Great Expectations--Parents Molding Children After Their Own Expectations Essay Example for Free

Great ExpectationsParents Molding Children After Their Own Expectations Essay Dickens’ Great Expectations portrays the lives of different people throughout various levels of society and how they all react to their own condition. The past is always haunting the characters’ lives and, in most cases, it even determines the course of their future existence. It is inevitable to see in the story how some characters, playing the role of parents, define the lives of others, especially children, causing indelible consequences. Thus parents must not mold children after their own purposes and expect them to be someone different from whom they truly desire to be. This is one of the major mistakes we see in the novel made by characters such as Miss Havisham and Magwitch, who pretend to outline the lives of others. Pip’s life has always been influenced and affected by various people. Some want the best for him and others the worst. His parents died since he was very young and this forced him to live with his aunt and uncle. The fact that he lived most of his life without his biological parents is important because it allowed other people to raise him up. Eventually, his life was completely transformed when someone decided to expect great things from him. First of all, we meet Mrs. Joe, an oppressive, unaffectionate, self-righteous woman who is always congratulating herself for having taken care of Pip and for being the only responsible one who â€Å"brought him up by hand† (Dickens 27). We could assume that this term refers to the difficulties she encounters as she fulfills the role of being a mother to Pip. It was not an easy job, especially because Mrs. Joe didn’t have any other children and so didn’t know what motherhood really was. It is very probable that Mrs. Joe was also beaten up as a child and brought up by hand. As a result she is doing the same thing with Pip instead of learning from the past and improving the next generation. Thus since the beginning of the novel Dickens shows us how some adults are molding children after their own purposes and bringing then up as they were once brought up. As Pip grew up the opportunity of going to Satis House opens a new chapter in his life. Mr. Pumblechook and Mrs. Joe decided for him due to the fact that they never asked him if he wanted to go. Once more we may see hoy the life of this child was determined and shaped by those around him. When he goes to Satis House, both the narrator and the reader, meet one of the most important characters of the story, Miss Havisham. She is a mad, vengeful, and wealthy dowager. We would expect from her a lavish lifestyle, but the truth is she lives in an ancient rotting mansion and wears an old wedding dress all the time. The reason for this is that her life is completely altered when she was rejected and abandoned by Compeyson on what should’ve been their wedding day. From that time on, Miss Havisham determines herself to remain in that depressive and melancholic state, and never go beyond her heartbreak. It is this unfortunate event in Miss Havisham’s life that ignites her evil desire of obtaining revenge from men. Thus when she adopts Estella the opportunity to fulfill her execrable purposes opens up. As a result, with obsessive cruelty, she takes care of Estella and raises her as a weapon to achieve her own personal revenge on men. She doesn’t care if Estella’s life is ruined or if she ends up breaking noble hearts, such as Pip’s. All she wants is to get even with men because of that one man who broke her heart. Yet is it moral for a parent to destroy his child’s life in this way? Is it correct for parents to decide what type of life their children should experience for the rest of their existence? Should parents desire to live out their own purposes in their children’s lives? We may see that Miss Havisham answered positively to all of these questions and ended up destroying her future and Estella’s. Likewise, Pip’s future is not determined by himself, but by someone else. When Mr. Jaggers arrives with the news that Pip has a benefactor who wants to make him a gentleman, all expectations change and Pip departs to build up his new life. However, he made several mistakes and misspent most of his money. As a result he entered into debt and began to live an unsustainable lifestyle. We can see that this is the effect of never being taught how to administer money and spent it correctly. Later on when Pip meets the convict, Magwitch, after a long period of time since the marshes, he realizes who his benefactor truly was. All those years Pip had thought that Miss Havisham was his benefactor in order for him to marry Estella. However, Pip discovers the truth through Magwitch and feels embarrassed of it. We can thus comprehend that Pip’s future is not a consequence of his own actions, but it is the result of someone else’s desire to make him a gentleman. What is fascinating is that the night Pip meets the convict again, he realizes who truly had great expectations for him. Magwitch declares, â€Å"Yes, Pip, dear boy, I’ve made a gentleman on you! It’s me wot has done itI own a gentleman†¦I’m your second father. You’re my son – more to me nor any son† (Dickens 293).

Tomorrow When the War Began Film Review Essay Example for Free

Tomorrow When the War Began Film Review Essay Tomorrow when the war began is an adventure movie written and directed by Stuart Beattie. It is about the occupation of Australia by a foreign power. The film began in the Hunter Region and the Blue mountains, in tNew South Wales, Australia on 28 September 2009 with early shooting in Dungog. The film starts with a video recorded by Ellie Linton (Caitlin Stasey). She said a sentence at the beginning, â€Å"from the beginning† to tell us the story. She is the protagonist and the leader of the camping group. Firstly, Ellie and Corrie Mckenzie (Rachel Hurd-Wood) are suggesting to go camping together and Ellie said she might want to invite more people or friends to join them. Corrie’s best friend is Ellie. Secondly, they found some neighbors, which are Kevin Holmes, Corrie’s boyfriend (Lincoln Lewis), Homer Yannos, Ellie’s next-door neighbor, Fiona Maxwell (Phoebe Tonkin), Lee Takkam, the one who Ellie’s interest (Chris Pang) and the youngest character, Robyn Mathers (Ashleigh Cummings). During their first night of camping, Ellie wake by a lot of aircrafts sounds and the jet fuels. All of the people start to wake up also. They feel badly about the town and they start to pack up and go back to their homes. Since they arrived, there was no one in the town. Ellie’s home was the first stop. They went into her home and looking for her family. They found that her dog was dead and the electricity has shut down by unknown reason. After that, they continued to go to each person’s house. It’s the same with Ellie’s. Upon reaching a small hill, they found that the citizens of the town included their families are being detained by a foreign group. Soldiers spot Ellie and her friends and Ellie saw a man with a shot to the head on the ground get shock then ran away. Then they planned to save their families and used their power to blow up the bridge to against the soldiers. Finally they planned to fight for their families, tomorrow when the war began. There’s a scene which Robyn pick up a gun and kill a soldier to protect her friends. This is one of a big issue in the film, it’s telling about is it right to kill people if it is for self-defense. Robyn is a religious girl and she broke the rule to kill people. I think this film’s theme is this issue because they have to reach their mind and have pluck to fight. The good thing in this film, I think it can clearly show about Australia’s national security, the moralities of warfare and the European invasion in Australia through Ellie’s video log. It was a interesting way to start the story. It shows a very realistic story by video recording. Looks like Ellie really filmed the truth of the Australia.

Sin in Nathaniel Hawthornes The Scarlet Letter

Sin in Nathaniel Hawthornes The Scarlet Letter Introduction Born on 4th July, 1804 in Salem, Massachusetts, Nathaniel Hawthorne established himself as one of the greatest American writer. He is best known for his short stories, most of which were written between 1825- 1850, and two of his famous novels which brought to him international fame- The Scarlet Letter (mid-march 1850) and The House of Seven Gables (1851). He seems to be surrounded by history, all his life. His ancestors were the notorious Puritans. He was a part of the circle that included scholars and philosophers like Henry Wadsworth Longfellow and future President Franklin Pierce. His books’ rave reviews were written by Edgar Allen Poe. He was a shy, rarely socializing with people except with his wife Sophia. He thought of himself as too much of a realist. Hawthorne’s work was often set in or around the Puritan New England towns of Salem and Concord highlighting the hypocrisy, sin and corruption. He came from a distinguished Puritan family which had played an active role in the history of Massachusetts. His works threw light on the darker side of human nature, which he preferred to address as ‘romance’ as it showed the ‘depths of human nature’. To him, romance meant confronting the reality and not evading it. He dealt with the idea that human nature is fundamentally flawed. It was Hawthorne’s appreciable talent that he conveyed his pessimistic view on life through a story that attracted readers with its power and truth. Hawthorne worked as the surveyor of customs in the port of Salem from 1846-49. In 1853, President Pierce appointed Hawthorne to a four-year term as US consulate in Liverpool, England. 1857 onwards, Hawthorne resided in Italy and again in England before returning to Concord in 1860. Hawthorne’s last years were unrelieved from gloom and despondency financially, and after four years following his return to America, he died while on an expedition with his friend and mentor, Franklin Pierce, on 19 May, 1864, at Plymouth, New Hampshire. The Scarlet Letter was Hawthorne’s first full-length story if we ignore the earlier failure- Fanshawe (1828). It was his first full-length story, and yet, superior to any full-length story that he later wrote. The Scarlet Letter was a Declaration of American Literary Independence. The Scarlet Letter opens up with a long introduction named â€Å"Custom House†. In this, Hawthorne has written a partial autobiographical sketch covering three years of his life as surveyor in the Salem custom-house (1846-49). Hawthorne begins the custom-house introduction by requesting the reader to bear with his writing skills. He tells us about himself his post because he feels the need to explain how the following pages of the Scarlet Letter came to be written. He only considers himself an editor claims that he has only given the story a few extra touches to give as real a picture of the 17th century Puritan New England society as was possible for him. Salem is Hawthorne’s native town which he confesses that he loves only when he goes away from it. This is the place where his original ancestor William Hawthorne came nearly two a quarter centuries ago. In Salem, William’s descendants have been born have died. Salem has been the focal center of the Hawthorne’s. He then mentions the sea going tradition for over a hundred years in his family. Later, Hawthorne talks about his return to Salem where he was given the job in custom-house. He then gives us a pen sketch of the venerable old officials of the custom-house. Climax of the custom-house introduction talks about its second story which was a large room in which the brick work the beams have never been covered with plasters which was left as it was when the port was shifted from Salem to Boston. In this room, in the midst of other rubbish, Hawthorne found a bundle with a rag of cloth on which the letter A was embroided. With this cloth was a document written by surveyor Pue, his predecessor, which told the history of the scarlet letter and its bearer Hester. When Hawthorne lost his customs post, he determined to write a fictional account of the events recorded in the manuscript. The Scarlet Letter is the outcome. The story begins in seventeenth-century Boston, then a Puritan settlement. A great scholar of advanced age named Roger sends his young wife Hester Prynne to a small village in Boston for buying a house intended to follow her. But he was detained by Red Indians for two years. After the completion of two years of imprisonment when he comes to Boston, he finds that the crowd of Boston was waiting before the gate of the local prison. Soon the gate opened his wife Hester comes out with a child of 3 months in her arms. She was charged with the sin of adultery. The magistrates ordered her to stand at a raised platform in the market place wear the stigma (mark of disgrace) of the scarlet letter ‘A’ (adulterous). The Puritan Boston followed morality strictly for them violation of morality was as good as violation of law. Adultery was punishable with death. The magistrates had taken pity on the young woman allowed her to live but she was to wear the ‘A’ as a mark of social disgrace. She was asked to give the name of sinner but she refused was ready to face the agony all alone. She was sent back to the prison. While standing on the platform in the market place, Hester recognised her husband in the crowd. Her husband visited her in the prison as a physician to cure her her child from pain restlessness. Hester was shocked thought that to seek revenge he will kill the child as well as her. But he told her that he had no such intention. It was his mistake to marry a young beautiful girl in advanced age for that he would forgive her. But he could not forgive the sinner who had wronged both of them. So he wanted her to give him his identity disclose the name of the sinner. But s he told that she could not oblige him. He told Hester that in that case he would find him on his own as he searched truth in books. He told her that he wanted to keep his identity disclosed. Hester swore he assumed a new name Roger Chillingworth. Roger was a great scholar of physics and during his captivity with Red Indians, he studied several herbs which could cure human ailments. Boston needed such a physician and he establishes himself in the town and big or small took him as a boon to the Puritan community of the town. Father Arthur Dimmesdale was a young and popular priest of the town. He was a religious man and considered by the people as a true soul. His sermons were popular and praised by people of the entire area. He always kept his heart protected by a piece of cloth his right hand. In course of time he began to feel the pain his health deteriorated. Chillingworth befriended him started giving him medical treatment. As his condition worsened it was considered proper that the physician Dimmesdale should live together so that Dr. Roger could properly diagnose. In course of observation Roger comes to the conclusion that the ailment was concerned with the spirit of the clergyman so he requested him to allow him to examine his spirit soul. The priest objected told him that human soul was God’s concern; hence he won’t allow a man to stand between his soul God. Dr. Roger gets suspicious one day he enters his room when he was asleep examines his heart. It gave him devilish pleasure for he had seen the secret scarlet letter ‘A’ on his chest found the sinner. He subjects him to mental torture the priest was virtually driven to madness. Hester cannot tolerate the agony of Dimmesdale informs him that his friend was his enemy. She reveals that Roger was her husband. He was only planning Dimmesdale’s ruin for revenge. She asks the priest to escape from that place. By this time, Hester Arthur’s daughter Pearl has grown up as a seven years old child. For the sake of the daughter, Dimmesdale first refused to escape but then agreed to her plan. Roger comes to know about their plan. The health of the priest was causing anxiety to him day-by-day. On the Election Day the town crowd was to be seen in the streets a procession was arranged. Arthur was called upon to give his last sermon to the people. While going to the market place he stops near the same raised platform where seven year ago Hester was humiliated publically. He asked Hester Pearl to help him reach the platform. He impulsively climbs up the scaffold with his lover and his daughter, and confesses publicly, exposing the ‘A’ seared into the flesh of his chest. He falls dead, as Pearl kisses him. Chillingworth dies a year later. Hester and Pearl leave Boston, and no one knows about them. Many years later, Hester returns alone, still wearing the scarlet letter, to live in her old cottage and resume her charitable work. She sometime receives letters from Pearl, who has settled with a European aristocrat. When Hester dies, she is buried next to Arthur. The two share a single tombstone, which bears a scarlet ‘A’. Chapter- II The Psychology of Sin The story of The Scarlet Letter is a display of how the American Puritan society was then. According to that Puritan society Hester has sinned unredeemable sin and thus she was punished and had to wear her badge of shame which will remind her of her guilt. Also the presence of her daughter, the result of this sin will make her realize of her guilt. The puritan society asserts its authority over the individual conscience by forcing Hester to accept her punishment. But who gave this right to the society to judge whether Hester was a sinner or not? Hester herself had developed a sympathetic intuition about sinners in Boston and that she could understand sinfulness in people in whom it was to be the least expected. At the beginning of the story, it is the most frustrated people who are the most outspoken critics of Hester. It shows that a Boston Puritan Society that is not capable of judging Hester because all its members are sinful in one way or the other. Hester was in a position in which she may have offended a social or moral code but so have the others, like Dimmesdale, Chillingworth, Bellingham and other unnamed people. Therefore, if a whole society is corrupt or sinful, the individual whose conscience makes him do his penance is sensitive to morality and he has his own personal morality as against the morality of a whole society. In chapter XIV, when Chillingworth tells Hester that the Puritans are planning to ask her not to wear the scarlet letter any longer, she says that it is not for the community to decide when to abate her punishment which is as mental and psychological as it is social. She may still wear the letter â€Å"A†, but the meaning of the word has now changed from â€Å"Adulteress† to â€Å"Able† or â€Å"Angel†. With her patience, courage, and humility, allied to good deeds, Hester proves that she is as good as anybody else. She has been true to her own self-ordained punishment. She is the one who feels her sin both through the scarlet letter and the child Pearl, but she never tortures herself as Dimmesdale does. Hester may be was afraid of the criticism received from her husband as well as from the society and this implies that somewhere or the other she was accepting herself as a sinner in her mind. But then she has a private morality which is not inferior to the social morality of the Puritans. Puritan society of Boston was a theocracy; it was a religious as well as a political organization. Those individuals who defied or contradict the norms of the society were seen as a threat as they might cause anarchy in the society which itself was trying to adjust itself in a new country in which there was danger from the Red Indians, the Spaniards and from the Nature. The crime that Hester has committed is over before the story in The Scarlet Letter begins. In this sense, The Scarlet Letter thus, deals not with the crime and punishment of the sin but with the effect of a particular sin on a group of people, be it a psychological, social or political effect. Externally the punishment of Hester and Dimmesdale is symbolized by the instrument of society- the prison-house, the pillory, the scaffold, the pulpit, the scarlet letter- but internally, that is, psychologically the punishment is a matter of the individual conscience. Hester suffers internally and in order to accept her punishm ent internally and spiritually she refuses to give up on both Pearl and the scarlet letter. This shows her willingness to correct herself by accepting the trivial punishment given by the society. Dimmesdale also suffers with terrible agony in secrecy. His tormented conscience forces him to devise ways and means to play out his punishment in private. He keeps vigil, fasts and whips himself. His habit of covering his heart with his hand signifies his silent confession of him being a sinner. The question of sin and redemption is not a social but a religious question. The tragedy happened with both the characters is not only a legal punishment sanctioned by their Puritan society, but also a punishment much worse than that as their consciences prick them always. They may be the criminals by the standards of the Boston Puritans, but they basically think of themselves as â€Å"sinners†, that is, alienated from â€Å"God† or â€Å"conscience†. Crime and punishment are, therefore only an external cause and effect; while sin and regeneration are internal convictions, a psychological state. The scarlet letter as well as the Pearl, both are the symbols of her sin and these two helped her rather assisted her in achieving redemption, if not in the eyes of the society then at least in the eyes of God. Hester triumphs over her fate with her goodness and resolve. In this sense, she achieves a spiritual victory over her society. Dimmesdale also passes through a sim ilar crisis. He does not suffer publicly as a criminal, but his raw conscience chafes him into constant self-torment through self-laceration and mortification. Conclusion From numerous points of view Dimmesdale endures the most in all angles. His brain is always considering his transgression and its outcomes and it appears that he is never free from the mental impacts of his wrongdoing. He contemplates it relentlessly and even joins his sentiments into his sermons so others can impart (yet unwittingly) in his transgression and inward torment. Like Hester, he is continually battling with his considerations. While it is clear that he is experiencing the impacts of his concealed sin in his psyche, his body additionally starts to hold up under the load also. Aside from the way that he excessively bears a letter of his own toward the end, physically, his body starts to demonstrate the impacts of sin as he develops weaker. His structure developed more anorexic; his voice, however still rich and sweet, had a certain despairing prediction of rot in it; he was frequently seen, on any sight alert or sudden mischance, to put his hand over his heart, with first a flush and afterward a whiteness, characteristic of ache. While this is a physical appearance of his blame and inward turmoil, the way that he develops ever more slender is huge in light of the fact that it is typical of his spirit being tormented also. His spirit is constantly emptied and he thinks of it as degenerate in light of his transgression. Thus he is similar to an empty man; both inside and as far as how he looks. Dissimilar to Hester and Chillingworth, he feels that the greatest issue identified with his wrong doing is the impact on his interminable soul. The way that Dimmesdale passes on toward the end of the story makes it clear that he was enduring significantly more than either Hester or Roger Chillingworth. While Roger bites the dust as well, it is more in light of annihilation instead of the sharp internal torment the clergyman feels. He was being expended, as a main priority, body, and soul by the impacts of sin since he was not able to be similar to Hester and Rog er and acknowledge his wrongdoing for what it was, in spite of the torment it may in some cases cause. Hester and Dimmesdale are disconnected as a result of the first sin, Chillingworth by the yearning for retribution in his heart, and Pearl in light of the fact that her elfin-like nature and her steady antagonism at the town kids who fake at and deride her mother. Every one of them is a social outsider, living in an universe of his or her with the barest correspondence with the outside world. However this detachment is not without its specialist preferences For Hesters situation, her Isolation is her emblem of disgrace. The Scarlet letter removes her from others. In any case it helps her ethical and mental development. She transcends her division from society by great deeds and the camaraderie of hopeless individuals. For Dimmesdales situation, his affectability to his transgression makes him aware of his unworthiness to lead his clock. It prompts private enduring and torment. He feels suffocated in this natures domain, yet is so frail it is not possible attempt to receive in return. Passing is his just deliverance. Chillingworths separation is basically the seclusion of an individual who has been wronged by his wife and his quest for retribution. He has damaged the holiness of the human heart both on account of Hester and Dimmesdale. This prompts his profound seclusion and passing. Individuals see the Devil incarnate in the hunchbacked doctor. Pearl is a free soul, excessively whimsical to be secured to anything. This is her separation. She is a friendless youngster who plays with soulless items or with creatures, streams and blooms a casualty of the transgression of her guardians and, the severity of the Puritan culture. Inevitably she symbolizes just beam of trust and leaves the settlement for greener pastures where she settles down. None of the fundamental characters in The Scarlet Letter by Nathaniel Hawthorne have the capacity be totally free from the impacts of sin. While they each one arrangement with the outcomes of sin in diverse courses, none of them ever still appear ready to completely accommodate themselves with their transgression. Hester does in the end proceed onward and Pearl turns into a win yet there is still a shadow over her. Her life would have been totally diverse in the event if she had not decided to stay in a town that had denounced her generally as Chillingworth and Roger may not have passed on if they could have made peace with their transgression and existed in an unexpected way. The issue of sin is at the heart of this novel and through these three principle characters it is conceivable to see what the impacts of sin can be and what the result of living with it may be.

Critiquing and Repairing Free Trade under NAFTA :: Global Political Politics Essays

Critiquing and Repairing Free Trade under NAFTA On January 1, 1994, the North American Free Trade Agreement (NAFTA), the free trade policy linking the economies of Canada, the United States, and Mexico was officially implemented. Over the past decade, the policy has evoked a firestorm of debate involving neoliberal advocates, mercantilist critics, and radical critics, all of whom analyze and critique NAFTA in an effort to determine the success of free trade. Since NAFTA policies are evaluated by political economists with differing ideologies, the success of NAFTA’s first decade remains in question. After a decade, which economists herald NAFTA as a success and who disregards it as a failure? Which set of economic and political standards should be used to evaluate free trade? And ultimately, what policies should be implemeted in NAFTA’s second decade? Since there is little agreement on the future of NAFTA, it is wise to look to the past if we are to determine where the future may lead. By understanding the conflicting arguments inherent in debate on free trade, then perhaps we can better establish priorities and suggestions for policy reform in NAFTA’s second decade. Essentially, all disagreements in political economics stem from three theoretical perspectives: neoliberalsim, mercantilism, and radicalism. The three theories emphasize divergent characteristics associated with economic vitality: neoliberals emphasize market efficiency, mercantilists defend state sovereignty, and radicals value social justice. History has taught us that these theories regularly contradict each other and ultimately result in policy conflicts evidenced by countless case studies. Free trade and economic growth is a pressing concern for political economists, suggesting that little common ground can be found among the three theories. The first of the three political economy scholars are neoliberals, who reject government intervention in the economy through protectionist policies such as tariffs, subsidies, and quotas; rather, their focus is on overall economic growth as evidenced by increases in gross domestic product. Neoliberal advocates expected NAFTA to produce an increase in exports of goods and services, create additional jobs, expand foreign investment, and spur overall economic growth. These four expectations of free trade policy serve as a means of evaluation for neoliberals. Neoliberal standards of success are easy to understand: if NAFTA has produced more goods, jobs, investment, and overall profits, then NAFTA should be heralded as a success.

Marketing Management Essay -- Technology, The Internet

Introduction Internet technology growth has a huge potential such as it reduce the costs of goods, services delivery and expand environmental boundaries in bringing buyers and sellers together. Internet permits small businesses to gain and maintain an access market that helps them to compete with huge industry. The information and communication technology revolutions, globalization have taken a movement in the economy of world from production based to economy of knowledge based. Internet has also changed the method of business is being conducted the way that it will take important achieve to consumers and transactions. In the present age, Internet is playing an increasingly significant role in consumer daily live. Consumers use the Internet various reasons ranging from only collecting information to purchasing product online. Internet shopping has been becoming a significant current approach for marketing, and along with the increase to a higher level of customer consciousness, my study intends to propose a theoretical framework for customer satisfaction in internet shopping. The Internet invention can create and/or improve competitive advantage based on two perspectives. At the first, businesses can incorporate and establish an accurate market segmentation mechanism (Ryan, 2004), seeing that market segmentation information can help marketing managers learn more about their target market, take enhanced stock of market through the process of product growth (Kotler and Keller, 2006) and enhance the opportunity of delivering and creating personalized goods and services throughout a better understanding of the feelings and motives of the targeted customer segment. Second, studies have often applied various hypothetical bas... ...ular website, they are still to be expected to find substitute sites and switch to them. Compare information and find other websites that provide similar products or services which is easy for consumers. In online shops, the relationship between loyalty and consumer satisfaction is weaker than offline shops (Anderson and Srinivasan, 2003; Terblanche and Boshoff, 2010). Objective of customer buying studies highlighted the role of such as factors that are service quality, equity and value, customer satisfaction, passed loyalty, expected switching cost and brand favourite (Hellier, 2003). Attitude towards online shopping and intention to shop online are not only related to ease of use and fun but also to numerous exogenous factors such as consumer traits, situational aspects, product characteristics, preceding online shopping experience and confidence (Monsuwe 2004).

Personality and the Beast Within in The Strange Case of Dr. Jekyll and

Personality and the Beast Within in The Strange Case of Dr. Jekyll and Mr. Hyde Everyone has a dual personality, two sides, good and evil. Robert Louis Stephenson uses the book to explain this, he wanted people to realise that not only Dr Jekyll carries a double personality, but the other characters in the book too. Also the people reading it must see that they too, are a part of this frightening uncontrollable fact, that there is â€Å"the beast within† us all. Stephenson suggests that all gentlemen keep secrets, suppress emotions, desires, and hide their true inner self. In the story Mr. Utterson is a great example of a gentleman (lawyer) needing to suppress his less socially acceptable side for the sake of preserving his respectable standing in society. ‘Though he enjoyed the theatre hadn’t crossed the doors of one for twenty years’†¦ ‘Utterson was austere with himself’. Drinking only alone, having the security of knowing that he is the only person who might witness and therefore judge him, the respected gentleman could appear a little out of control. Mr.Utterson feels that if he indulges in luxuries such as these, he may become too involved and express himself freely, he’s frightened that he could ruin his image and loose his respectable reputation. Mr. Utterson hides his other side whereas Jekyll shows it, by choice or not. Once the theories of scientists such as Charles Darwin, Herbert Spencer and T.H Huxley became known people began to think of the human struggle between good and evil and psychological terms. Ideas such as ‘The theory of evolution’ and the ‘survival of the fittest’, contradicted the teachings of the Old Testament, and lead many people to question Christianity. However many people w... ...cheap area reflecting the lives of Jekyll and Hyde. ‘†¦London, with excursions into low-life neighbourhoods, it too is about appearances and reputations, and involves an individual whom who lives a double life of outward pity and secret corruption. Jekyll uses the ugly deformed Hyde as his body double’†¦ The ‘Beast within’ is studied in this book. The most obvious case of this is within Dr. Jekyll and, Mr Hyde, however it shows in the others too, not only in this book in the whole of civilisation. Once Dr. Jekyll has captured life for a while he is not just one, but two, Hyde is constantly struggling to get out, each fighting for control. Robert Louis Stephenson tried to show that everyone displays a certain threat from their other side, fighting to escape from their desired image and that it is not just apparent in this Gothic novel but within everyone.

Childcare Essay

Birth-12 months- Babies will begin to smile at adults especially at their careers. Will gaze at faces and will copy facial movements. They respond to faces and voices of familiar people around them, they are still shy around strangers but enjoy affection from their careers. They enjoy being held, cuddled and tickled by adults. They will start to talk using babble noises. â€Å"Temper tantrums† may have started. They start to become more demanding and assertive and can express rage at being told ‘no’, they have no idea of sharing and a strong sense of ‘mine’. 1-2years- Are becoming aware of others around them, they may begin to start to display attachment and anxiety separation from carers and adults they are close to. They will begin to start exploring their environment knowing there is a familiar adult nearby for reassurance. As they develop they can start showing signs of emotions e. g. when another child cries they may start crying as well, when another child smiles at them they will smile back. Are very possessive of toys they may have and find it hard to share. Play becomes more fun with other children, and they will mostly be cooperative. They may start to display temper tantrums. 2-3 years-Children will begin to learn about relationships and will start to seek others to share in their experiences and for reassurance. They tend to find it hard to control their feelings especially when they are excited and frustrated. They tend to still look for adults for comfort if they are upset. They are starting to become more independent in things they do. 3-4years- children will begin to social with in a group of children and began to play cooper actively some of the time. They began to take control of their toilet needs and become more independent in the in self-help. They are starting to develop own feelings and start to show empathy towards others. Most children will have started school at the age 4 and will be enjoying their independence. 5-7years-Children will become independent by dressing and undressing themselves. Begin to choose own friends. They start to understand rules and boundaries and like to have structure and routines. They will seek out adults for approval and praise. They have good sense of when other children are upset or sad. Their social skills will be growing as play becomes more cooperative with other children as they enjoy turn taking. They will have a developed a good sense of self-awareness both positive and negative. They now know the difference between right and wrong. Progression towards teenage years- They are a lot more independent in what they do and become less reliant on others. They begin to form good relationships with others and are more aware of their gender. They begin to understand what behaviour is acceptable and what is unacceptable and have a strong sense of what is right and wrong. They are beginning to what their own privacy. They become more concerned of what other people think of them and can often become unsure about new changes. 13-19 years- Become more self-motivated within themselves. Need a lot more reassurance as they start to approach adolescence/puberty, do not appreciate that parent’s get involved in how independent they become as they get older. Mood swings and confrontation become more apparent. Will start to engage in new friendships especially as they progress to further education in a new environment. Becomes more self-conscious about their appearance and social status. Will begin to engage in more adventures activities but may be aware of the forth coming actions due to their involvement. Will begin to think things through before undertaking the action and are more independent in their decisions and intellectual interests. They begin to set goals for their future in education/employment but still worry about failure. Language Birth-12 months-Will communicate with others in different ways such as crying, babbling and squealing and will use their vocal voice and enjoy vocal play alongside adults , will use gestures such as putting arms up to be picked up, when talked to from a familiar person will make own sounds in response. 1-2 years- Speech is starting to develop as they start to respond and understand more words. They are starting to acquire new words on a regularly basis. May start to use one-two word questions and is able to put two words together. 2 years-3years- Will start to become more able to express what they want to adults and start to understand a little more of what adults are saying to them through words and gestures. They will start to extend their vocabulary rapidly up to about 70 words between 1-2 years old; will tend to have conversations with themselves about what they are doing and uses personal words which as they begin to develop their vocabulary and is able to follow one instruction when given by an adult. 3-4 years- Children begin to develop their language skills further by beginning able to say their own name and how they old they are. They begin to have a vocabulary of between 250 words to 500 words and starting to use more complex sentences. Can begin to describe things they are doing and explain why things are happening. 5-7years-Children are becoming to have good communication skills as their conversations and questions they ask become more complex. They are beginning understand the meaning of text and are starting to recognise letters, sounds and words as well as their own written name. They start to understand that one word can mean two things for example orange for fruit and orange as a colour. They are still building on their language in spoken and written form. Progression towards teenage years- They will still be developing their language skills but in a more complex way. Are starting to talk problems through to be able to solve them as their ability to think logically begins to mature. 13-19years- Their language skills are still developing but in a more complex way. Physical Birth-12months- A baby will grow rapidly during their first year of development within weeks a child will begin smiling and will turn the head to respond to different sounds in their environment. They will begin to have a pattern in their own routine for example feeding time and sleep time. On the approach to six months they will begin to roll over from their front to their back and start grasping objects which they will tend to put in their mouth. By 8 months they begin to crawl and by 9 months they begin to start walking. 1-2 years- Most babies will be crawling or possibly still shuffling; they start to pull themselves up on furniture to the standing position to support them to move along from one end to the other. They may start to take a few steps independently or with adult support, they start to become curious about different objects passing toys from one hand to the other , hand eye coordination is developing as they start holding an object in each hand and bringing them together in the middle. They will start to attempt to self-feed themselves with their hands or a spoon and use a cup with two hands. Fine motor skills are developing as they begin to use crayons/pencils in the palmer grasp when mark making. 2-3years- Begins to climb on equipment with confidence, and is able to walk up and down stairs holding onto the rail using two feet at a time. Fine motor skills when mark marking is developing from palmer grasp to tripod grasp as they begin to scribble/draw lines. They have developed the skills to kick a ball and throw a ball, increasingly able to manipulate small objects with hands. They become more independent in their feeding skills as they begin to easily use a spoon and possibly a fork. Potty training will start being introduced as a child begins to control their bowel movements. Bricks will be built into larger towers than before usually with six or seven bricks. 3-4 years- Children are becoming more independent in their choices. Gross motor skills are developing quickly as they begin to run, jump, climb up climbing frames and start to try and ride a tricycles, when mark making will hold pencil between thumb and finger and begins to draw lines and circles and may start to copy some letters from their name. Independence in dressing and undressing has developed and toilet training is more independent. Has more confidence in Self-feeding using a knife and fork. 5-7 years- Children begin to have rapid muscle growth in these years. Pencil control is developing as they start to draw circles, peoples and copying words. Preference for dominant hand is starting to show. Is able to care for own toilet needs independently. Begin to have preferences for likes and dislikes. Dressing becomes more independent as they start to learn how to do buttons laces etc. 7-12 years- They have well established hand eye coordination as mark making skills develop in drawing and printing. They are very active as they start to enjoy team games with other children/adults e. g. hitting balls and chasing each other. Boys begin to engage in a lot of rough and tumble games. The development of girl’s physical development is developing quicker than the boys. 13-19years- These years are classed as the transition from child hood to adult hood (adolescence) as they will start to experience changes in their bodies. The physical development in each child is different at this age as some may just start to mature physically and some may have fully physically matured. Intellectual Birth-12months- babies start to learn through their senses especially by putting things in and out of their mouths. 1-2years- They are still learning through their senses. They start to be curious about things and like to explore objects by using their fingers especially poking their fingers into things and taking things apart. They will start to say the names of familiar objects, people and familiar body parts. Start to use one word sentences â€Å"no† â€Å"bye bye† and starts to enjoy simple songs and rhymes. 2-3years-Are still learning through all their senses, they are still very curious about things in their environment. They are starting to use three to four word senses and start singing simple songs and rhymes. 3-4years- At this age they are still learning through using their senses. Are beginning to use their imagination in play using one object to represent another object and are starting to enjoy role play situations. Begin to start to become more curious and inquisitive about their environment. Has large vocabulary, 1500 to 2000 words as they start to approach the age of 5. 5-7years- children will start to follow instructions by adults and will accept help, although they are still unsure about trying new things if they are unfamiliar with them. Some children may begin to stutter when they get excited to tell someone something or if they are nervous. Colour and number recognition is apparent and may start to write a few letters they recognise. At this age most children are learning to read and write. 7-12years- Children start to have a good attention span and are able to solve more complex problems. Enjoys working hard to complete tasks they are set and enjoys challenging experiences. Are curious about how things work and why things happen. Reasoning and thinking becomes more abstract. They may start to enjoy reading, writing and using books. 13-19years- They start to begin to think logically about concepts. They become more argue mental with others Moral. Birth-12months- Babies do not have moral development at this age. 1-2 years- Are sensitive to adult approval/disapproval, despite tantrums and bursts of anger. No understanding of right from wrong, but starting to understand yes or no. 2-3 years- appears to be independent and self-reliant and wants to be good, but is not yet mature enough to be able to carry out most promises. They are starting to understand the word â€Å"no†, they still do not understand right from wrong. 3-4 years- Is starting to understand right from wrong. They are becoming more self-controlled and less aggressive, and may use extreme verbally threats such as â€Å"I will kill you† without realising the full consciousness. 5-7 years- Is becoming aware of right and wrong; is wanting to be good and please adults but may tell lies to blame others for own wrongdoing because of intense desire to please and do right . 7-12 years- Is very concerned with personal behaviour, particularly as it affects family and friends; May experience guilt and shame. Has difficulty in admitting to mistakes but are becoming more capable of accepting failure and mistakes and are aware of consequences of their behaviour. Is aware of right and wrong; wants to do right. 13-19 years- Understands right from wrong and consciences of their actions. They try to weigh alternatives and arrive at a decision of their own. They are very unlikely to lie and are concerned about how other people are treated. They will experience numerous feelings of anger, sorrow and frustration. They may even be interested in sex as response to physical-emotional urges. 1. 2 Analyse the difference between sequences of development and rate of development and why the distinction is important. Identifying the difference between the sequence of rate and the rate of development of children is important as it helps to identify a child’s ability and helps to meet the needs of individual children. It also enables you to be able to identify any special educational needs and helps you to plan effectively to make sure they are getting the help and support they may need in areas they may have gaps in. Sequencing- means a pattern of development in children but this can vary in each child. The sequence is a definite order of developmental milestones that children meet and accomplish over time as they need to finish one area of development before moving to another developmental stage. e. g. rolling over and sitting up occur before learning to walk, a toddler being able to walk before they can run Rate- Is the speed of which children develop but this may vary greatly in each individual child e. g. a child’s will start to babble before they begin to use words. 1. 3 Analyse the reasons why children and young people’s development may not follow the pattern normally expected There are many factors which contribute to a child not following the pattern of development disability either physical or mental will make them find it harder to learn the same as another child the same age, resources, facilities, possibly restrictions due to a disability, environment (poverty) due to lack of essential resources needed, emotional problems may cause a child to have lack of concentration or interacting skills, culture how people bring up their children. There are reasons why development may not follow expected patterns they are: †¢ Disability can affect development because if children can’t use certain parts of their body for example they may not be able to use their legs they won’t be able use a climbing frame their physical development won’t be able to develop in the expected way. The nursery or school they attend may not have the equipment needed for the child to achieve their desire to use the climbing frame. †¢ Emotional difficulties can affect expected patterns of development because a child who is not settled into a nursery and does not have solid relationships with the adults in their life are more likely to have low self-esteem and are less likely to try new activities that would help their development. †¢ Environmental factors such as poverty and family could affect a child’s development because if they do not have much money some opportunities such as nursery will not be available. Family could also affect a child because single parents may not have the time and energy to engage and challenge their child to try new things that would help their development. Food may not be as nourishing and nutritious. †¢ Cultural reasons for example girls in many cultures are not given the same opportunities as boys this will limit their development because they are not expected to go to school. †¢ Social factors such as transport could result in development not following expected patterns because parents who don’t drive may have difficulties in getting their children to school regularly which could result in poor attendance so the child could miss out on key factors of their education. Home schooling could also affect children’s social development as they won’t have had many opportunities for social interaction with children their own age which could result in a social delay. †¢ Particular learning needs may affect development because a child having difficulties with reading and writing and they are not receiving the extra help they need is likely to fall behind in school work. †¢ Communication difficulties could result in development not happening in the expected way because children who have a hearing impairment can cause a delay as we learn to speak by listening this could lead on to a speech impairment which may result in children only expressing what they can and not what they really mean. Parents who don’t talk or read to their children will also affect the child’s development. 2. 1 Analyse how children and young people’s development is influenced by a range of personal factors Family Environment- Family life has the most important impact on children‘s development due to the various family structures and stability each individual child has. Cramped Housing – May share a room with several other children, this can lead to cramped spaces for children, not enough room to play, no personal space. Single parents – where children may have lack of male/female role models which may cause social stigma. Parents divorcing/separating- This is very stressful on everyone involved, children can become emotionally withdrawn, suffer lack of confidence and can create lack of self-esteem. Working Parents- When parents have to work all week this will leave little room for direct social, emotional and intellectual support. Step families- When children become part of a new step family it may cause friction, hatred and jealousy between the children from each family and children towards their new step parent. This could lead to the child/teenager to become socially and emotionally withdrawn. Health Problems – health problems can be a genetic problem or due to the poor living environment they grow up in. If a child is raised in poor quality housing this may lead to health problems e. g. damp can trigger asthma and other breathing problems, if a child is not getting a good variety of healthy food/nutrition this could lead to health problems. Children who suffer from health problems may miss out on a lot of their education, which could be departmental in the future learning. Learning difficulties – A child with learning difficulties will need extra support in certain areas of development and may develop a low self-esteem because they get annoyed with themselves for not being able to do something, such as a simple numeracy problem, or read a book. A child with language/communication difficulties may find it hard to socialise with other people/children. Disability A child in a wheelchair or with a serious physical impairment would find it hard to do many activities, particularly those that are physically demanding. Gross motor skills would be at a less developed rate than peers and fine motor skills may be affected if the child had little or no control over their limbs. Genetic A baby’s genes are determined at conception. If something is faulty at this stage, this can have a huge impact on the child’s development. This may be physical or intellectual. If a mother takes drugs, drinks alcohol or smokes when pregnant, there is an increased chance of delivering an underweight baby at birth. It can also lead to cognitive problems for the child as they get older . Visual impairment Children who have visual impairment usually have some vision; this can vary from each child. Some children may be able to see outlines of objects while others may only be able to tell the difference between light and dark. If a child has vision problems this nearly always initially delays their physical development. Their gross and fine motor skills would be affected because they would be unable to be as adventurous as children with good vision. Fine motor skills may not be in line with other children as the child would find it hard to do tasks that require precision such as threading beads or colouring. Hearing impairment Hearing is a very important part of learning language and being able to communicate effectively with others. Children will need to learn to speak and listen. Their language and cognitive development would almost certainly be affected, but their social development might be hindered as well. They may speak in a monotone voice and not respond when spoken to. People may start to treat them differently and this might make them feel isolated and secluded from daily experiences 2. 2 Analyse how children and young people’s development is influenced by a range of external factors Education- Children deserve the best start in life in education as it will help them become very academic and achieve their full potential. If they are unable to access the resources they need for their education e. g. books, stationary and internet this will hinder their learning and they may not develop as well as those who have the opportunities. Poverty- Poverty effects children’s development in various ways; if they have a poor diet it may cause them to be unfit, lack of energy to be able to concentrate which will affect their progression of development. Children who come from low income families may have fewer opportunities to participate in out of school activities, and have limited access to equipment they may need for their education which will cause lack of motivation. Poor hygiene will lead to low self-esteem in a child as they become paranoid about their appearance and in some cases can lead to bullying. Foster Care- can cause long term effects on children due to lack of stability in their life. They have fewer opportunities to make positive relationships with others. They may be confused about why they are in foster care due to un answered questions. They are more venerable, as they have already had experience of the negative experience of being separated from family. Their self-esteem will be low which will make it harder for them to relate and socialise with others and to form attachments Personal choices- As children begin to develop they start to make personal choices for themselves, the choices they make can have a major effect on their development e. g. starting to smoke, using drugs, drinking, food choices, exercise choices. †¢ Family environment and background. In some homes education is not at the front of their things to do list. We can often see this where the parents/ carers are of a lower educational development. This could also show that there is no support at home as the parents do not understand the required educational elements needed to complete the work. †¢ Personal choices. If a child or young person as decided for what ever reason they do not want to be educated or leave school before they finish their education, this is their choice and we cannot always show them alternative choices for staying at school. †¢ Looked after/ care status. This again could have a huge influence as a lot of looked after children are moved around regularly. This will affect their education enormously. Separation and attachment issues are quite often the cause of many reasons not to want to be in school. This is constantly worked on by schools to find the best way to include these children in school and to be able to give them a good standard of education. †¢ Education. If for example a child has not attended a nursery or play group in their early years this can often set them back from what development stage they should be at when attending school. This could be the lack of nursery places, not good enough teachers to the child having a learning disability that has not been identified yet. †¢ Boyfriends/girlfriends. This is more apparent in young people more than children, but starting and finishing a relationship can be a huge influence on learning. Distracted and even heartbroken pupils will not learn to the same degree as others who are not at that stage. 2. 3 Explain how theories of development and frameworks to support development influence current practice Maslow- Believes everyone has fundamental needs that must be met in order for people to reach their full potential. The needs include warmth, food and shelter, love, security and self-esteem. His hierarchy needs has five stages which was expanded to include cognitive aesthetic needs. In our setting we ensure the children are well cared for, environment is clean and tidy, and temperature of nursery is at a comfortable level, we provide a healthy balanced diet. Children are allocated a key worker on entry in nursery key worker is responsible for ensuring each child’s needs are meet under the EYFP. Maslows theories of development include Humanist. Bandura – Created a theory that children learn by observing others, they do not need to be taught directly as they will imitate and observe what those around them are doing. This is a natural process and does not require the force of an adult. This learning is known as observational learning. In our setting we have a calm approach to all situations modelling good behaviour. We create an environment where observational learning can take place on a daily basis. Banduras theories including Social Learning. Skinner – Believes that children learn language through principles of conditioning and that they learn words by associating sounds with objects, actions and events. They also learn words by imitating other people. We support this in our setting by having a language rich environment, asking open ended questions, lots of interaction. Skinners theories including Operant Conditioning, Behaviourist and Attachment. Bowlby – Believes that attachment behaviours are instinctive and that early relationships and early experiences with care givers have a major role on development and behaviour and influence how children will react to social interactions with other people. Early attachment were children are secure to main carer will allow the child to have high self-esteem and will enjoy intimate relationships; they will start to have the ability to share their feeling and seek out others for support. We support this in my setting for new starters by introducing them gradually into the setting through visits which will start off with main carer staying with them and then progressing to the child having visits on their own to ensure they feel comfortable in their new environment. Lev Vygotsky- His theory is that children’s development depends on interaction with people and the tools that the culture provides. . He had three different ways cultural tools could be passed from one individual to another. Imitative learning where one person tries to imitate or copy another e. g. when a parent sings an action song and the child tries to copy, Instructed learning which involves remembering the instruction of an adult and then using these instructions, collaborative learning involves a group of peers who strive to understand each other and work together. He believes every new interaction is a learning experience to for children that they must be guided through until they know how to react properly. In our setting staff support this by supporting children who are having difficulty in managing certain tasks. We encourage turn taking and sharing, and provide plenty of opportunities for social interaction with adults and children. Piaget- Believes that children’s cognitive development moves through four different stages of mental development: – Sensorimotor birth-2 years were a child recognises self as agent of actions and begins to act intentionally, preoperational 2-7years were they learn to use language and represent objects by images and words. , concrete operational 7-11 years were children can begin to think logically about objects and events and classify objects according to several features, Formal operational 11-adult hood were they can think logically about abstract propositions. He believed all children pass through these phases to advance to the next level of cognitive development. In our setting we encourage a more hands on approach and more relevant tasks for age/stage of development of child. We emphasise strongly on â€Å"child- Imitated† activities and observations to be able to plan for children’s needs. Freud- Believed that our personalities are made up with three parts; the â€Å"id†-is the instinctive part of our personality, the â€Å"ego†- is the planning part of our personality, and the â€Å"superego†- develops later in childhood it is known as the control part of our personality ,which are not all present at birth but will develop as the child develops. Freud theories of develop include Psychoanalytic. 3. 1 Analyse the importance of early identification of development delay Early identification and intervention is the best thing for a child’s long term benefits. Early intervention has a dual effect it helps children develop skills that are expected at their age but it also prevents the child from developing negative behaviours. Being able to identify signs of delay in a child’s development allows practitioner to make swift assessments and to involve outside agencies to make their own observations of the child. It is an important role for a practitioner to know and understand children’s learning and development in order for them to able to identify any early signs. 3. 2 Explain the potential risks of late recognition of development delay Late recognition of development, can lead to problems later on in life for young person understanding or a child being able to express their own feelings, leaving them feeling angry or frustrated and causing them to act out and maybe develop behaviour problems. It can also affect their confidence and self-esteem causing problems building relationships with peers and becoming. 3. 3 Evaluate how multi agency teams work together to support all aspects of development in children and young people Professionals from multi agency bring together all practitioners from different sectors that may need to be involved in working to support children, young people and families. Working with multi agency is a way of ensuring that children and young people who need additional support have exactly the right professionals supporting them. When a child needs additional support the SENCO of a setting will fill in a CAF form with relevant information and concerns about a child which will then be referred to relevant sector to enable team members to share information and support one another so the child’s needs are addressed efficiently and effectively. Regularly meetings are set to discuss the needs of the child or young people to plan for child’s development for example action plans. IEPs and to discuss child’s progress. The involvement of multi-agencies will vary as the needs of children and young people will be very different. What is important is that each person brings with them their own specialist skills, expertise and insight so that the child or young person gets the best support possible. Multi-agency working is a varied number l of services that have the collective aim to provide the best for children and their carers who are in need. The people involved to support a child’s needs could be a social worker, play specialist, early year’s practitioners, educational psychologists, health workers and any person with the ability to step in and help a child when their development is being hindered. Early years settings are more of an integrated working because they offer a cocktail of services within the setting, rather than external services which is multi-agency. England’s government framework, Every Child Matters, lists five outcomes that reinforce the importance of working together to achieve the best outcomes for children. The Early Years Framework also states that when professionals work together the results are better essentially, if all the people involved in a child’s life are aware of what that child needs, then development c