she most desires. The case of artistic unemployment involves people not able to pursue the line of work they most like, while youth unemployment at large involves people excluded from the work force altogether. Fairness can be used to ground government arts support. If a given government subsidizes the building of sports arenas, then, in all fairness, arts production should also be supported. If the government facilitates the pursuits of sports fans, then it should, as a matter of treating people equally, also facilitate the pursuits of arts fans, perhaps by means of supporting the creation of new art. But what, in such a context, justifies the subsidizing of sports? If nothing does, then perhaps what is required is that neither sports nor the arts be subsidized. Of course, a subsidy for a sport might be defended on the grounds that it stimulates the economy of an area; but then arts funding can, in principle, be similarly defended. Again, it does seem correct to say that if a majority, call them sports fans, demand sports funding in the face of opposition by a minority, call them arts lovers, then fairness urges that the leisure activity of the latter group also be supported, though perhap s not to the same extent. The deeper question, however, is whether any leisure activity should be supported. The advancement of the leisure professions may just not be an area the state should enter at all.    One of the earliest arguments in favor of government support of the arts is that the arts perform a moral function.   If art can function as a means of improving morality, then the state is justified in supporting it. Some art enables us to see the world from a different perspective, thus not only promoting the acquisition of a formal requirement of morality, but also enabling us to understand situations of different classes, races, creeds, and genders. Art, then, can foster greater tolerance within society and thereby bolster the moral order. If we argue from these grounds then state funding on moralizing grounds will be justified ,but   then only to that art which will increase moral sympathies. This will require some serious   research into the moral importance of different kinds of art. Art that afford no moral uplift cannot be funded. This raises problems like those encountered in an earlier discussion of the aesthetics value. If the state is funding only certain kinds of art and it enters the art world, putting its resources behind only moralizing kinds of art, then there is a danger that the development of the art world will be skewed in a certain direction. This violates our understanding   that   art should be pluralist and   independent of considerations of social utility.    Public arts funding primarily benefits the already advantaged. An artist is a person engaged in one or more of any of a broad spectrum of activities   related to creating art, practicing the arts and/or demonstrating an art(Wikipedia). Artist should be able to use their rare skills to improve their well being.    There is also an argument that public funding is necessary to promote innovation and dialogue among diverse points of view, so that groups that want to use the fine arts to challenge the status quo and advocate their unpopular world views and lifestyles can have a forum. However, while the common good requires tolerating the expression of unpopular points of view, the fact that most people do not share them suggests that the common good may not be served by supporting their expression. Even if it is, the government has no more business providing subsidies for such purposes. Indeed, many unpopular world views and lifestyles are at odds with traditional theism, and subsidizing them while not subsidizing theism would give the former an unfair advantage. People who think the expression of an unpopular viewpoint desirable should be fund it themselves just as religious believers should support their churches and missionary activities. The argument that public funding is necessary because some people have great and rare gifts that, due to lack of a market, otherwise will be lost. That might be true but the common good of political society is limited. It is not the proper role of the U.S. government to pursue all human goods in every possible way, and therefore not its business to subsidize every gift that otherwise will be fruitless. Some argue that subsidizing what initially appeals only to a few are necessary to foster a wide variety of creative initiatives that will elevate popular taste and tomorrow serve the multitude. Whether the funded work elevates anyone’s taste is arguable, but even supposing it does, can this indirect contribution to the common good justify the subsidy? Moreover, while some creative efforts that initially appeal to few eventually serve the masses, most do not, and it is hardly possible to show that public funding of some portion of art work is necessary for future cultural development. There are other needs calling for public funding, and some, plainly more pressing than this- for example, better basic education for the very poor- will surely put it to fruitful uses. One cannot justify spending for a dim and uncertain result when there are many urgent and promising alternatives. A recent argument draws a distinction between to view points of culture, Culture provides the particular paintings, performances, and novels, designs, sports and thrillers that we value and take delight in; but it also provides the structural frame that makes aesthetic values of that sort possible and makes them values for us. This structural frame includes a wealth of associations, references, images, and contrasts, which, like language, supply us with the tools with which we forge and map our common life. It insists that it is better for people to have a complex and multifarious cultural framework and that we owe future generations at least as rich a cultural framework as the one we inherited. Both these values can be achieved by promoting the creation of innovative art. Government support in this area is necessary because it "helps protect the fragile structure of our culture. This argument to endorse indirect rather than direct arts support by the government. But he does countena nce situations in which government support could be direct. At least two problems, however, beset this approach. First, there is the assumption that the structure of culture is fragile. When we look at the structure of culture, we note that it comprises many ingredients beside art-social dances, children's games, fashion, sports, religion, indeed the whole gamut of our symbolizing activities. These images become part and parcel of our ways of thinking; they are the very weave of our common culture. But it seems dubious to consider them to be fit beneficiaries of public funding. Yet if art deserves public funding because of its contribution to our cultural framework, so does anything else that similarly contributes, including, potentially, every sort of symbolizing activity, and notably some outlandish ones: hoopla-hoops, comic books, Billy Graham, the Watergate break-in, and so on. Government funding of anything involves government control. Proponents of arts funding are unaware of this peril when they praise the role of the national endowments as an seal of approval on artists and arts groups. This could lead to politicization of arts. Another claim used to justify public funding of arts is equal arts participation.   Participation in arts can not only be attributed to state funding and subsidy but may also be attributed to two other possible factors, that is; Groups that are inclined to participate even without state funding especially those with high income and highly educated may be attending in higher numbers; or, groups that formerly attended in lower rates for example, low income and education and certain ethnic groups may also be participating more given the rise in public support. Accordingly, If state art support truly makes the arts more available and accessible, then   it would be expected that an even more evenly distributed scenario of participation in states that provide more funding would be witnessed. Unequal participation in arts appears on several levels; in education, income, race, and geographic location. People will always participate in the arts at unequal levels, and statistical evidence confirms that participation in arts differs by various populace groups. Although income alone may not accurately predict participation at the individual level, a more complete picture is seen when economic   theory of choice is combined with other social and individual background characteristics that help determine preferences such as education level, racial alignment, income, and location. Therefore, participation inequalities occur not only because of variations of individual tastes, but also because of other social and cultural influences on the choice and ability to participate in arts.   The cultural equity argument for government support, depends on the problem of unequal access. The depends on the fact that factors beyond individuals’ immediate control prevent them from taking part in opportunities availed by participation in arts. Equal access can be categorized into three concepts: equality of opportunity, rights, opportunity, and of participation. Use of state funding to correct for unequal access is a form of redistribution. Redistribution through arts funding is skewed, since it favors those to whom art and the aesthetic are more important over those to whom it is less important. So, the best form of redistribution of state resources would be direct transfers to the less fortunate. Proponents of state funding will also argue that by funding arts the state is safeguarding the welfare of the citizens. But welfare, as it applies to as a state role, refers to assistance to individuals in need of the basic commodities that comprise a living. Is it practical to suppose that arts funding provides some such a commodity?   An analogy would be to say that someone needs Y is to say that they lack it, they will suffer injury, sickness, madness, hunger, or avoidable death. Does the production of contemporary artworks assist individuals in needful situations such as these? The answer is no. Some proponents of public funding will attempt to connect state arts support to the state's welfare function by   introducing a concept of aesthetic welfare. Aesthetic welfare is defined as all the aesthetic levels of the experience of members of the society at a given time. It is then suggested that there is a prima facie government duty to preserve the aesthetic wealth of society wh ere that wealth-pictures, plays, and so forth-is what gives rise to aesthetic welfare. It is not certain, however, that this particular notion of aesthetic welfare helps the case for prospective arts funding since it may be that, if there were such a prima facie duty, retrospective arts funding might suffice to discharge it. Also, one must question whether the connection between "aesthetic welfare" and the concept of welfare relevant to government activity is really unequivocal. First, "aesthetic welfare" doesn't correlate with de-finable needs, especially basic needs; nor does being below the poverty line imply being aesthetically disadvantaged. And clearly promoting individuals' aesthetic welfare will not raise them over the poverty line. More-over, the state's welfare responsibility under this conception of aesthetic welfare doesn't seem to be directly connected to individuals but is a matter of ensuring that there will be a large number of aesthetic objects around so that people can have aesthetic experiences if they want them. The state is to ensure the permanent possibility of high levels of what is called aesthetic welfare but might better be called aesthetic well-being. This well-being is to be secured for society at large, construed additively, whereas the state's welfare responsibilities are discharged toward particular per-sons, viz., anyone in need. Thus the notion of aesthetic welfare" appears not to refer to welfare of the kind that defines the state's proper domain of activity; it is merely a homonymous term that, though sounding like the concept employed in the discussion of the state's welfare responsibilities, is actually quite separate. Lastly, the idea that art will disappear if the government does not support it, and if the state does not fund new art, no one else will. Of course, this is a false claim, and a dubious one at that. The arts flourished in democratic societies before the coming of direct public funding; there is no reason to suppose that they will disappear without the direct government funding of new arts. Where people are interested in art, there will still be an audience to support new work. Were there no audience whatsoever, it would be difficult to determine on what basis the government would justify funding new art. SUMMARY In conclusion, there do appear to be some theoretical justifications for possible government funding of art. The two important   justifications seem to be those concerning the aesthetic environment and the moralizing effects of the arts.   For they endorse the funding of only certain types of art. Government support for only certain types of art may indeed disturb the structure of artistic production and perhaps destroy the art world as we know it.