Stage in the Lifespan an Example by

Stage in the Lifespan by Expert Lilliana | 23 Dec 2016 Young adulthood has become an increasingly difficult time in the lives of humans that find themselves too old to be considered children and too young to be taken seriously as adults. Tweens, teens, and college age people are no longer completely dismissed by culture, as the purchasing power of children ages nine to fourteen has increased to become a force to be reckoned with and society sometimes seems to cater to their sensibilities. With so much information continuously coming at them through the internet, the television, magazines and movies, young adults often have trouble finding the path for which they are best suited, and many find themselves victimized by sexually transmitted diseases and crime. Because it is such a confusing time in the life of humans, young adults simply try to learn about adulthood while enjoying the last carefree days of youth. Need essay sample on "Stage in the Lifespan" topic? We will write a custom essay sample specifically for you Proceed The first thing that must be addressed when discussing young adults is their burgeoning sexuality. Biologically, young adults are either reaching or already in their sexual maturity, when hormones are raging often beyond their control. The question of teenage sexual activity is one that may be misleading, due in large part to the evolution of society and its more relaxed attitude toward sex. Less than a century ago, it was routine for teenagers to get married and begin families fresh out of high school. However, now that education is considered something that requires many years if a person expects to succeed in society, the cycle of marriage, sex, and starting families has also been postponed until much later in life. So, when teens reach biological maturity and begin to feel sexual urges, they experiment and often subject themselves to terrible consequences such as unwanted pregnancy and sexually transmitted disease. The overwhelming and often tragic figures that explore teenage sexuality are hard to ignore. Compared to older adults, adolescents between the ages of ten and nineteen are at higher risk for acquiring STDs for a number of reasons, including limited access to preventive and regular health care and physiologically increased susceptibility to infection (Kaiser Family Foundation, 2005). And among these young sexually active teens, minorities and teenage girls have been particularly hard hit by HIV/AIDS. Young African Americans represented 65% of AIDS cases reported among 13-19 year olds in 2002, suggesting that they are less likely to practice safe sex than white teenagers. Latino teens represented 20% of new AIDS cases, and in 2002, girls represented 51% of HIV cases reported among 13-19 year olds, compared to 30% of cases reported among people over age 25 that same year (Kaiser Family Foundation, 2005). These figures suggest a problem that is difficult to curb. Current sexual education is not nearly adequate enough to deal with the trends. Most teenagers are skeptical by nature, as well as inpidualistic when it comes to being told what to do, and the standard line of abstaining is not practical and does not work. Abstinence vows may work for some teens, but are largely nothing more than lip service. Teens have simply become more adept at avoiding pregnancy and retaining their abstinence, including abandoning the practice of vaginal sex and opting for oral or anal sex. Many teenage girls feel that unless the sex they have is vaginal, they are still technically virgins. This goes to show that the moral and religious leaders that push for sexual education are merely confusing the issue rather than illuminating it. While some teens are at higher risk for sexual activity, including those that have been abused or use drugs and alcohol, all teens experience raging hormones and sexual impulses. It is a mistake to expect a denial of their human impulses, so an intelligent compromise must be reached regarding teenage sex. Whether this involves more sexual education from a young age that is informative rather than dogmatic, or changing society to allow teens to pursue valuable relationships instead of merely focusing on school and future careers, teenage sexuality must be addressed and dealt with in an honest and effective way. In addition to sex, teens also experience many difficulties with alcohol. Debate continues in the medical community as to whether alcoholism is a physical or psychological disease, but the connection between alcohol and mental health is undeniable. Because of the cavalier attitude the United States takes towards alcohol consumption, the stresses that come with everyday life in the fast-paced modern world that encourage chemical solutions, and the overwhelming statistical evidence suggesting that alcoholism is a national epidemic, alcohol abuse resembles a mass mental health problem that can only be curbed through therapy and education. And, this problem is intensified when it concerns teenagers. While alcohol consumption is illegal for teenagers, that fact does little to curb teenage drinking. Teens drink whether authorities and parents like it or not, and the problem leads to many problems beyond just breaking the law, and can significantly impact their education and their future. As a highly powerful drug, alcohol may not receive the professional medical endorsement as some pharmaceuticals, nor contain the powerful anesthetizing characteristics of many illegal narcotics, but its cost and ease of availability makes it a popular drug for millions of American teens. According to a survey released by the Texas Commission on Alcohol and Drug Abuse, it was found that by the time the states teenagers reach their senior year in high school, more than 80% of them admit to having some experience with alcohol (Westbrook, 2007). The same study also found that most of the students consider it easy to get alcohol. The fact that Texas is a zero tolerance state for underage drinking exemplifies the futility of current methods of trying to keep teenagers away from alcohol, which usually include nothing more than a repetitive mandate telling them not to drink. It would seem that the only remedy to alcohol abuse in society is through better education and programs designed to counter the overwhelmingly supportive stance taken on alcohol by current social organizations. In addition to providing such information, prevention programs should teach inpiduals about the role that alcohol expectancies play in regard to heavy and abusive drinking, and help restructure expectancies among abusive or potentially abusive drinkers (Frone, et al., 1993, p. 556). By convincing more people that alcohol cannot truly eradicate or alleviate their problems, and in fact make their problems worse, mental health professionals stand a better chance of discouraging inpiduals from participating in future alcohol abuse. However, unlike many health issues, professionals must compete with an industry that spends billions of dollars a year to attract consumers. Alcohol abuse has been and continues to be a mental health epidemic in the United States, encouraged by a society largely accepting of alcohol use and the many stresses of school and home life that drive people to seek alcoholic therapy. Alcoholism can even impact the aspirations of a young adult, like John. Even though John was a freshman, he was a starter on the varsity volleyball and basketball teams. He was offended when he failed to make the varsity football team, but while he thought he should have made the varsity team as a freshman, the coach explained how all freshmen had to play on the freshman team. John proved the coach wrong by midseason and was starting as a running back on varsity by the fifth game. John was one of the few freshmen in the state to make all-conference in three sports, and he even began to attract the attention of multiple colleges. Johns popularity in school grew with every athletic victory, and girls did not escape his attention. Soon, John was engaging in promiscuous sex and partying with the upperclassmen. While this did not seem to affect his performance on the playing field, as John had an equally impressive sophomore year, and continued to enjoy his success socially and athletically. However, when John was drinking with friends one weekend, he broke h is ankle in a drunk-driving accident. He had to drop out of football entirely his junior year because he could barely walk, let alone play. He had a huge cast on my ankle and had to walk with crutches for months. When volleyball and basketball began, he was still rehabbing my ankle and working with physical therapists to try to strengthen it enough to endure the stresses of continuous jumping. This made him miss considerable time, and his sophomore season was nothing like he had imagined the year before, and the scouts stopping showing up and calling. He continued to drink and party, though was also severely depressed. However, he continued conditioning, doing physical therapy, and he planned on making his senior year the one that would finally allow him to shine athletically and hopefully attract enough attention from colleges to get scholarships. However, John once again injured himself while drinking, this time breaking his wrist while on a dare. This in effect not only ended Johns athletic aspirations for his senior year, but also prevented him from getting into any college on a scholarship. Because John spent so much time playing sports and partying, Johns academics were anything but stellar, and college was difficult for him to get into. The last report on John was that he was living in the same town with his parents and had no job or aspirations, but still partied all the time with his friends. If it were not for alcohol early in Johns young adulthood, there is no telling how far he might have gotten, if only to get the chance to go to college and truly begin his education. The trials and tribulations of young adulthood are enough to deal with without being inundated by confusing messages that are constantly bombarding young adults. Sexual experimentation, youth drinking, and lost dreams of irresponsible teens are only the most extreme examples of young adult behavior. What cannot be discounted are the millions of young adults that are responsible and become upstanding and contributing members of society. The only difference between the young adults that do well in adulthood to those that do not is the quality of the education they receive. And, the education that young adults receive is the responsibility not only of themselves, but also the adults from which they learn. REFERENCES Frone, M. R., Russell, M., and Cooper, M. L. (1993, November). Relationship of Work-Family Conflict, Gender, and Alcohol Expectancies to Alcohol Use/Abuse. Journal of Organizational Behavior, Vol. 14, No. 6; pp. 545-558. Kaiser Family Foundation. (January 2005). U.S. Teen Sexual Activity. Retrieved July 14, 2008 Westbrook, S. (2007, June 6). Alcohol, Kid can be Shattering Mix. Corpus Christi Caller-Times. Retrieved July 14, 2008

Realism and Non-governmental organizations essays

Realism and Non-governmental organizations essays The contemporary political world has existed relatively unchanged since the ratification of the Treaty of Westphalia in 1648. Under this system, states and their leaders became the ultimate decision-makers in the world. For hundreds of years, this system has provided a guideline for the behavior of states. The need for a more formal state system came as the world became more closely linked. Even if the system has not changed, the world in which exists has transformed since 1648. One of the major forces working and creating pressure to change the system is globalization and the interdependency. The purpose of regimes and international organizations is to supplement governmental power to provide additional support and stability. A non-governmental organization is any group of people relating to each other regularly in some formal manner and engaging in collective action, provided that the activities are non-commercial, non-violent and are not on behalf of a government (Baylis hierarchical dualism of the Westphalian system because it was an empirical reality, reinforced by the absence of any significant international actors capable of autonomous action (Falk, 138). Nevertheless, according to Hobbes, a covenant without swords are but mere words, and thus any decisions made without the force to back them are nothing more than writing on paper. States are the only significant actors in the system; in spite of that, non-government organizations attempt to create change within the system. Most of the times, NGOs seek a role in order to alleviate some of the negative features that results when governments make decisions, but globalization-from-above has strong positive consequences and potentialities (Falk, 139). It is impossible to make every person happy. The best that can be done is to try to create a favor...

What Are Extracurricular Activities and Why Do You Need Them

What Are Extracurricular Activities and Why Do You Need Them SAT / ACT Prep Online Guides and Tips You may have heard that extracurriculars are an important part of your high school life. You've probably been bombarded with stories about how everyone who is successful in getting into college played a varsity sport and was student body president and built homes for the poor in Costa Rica. But do extracurriculars have to be so overwhelming? What are extracurricular activities, exactly? And just how important are they when it comes time to apply to college? Read on for a better understanding of this important topic. Your high school years are one of the best opportunities you will ever get to explore new activities, try different things, and see what you're passionate about. Inside the classroom and outside of it, you’ll start to get a better idea of who you are and what drives you. It may seem odd that colleges are going to be interested in how you choose to spend your free time. The reality is that, combined with your grades and test scores, extracurricular activities are one of the best ways that colleges will be able to get an idea of who you are. But what are they looking for? And are all activities equal? What Counts as an Extracurricular Activity? First, let’s talk about what an extracurricular activity looks like. The word â€Å"extracurricular† can be broken down into its roots for a literal explanation: â€Å"extra† means â€Å"outside† and â€Å"curricular† refers to all of the work you do in the classroom. So extracurricular activities are just activities that you do outside of class. The Common App says that extracurricular activities â€Å"include arts, athletics, clubs, employment, personal commitments, and other pursuits.† Almost anything that you are actively and productively involved in can be considered an extracurricular activity. We have created a list of around 200 activities that you could report on your application to help get you thinking about what you're interested in trying and what you might already have done. You may be familiar with some of the popular categories of extracurriculars already: Sports, which includes playing on a school sport team, an intramural team, or a club team outside of your school. Community Service, which includes any sort of volunteer work, either in your community, on a national scale, or abroad. Employment, including any jobs or internships. Arts, which includes visual arts, performing arts, comedy, culinary arts – this list is almost endless. Hobbies, such as blogging, a film club, hiking, Rubik’s Cube competitions, Cosplay, and more. Academic activities, such as math or science clubs or competitions, research, or writing. Keep in mind that colleges are really looking to see activitiesthat have somehow developed talents that you will use later in life, developed your leadership skills, allowed you to show involvement with your community, and allowed you to make an impact. Going to the movies every weekend with your friends doesn’t count. But starting a film club at school for fellow film aficionados definitely does count! There’s another important thing to note here. What if you didn’t have time for joining clubs or playing sports because you had to work to help support your family, or you spent your afternoons looking after your younger siblings? Admissions officers also want to hear about these kinds of activities. They understand that not all students have the luxury of pursuing traditional extracurricular activities, and they will think that the way you have spent your time is just as valuable. Try to reflect on what these experiences have taught you that will be valuable for college. For example, you probably have a lot of maturity and a good sense of responsibility for someone your age, and you're good at balancing school work with other commitments. If you’ve taken on a leadership position at work, that’s even better! Now you know what activities look like. But what do colleges think your summer job is really going to tell them about you? Why Colleges Like Students With Extracurricular Activities Colleges love to see that students are active, contributing members of their communities. Even more importantly, they love to see students who are developing their talents and passions. When a student is actively involved in the community and other activities in high school, there is a good chance that they will be doing something similar in college. Universities like to be known as hubs of activity, charity, and culture, and it’s largely the students that make them that way. But does that mean that you need to spend all your time doing something that is obviously impacting your community in a direct way, like volunteer work? Should you do something that doesn’t interest you, just because it will look good on your application? Fortunately, what college admissions officers want to see is very predictable. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. What Are Admissions Officers Looking For? Imagine you're an admissions officer at your university of choice. Every day during admissions season, you’ll go through at least a hundred applications. At the end of the day, you’re down to two applications. You need to recommend one for admission, and reject the other. Both students have high test scores (above 2100 on the SAT) and they each had a GPA of 3.8. On the activities page on the common app, Student A says that he was a member of the art club, and in the description says that the club is for students who are passionate about having a career involving art. He also volunteered once a month, teaching a one-hour art class at his old middle school. Student B is also in the art club at her school. In the description, she tells how she helped grow the club from 4 to 20 members, ran several charity projects through the club that raised over $5,000 for art programs for local youth, and arranged an informational event at a prominent art museum to help raise awareness of the importance of art in people’s lives. Which student do you think is most likely to be admitted? As it turns out, what you do is not nearly as important as why and how you are doing it. Admissions officers agree that when they're evaluating student activities, they care less about what the actual activity is and more about what it says about you. Specifically, they're looking for three things: passion, leadership, and impact. Passion Passion will manifest itself differently for different people, but college admissions officers usually notice it in the amount of time you've dedicated yourself to a certain activity over the years, and in how involved you've been in it. Are you just doing an activity so you have something to write on your college application, or are you doing it because you couldn’t not do it? This is something that matters a lot to college admissions officers who want to know that you're pursuing something because it's a passion. Try to find activities that you really care about, and that you feel makes you a more motivated, better person. Admissions officers like it when students are passionate about a certain activity because it means they are more likely to continue doing it in college, and also because these kinds of activities show who you are at your best. These activities will be the best indicators of how you act when motivated and dedicated to something. Leadership Leadership experience includes any time that you have been responsible for a project or for guiding, motivating, or instructing others. Many schools – especially the most highly selective ones – want to see students who exhibit leadership skills because they are hoping that their students will someday go on to be leaders who make differences on a larger scale in academia, business, or research. Therefore, showing that you have the desire and sense of responsibility that a leader needs can be very attractive to admissions officers. Taking a leadership role in an activity is really going to help you stand out from the crowd. Being the president of a school club will sound better than being a member of the same club. But obviously not all students can be president. So how do you solve this kind of issue? Even in you don’t have an official title, see if it’s possible to be involved as a leader in some way. Talk to the people in charge and see if you can organize an event or lead a fundraiser. Showing you have taken this kind of initiative will look much better than a title with no special activity to back it up. Impact How have you changed the activity that you have been involved in? How has the activity changed you? One of the reasons that passion is so important is because admission officers want to see that you have made a significant investment in an activity over an extended period of time. Though you’ll probably experiment with several different activities when you're younger, once you settle on the ones you're most passionate about, officers are going to be looking for how you've made a difference in the activity and how you've changed because of it. You may have heard that you should prioritizedepth over breadth, and this is why. It’s better to select a couple of activities that you can be deeply involved in than to spread yourself so thin that you can do little more than showing up to meetings. Why does impactmatter? Again, colleges are most interested in students who have the potential to be making positive differences on campus, and later, in the world. This kind of thing doesn’t come easily. It usually only happens when someone shows dedication, follow-through, and initiative. So what kind of person are you? Do you show up and expect someone else to make an activity fun? Or are you going to make sure that you leave your club, team, or research better than it was when you joined it? The Do’s and Don’ts of Extracurriculars: Key Tips Now you know what extracurricular activities are and why they are important, both for your personal development and for your college applications. Here are some tips for how you should approach extracurricular activities in high school. 1: Do try as many activities as possible during your freshman year of high school. Try out between 5 and 10 activities depending on how much room you have in your schedule (remember, never let your academics suffer because of too many activities!). There is a good chance that you will discover something new that you had never thought would interest you. Let this be your year of exploration! 2: Do narrow down your extracurricular list to 3 – 5 activities you care most about during your sophomore year. Remember the three most important things are passion, leadership, and impact. Continue to develop your interest in these activities and see if you can take on leadership roles, even if it’s just on small projects. 3: Do focus more on leadership and impact during your junior and senior years. If you have been a part of a club, how can you change it for the better? Also spend time reflecting on how you've changed over the past years, and how your activities have helped you grow as a person. 4: Do let your activities tell your story. Are you very passionate and talented in one area? Or do you show different skills and aspects of your personality through a variety of different activities? Either one is a story that a college admissions officer will be interested in hearing. Also think about how your activities have shown your growth over the years, from experimenting with an activity, to dedicating yourself to it and developing passion, and finally taking on a leadership position and making an impact. 5: Don’t slack during summers. If you have the luxury of doing activities during your summer vacation instead of working, make the most of that time. Try to think of innovative ways to pursue your passion that you can’t necessarily do when tied down with school work. 6: Don’t let your grades suffer. Though extracurriculars are an important part of a college application, they will almost never cancel out bad grades and test scores. If you find that your grades are suffering, cut back on the time you spend on your activities, and make sure that the time you do invest in your activities is well spent making the most impact in the least amount of time. 7: Don't get burned out. It's a good idea to limit your activities a couple you are most passionate about, and a few others that are fun but not stressful. If you try to do everything, you will inevitably get burned out, which could ruin your grades, social life, and excitement about going to college. What’s Next? Do you need some inspiration? Check out our long list of extracurricular activities to see if there’s anything that interests you. Are you wondering if you should try traditional extracurriculars, or if you would be better off getting a job? Check out the pros and cons. If you have a great list of extracurriculars and are ready to fill out college applications, check out our guide for talking about extracurriculars on the Common App. Want to know what else is important on the college application? Check out our guide to making a well-rounded college application that will get you into as many schools as possible. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Human variation Assignment Example | Topics and Well Written Essays - 750 words

Human variation - Assignment Example e same note, natural selection entails the survival of the best species in terms of survival techniques since nature poses a wide range of challenges in a bid to survive. In addition to that, genetic shift entails the acquiring of survival traits and consequently the passing on the traits to the generations to come. Evidently, this is aimed at enabling the organisms, in other words, humans to survive and reproduce effectively in nature. Finally, there is the issue of chance inheritance which entails the selection of the most suitable survival trait in a bid to pass it on to the next generation. With the shifting and movement of people over the world, it has promoted the spread of traits. Evidently, for instance traits like the ABO are perceived to have originated from one region. However, with the movement of people with the aim of seeking the most appropriate place to settle the trait has been passed all over the world. It is worth noting that approximately everywhere in the world there exist the ABO trait in individuals. Notably, the passing on of this traits from generation to generation is aimed at enabling the future generation to adapt more to the environment they are exposed to. Adaptive traits are developed in a bid to adapt to the environment. Consequently, different environment suggest different traits thus can’t be used for classification purposes. On the same note, it is argued that this traits are liable to extinction once the particular adaptive environment is changed or does not exist anymore. Moreover, since the environmental factors change with time, new traits are likely to emerge in a bid to fit in to the changing environment. Consequently, since the emergence of traits is dependent on the specific condition that exists for instance environmental condition, numerous adaptive traits are expected thus the concept of adaptive traits cannot be used to classify humans since you may require an infinitely large number of subgroups. It is evident

Compensation Plan Outline Assignment Example | Topics and Well Written Essays - 1500 words - 2

Compensation Plan Outline - Assignment Example Thus, in return, the company developed a strategic compensation and remuneration plan, in which the company seeks to compensate its workers accordingly for the services delivered (Aguinis, 2009). Safaricom entails a strategic compensation approach towards its employees, translating into high motivation and employee retention rates. The current compensation plan entails a pragmatic approach in which the company focuses on the features of the qualification of employees accordingly in facilitating their salaries and related benefits. The company focuses on the areas of the skills of the employees and their individual contribution to the accomplishments of the company in rewarding the efforts thereof of the employees. In practical definition, the company rewards and allocates the compensation based on the current market situation and the service the workers deliver to the company operations (Aguinis, 2009). Further, the company also entails remarkably incredible platform of offering incentives to its workers, to foster the employee motivation accordingly. The company has incentives such as promotional offers to the employees for goods and services from the company as rewards for the services they deliver to the company. Further, the company also offers credible salaries to the employees, as exemplified by the recent reports in which the company released its statistics, regarding their employee remuneration expenditure, as the report indicates. The company spend about Kenyan shillings 8.4 billion on salaries and benefits to its employees, in the year that finished in March 2013 (The Vodacom Group, 2014). Of this budget, more than 5.1 billion shillings went to wages and salaries while about 95 million shillings went to the allocation for employee grants option plan. The directors of the company got about 387.7 million in remuneration, which is higher than the previous allocation, while the rest was for the other staff. Similarly, the company,

Financial Schemes Essay Example for Free

Financial Schemes Essay When the question of developing a new project at Puerto Penasco, Mexico has arrived, we would suggest that rather than going for traditional time share or new mixed use hotels, we should generate the energies towards developing a Condominium. The most important fact for advocating a Condominium is because this concept is already very popular in beach areas of Mexico. Tourists from across the world come here to take the experience of beach village which is rather not possible in mixed use hotels. Financial Advantages of a Condominium over other forms: Limited capital investment initially: First of all, the amount of capital invested in a Condominium is lesser than that of other traditional hotel forms. Hotels usually are occupied by the tourists at peak months only. Apart from that time, they always face lack of tourists which ultimately result in loss of revenue. Renting the property at non peak months: The Condominium could be rented to students and other people apart from the tourists during the non peak months and hence it in a sense gives guarantee to the owners for a uniform cash flow across the year. Disadvantages to the other schemes: It could be very well noted here that at times Condominium could lose the advantages to classic hotels in terms of hospitality and luxury. The tourists often feel that the Condominium could not provide the room service and the luxury that the time share hotels could provide. This is true to an extent that the Condominium does not beat the traditional hotels in terms of luxury. The reason why we have chosen a Condominium over other forms of hotels is because least risk involved in this project. As the amount of capital invested is least, the chances of losing money are less. Apart from that, we are also ensuring smooth and uniform revenues across the year. References: Puerto Penasco: Retrieved on 4th August, 2010 from website: http://www. puerto-penasco. com/

Abraham as the Ideal Man of Faith in The Holy Bible Essay -- Holy Bibl

Abraham as the Ideal Man of Faith The question is frequently asked, â€Å"What does it mean to have faith?† â€Å"What does it mean to be faithful?† The path to righteousness has always been one paved in good faith, and this is a well-known fact. The ideal man of faith, it can be reasoned, would be the man who was the most suitable spiritual companion for God. This would be someone with whom God could speak with, and fulfill his wishes for human beings there within.   God would not simply want a servant, but a friend who would walk through his life with God. This is a hard man to find. One place worshippers of God are always certain to look for an example is the Bible. The Old Testament offers many differing examples of men of faith. Some men of faith closely looked at in the Old Testament are Abraham, Noah, and Job. Abraham can be viewed as the ideal man of faith because his relationship with God exceeded those of Noah and Job. His relationship was ideal in that there was true communication and a mut ual respect. While Noah and Job were men of faith, their relationships were not ideal because Noah did not truly communicate and Job lacked both respect and trust for the Lord. Abraham was God’s chosen â€Å"father of all nations.† He and God shared a relationship that no other man ever shared with God. God says to Abraham: I will make of you a great nation,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   And I will bless you;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I will make your name great,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   So that will be your blessing.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I will bless those who bless you   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   And curse those who curse you.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   All the communities of the earth   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ... ...ause he never lacked trust or respect for the Lord. Even when God demanded that Abraham kill his own son, Abraham never once lost any respect or trust. He merely had faith.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The conclusion to be drawn is a fairly easy one. Abraham was the ideal man of faith, due to his upholding of the vital elements of the ideal, as well as the fact that he was the best companion for God. He proved that devotion does not necessarily mean just strict servitude, but that it also means maintaining a relationship on a level that servants cannot. Also, he showed that a mutual respect must be present if a relationship will work, and that trust is required at all times. Faith was never a â€Å"sometimes† thing for Abraham. He took it to the fullest extent at every moment, which is why he was the ideal man of faith. He did everything necessary to be the ideal companion for God.

Lack of Mother and Reunion in Victorian Times

LACK OF MOTHER AND METAPHORS OF REUNION IN OLIVER TWIST AND JANE EYRE The aim of this paper is to discuss the psychological effects of being motherless and orphanhood and metaphors of reunion under social class distinction observation on the characters of two well known Victorian novels; Jane Eyre and Oliver Twist. Orphanhood means having no parents but in Victorian society this term also refers to â€Å"one who has deprived of only one parent† as Laura Peters states. As a result of this, motherlessness and orphanhood were considered the same in the Victorian Era. To write a life, in the Victorian period , is to write the story of the loss of mother† says Caroline Dever. In other words, Victorian fiction mostly tells us the piteous stories of little motherless,orphan children who are vulnerable and disadvantaged. The importance of family and blood relations are significant aspects of Victorian Era. So these little orphans should have defend themselves against disadvantag es of being alone in this material world, also they had to get over their psychological traumas mostly by themselves. According to Dever, mother is the symbol of the unity,safety and order in a child's life. Within the death of mother, the hero/heroine finds himself in a very dangerous , chaotic situation. In addition to that, the female protagonist has to face with erotic danger. Mostly in Victorian novels, maternal lossis used a path to set the young protoganist free to construct selfhood independently of parental constraint. The lack of parents leads the protagonist to start his quest in a disadvantaged position and he finds his inner strength to assert his personality. Orphans are in search of identity in social, psychological and personal dimensions. Lacan's â€Å"mirror phase† is the very first step of being a person. When a baby first sees himself on the mirror, at first he tries to control and play it. When the baby understands that this is a reflection,he realizes that he is not a part ofmother, on the contrary, he has another personality. Until now,the baby thinks himself like a body part of his mother. With the mirror stage, he sees himself as a whole being and this realizationis very important for his identification. On the other hand,this realization creates alienation. Understanding her mother is a seperate object makes him realise that this object is not under his control. Starting from now,he searches identificatory images to fill this lack,such as representations,doubles and other. In order to understand and achieve the main goals of Jane Eyre and Oliver Twist, we should have a glance at Charles Dicken's and Charlotte Bronte's early lives. Charlotte Bronte was born in 1816, the third daughter of the Rev. Patrick Bronte and his wife Maria. Her brother Patrick Branwell was born in 1817, and her sisters Emily and Anne in 1818 and 1820. In 1820, too, the Bronte family moved to Haworth, Mrs. Bronte dying the following year. In 1824 the four eldest Bronte daughters were enrolled as pupils at the Clergy Daughter's School at Cowan Bridge. The following year Maria and Elizabeth, the two eldest daughters, became ill, left the school and died: Charlotte and Emily, understandably, were brought home. In 1826 Mr. Bronte brought home a box of wooden soldiers for Branwell to play with. Charlotte, Emily, Branwell, and Ann, playing with the soldiers, conceived of and began to write in great detail about an imaginary world which they called Angria. In 1831 Charlotte became a pupil at the school at Roe Head, but she left school the following year to teach her sisters at home. She returned returns to Roe Head School in 1835 as a governess: for a time her sister Emily attended the same school as a pupil, but became homesick and returned to Haworth. Charles Dickens was born on February 7, 1812, the son of John and Elizabeth Dickens. John Dickens was a clerk in the Naval Pay Office. He had a poor head for finances, and in 1824 found himself imprisoned for debt. His wife and children, with the exception of Charles, who was put to work at Warren's Blacking factory, joined him in the Marshalsea Prison. When the family finances were put at least partly to rights and his father was released, the twelve-year-old Dickens, already scarred psychologically by the experience, was further wounded by his mother's insistence that he continue to work at the factory. His father, however, rescued him from that fate, and between 1824 and 1827 Dickens was a day pupil at a school in London. At fifteen, he found employment as an office boy at an attorney's, while he studied shorthand at night. His brief stint at the Blacking Factory haunted him all of his life — he spoke of it only to his wife and to his closest friend, John Foster— but the dark secret became a source both of creative energy and of the preoccupation with the themes of alienation and betrayal which would emerge, most notably, in David Copperfield and in Great Expectations. Jane Eyre and Oliver Twist both grew up as orphans. They both struggled with poverty. Growing up in misery, because they were lower class, both Jane and Oliver did what they needed to do to survive. Oliver joined the pick-pocketers to earn money to live. Jane went through school and applied herself, so she would not end up unhappy and in poverty. Jane and Oliver had similar obstacles while trying to basically survive. Both Jane and Oliver, as children, were lower class. The plot of Jane Eyre follows the form of a Bildungsroman, which tells the story of a child’s maturation and focuses on the emotions and experiences that accompany and incite his or her growth to adulthood. In Jane Eyre, there are five distinct stages of development, each linked to a particular place: Jane’s childhood at Gateshead, her education at the Lowood School, her time as Adele’s governess at Thornfield, her time with the Rivers family at Morton and at Moor House, and her reunion with and marriage to Rochester at Ferndean. From these experiences, Jane becomes the mature woman who narrates the novel retrospectively Jane has no real parents and family, but only her dead uncle's wife and her cousins. Jane's childhood focuses on who she is and where she belongs to. She always looks for someone to identify herself because she faces the world with the â€Å"primal â€Å"lack† The psychologist Carl Jung was interested in the â€Å"collective unconscious† or the primordial images and ideas that reside in every human being's psyche. often appearing in the forms of dreams,visions and fantasies , these images provoke strong emotions that are beyond the explanation of reason. In Jane Eyre, the bounds of reality continually expand, so that dreams and visions have as much validity as a reason,providing access to the inner recesses of Jane's and Rochester's psyches. Their relationship also has a supernatural component. Throughout the novel, Jane is described as a â€Å"fairy†. Sitting in the red-room, she labels herself a â€Å"tiny phantom,half fairy,half imp†. As a fairy, Jane identifies herself as a special,magical creature. Her dreams have a prophetic character, suggesting their almost supernatural ability to predict future. In a dream foreshadowing the direction of her relationship with Rochester, she is â€Å"tossed on a buoyant but unquiet sea†. Jane's dream warns her that their relationship will be rocky, bringing chaos and passion to her life. Not only Jane is a mythical creature, but the narrative she creates also has a mythic element, mixing realism and fantasy. We see the first instance of this as Jane sits nervously in the red-room and imagines a gleam of light shining on the wall; for her,this indicates a vision â€Å"from another world† As Jane's departure from Gateshead was marked by her pseudo-supernatural experience in the red-room, her movement away from Lowood also has a paranormal component. Meditatingupon the best means for discovering anew job, Jane is visited by a â€Å"kind fairy† who offers her a solution. This psychic counsellor gives her very spesific advice: Place an advertisement in the local newspaper, with answers addressed to J. E. , and do it immediately. The fairy's plan works, and Jane soon discovers the job at Thornfield. As a gypsy woman, Rochester aligned himself with mystical knowledge. During his telling of her fortune, Rochester seems to have peered directly into Jane's heart, leaning her deep into a dram-state she likens to â€Å"a web of mystification†. He magically weaves a web around Jane with words, and appears to have watched every movement of her heart, like an â€Å"unseen spirit†. During this scene, he wears a red cloak, showing that he has taken over the position of Red Riding Hood that Jane held earlier. The position he gives Mason also has mystical powers, giving Mason the strength he lacks for an hour or so, hinting at Rochester's mysterious possibly supernatural powers. In emphasizing the uniqueness of Jane and Rocester's love, Bronte gives their meetings a mythical feel, so that they are depicted as archetypes of true lovers. Her association of Rochesters's horde and dog with the Gytrash places their initial meeting in an almost fairytale-like setting. Later, Rochesters reveals that at this initial meeting, he thought Jane was a fairy who had bewitched his horse. The lovers' reunion at the end of the novel also has a psychic component. As she is about to accept St. John's wishes, Jane experiences a sensation as â€Å" sharp, as strange , as shocking† as an electric shock. Then she heards Rochester's voice calling her name. The voice comes from nowhere,speaking â€Å"in pain and woe,wildly,urgently†. So powerful is this voice that Jane cries, â€Å"I am coming† and runs out of the door into the garden, but she discovers no sign of Rochester. She rejects the notion that this is the evilish voice of the witchcraft, but feels that it comes from benevolent nature, not a miracle , but nature's best effort to help her, as if the forces of nature are assisting this very special relationship. She introduces the ideal of a telepathic bond between the lovers. This psychic sympathy leads Jane to hear Rochester's frantic call for her,and for Rochester to pick her response out of the wind. In fact, he even correctly intuits that her response came fromsome mountainous place. Through the novel's supernatural elements, Jane and Rochester become archetypes of ideal lovers, supporting Jane's exorbitant claim that noone â€Å"was ever nearer to her mate than I am†. These mythic elements transforms their relationship from ordinary to extraordinary. The ending of Jane Eyre is perhaps the most obvious â€Å"happy† ending of the books in Victorian Era. The ending, which is like a beginning when Rochester and Jane are reunited at the house at Ferndean , details the manifold ways in which Jane and Mr. Rochester's lives and souls evolve and change after their reunion, through their own work and by the hand of God. They mature as individuals, but also grow exceptionally close as a couple, coming to work together with â€Å"perfect concord† (Bronte, 384. ) As the novel concludes, miracles are worked, love and sight are restored, a child is born and a new haven of domestic bliss is established in Jane and Rochester's home. Emerging as an ideal Victorian companion, wife and mother, Jane stands as the perfect woman that Bertha, the mad woman in the attic and Mr. Rochester's first wife, could never be. She and Rochester establish the domestic bliss that could not found with Bertha, and come to prize it above all else but God. The end of Jane Eyre starts with a beginning: Jane, who calls Rochester â€Å"master,† and Rochester, who calls Jane â€Å"darling,† come together once more, and this time for good. Seeing him for the first time in years, Jane is in â€Å"rapture† (367), although she initially keeps her presence concealed from Rochester. When she finally presents herself to Rochester, the couple is together once more, It is an ideal reunion. With her return, Rochester's life is instantly changed: Rochester's heart renewed, the couple goes on to define themselves a new as companions, and then lovers. Jane Eyre is critical of Victorian England’s strict social hierarchy. Bronte’s exploration of the complicated social position of governesses is perhaps the novel’s most important treatment of this theme. Like Heathcliff in Wuthering Heights, Jane is a figure of ambiguous class standing and, consequently, a source of extreme tension for the characters around her. Jane’s manners, sophistication, and education are those of an aristocrat, because Victorian governesses, who tutored children in etiquette as well as academics, were expected to possess the â€Å"culture† of the aristocracy. Yet, as paid employees, they were more or less treated as servants; thus, Jane remains penniless and powerless while at Thornfield. Jane’s understanding of the double standard crystallizes when she becomes aware of her feelings for Rochester; she is his intellectual, but not his social, equal. Even before the crisis surrounding Bertha Mason, Jane is hesitant to marry Rochester because she senses that she would feel indebted to him for â€Å"condescending† to marry her. Jane’s distress, which appears most strongly in Chapter 17, seems to be Bronte’s critique of Victorian class attitudes. Jane herself speaks out against class prejudice at certain moments in the book. For example, in Chapter 23 she asks Rochester: â€Å"Do you think, because I am poor, obscure, plain, and little, I am soulless and heartless? You think wrong! —I have as much soul as you—and full as much heart! And if God had gifted me with some beauty and much wealth, I should have made it as hard for you to leave me, as it is now for me to leave you. † However, it is also important to note that nowhere in Jane Eyre are society’s boundaries bent. Ultimately, Jane is only able to marry Rochester as his equal because she has almost magically come into her own inheritance from her uncle. Jane struggles continually to achieve equality and to overcome oppression. In addition to class hierarchy, she must fight against patriarchal domination—against those who believe women to be inferior to men and try to treat them as such. Three central male figures threaten her desire for equality and dignity: Mr. Brocklehurst, Edward Rochester, and St. John Rivers. All three are misogynistic on some level. Each tries to keep Jane in a submissive position, where she is unable to express her own thoughts and feelings. In her quest for independence and self-knowledge, Jane must escape Brocklehurst, reject St. John, and come to Rochester only after ensuring that they may marry as equals. This last condition is met once Jane proves herself able to function, through the time she spends at Moor House, in a community and in a family. She will not depend solely on Rochester for love and she can be financially independent. Furthermore, Rochester is blind at the novel’s end and thus dependent upon Jane to be his â€Å"prop and guide. In Chapter 12, Jane articulates what was for her time a radically feminist philosophy: Women are supposed to be very calm generally: but women feel just as men feel; they need exercise for their faculties, and a field for their efforts as much as their brothers do; they suffer from too rigid a restraint, too absolute a stagnation, precisely as men would suffe r; and it is narrow-minded in their more privileged fellow-creatures to say that they ought to confine themselves to making puddings and knitting stockings, to playing on the piano and embroidering bags. It is thoughtless to condemn them, or laugh at them, if they seek to do more or learn more than custom has pronounced necessary for their sex. Dickens sets Oliver Twist in early 19th-century England, a time when long-held ideas and beliefs came under serious scrutiny. Profound changes brought about by the Industrial Revolution, religious uncertainty, scientific advancement, and political and social upheaval caused many Victorians to reexamine many aspects of their society and culture. Industrialization drove many farmworkers into the cities, where poor labor conditions and inadequate housing condemned most of them to poverty. The unprecedented increase in urban population fostered new and overwhelming problems of sanitation, overcrowding, poverty, disease, and crime in the huge slums occupied by impoverished workers, the unemployed, and the unfortunate. London slums bred the sort of crime Dickens portrays in Oliver Twist. The novel is set against the background of the New Poor Law of 1834, which established a system of workhouses for those who, because of poverty, sickness, mental disorder, or age, could not provide for themselves. Young Oliver Twist, an orphan, spends his first nine years in a â€Å"baby farm,† a workhouse for children in which only the hardiest survive. When Oliver goes to London, he innocently falls in with a gang of youthful thieves and pickpockets headed by a vile criminal named Fagin. Dickens renders a powerful and generally realistic portrait of this criminal underworld, with all its sordidness and sin. He later contrasts the squalor and cruelty of the workhouse and the city slums with the peace and love Oliver finds in the country at the Maylies’ home. Oliver Twist The novel’s protagonist is an orphan born in a workhouse, and Dickens uses his situation to criticize public policy toward the poor in 1830s England. Oliver is between nine and twelve years old when the main action of the novel occurs. Though treated with cruelty and surrounded by coarseness for most of his life, he is a pious, innocent child, and his charms draw the attention of several wealthy benefactors. His true identity is the central mystery of the novel As the child hero of a melodramatic novel of social protest, Oliver Twist is meant to appeal more to our sentiments than to our literary sensibilities. On many levels, Oliver is not a believable character, because although he is raised in corrupt surroundings, his purity and virtue are absolute. Throughout the novel, Dickens uses Oliver’s character to challenge the Victorian idea that paupers and criminals are already evil at birth, arguing instead that a corrupt environment is the source of vice. At the same time, Oliver’s incorruptibility undermines some of Dickens’s assertions. Oliver is shocked and horrified when he sees the Artful Dodger and Charley Bates pick a stranger’s pocket and again when he is forced to participate in a burglary. Oliver’s moral scruples about the sanctity of property seem inborn in him, just as Dickens’s opponents thought that corruption is inborn in poor people. Furthermore, other pauper children use rough Cockney slang, but Oliver, oddly enough, speaks in proper King’s English. His grammatical fastidiousness is also inexplicable, as Oliver presumably is not well-educated. Even when he is abused and manipulated, Oliver does not become angry or indignant. When Sikes and Crackit force him to assist in a robbery, Oliver merely begs to be allowed to â€Å"run away and die in the fields. Oliver does not present a complex picture of a person torn between good and evil—instead, he is goodness incarnate. [pic] Even if we might feel that Dickens’s social criticism would have been more effective if he had focused on a more complex poor character, like the Artful Dodger or Nancy, the audience for whom Dickens was writing might not have been receptive to such a portra yal. Dickens’s Victorian middle-class readers were likely to hold opinions on the poor that were only a little less extreme than those expressed by Mr. Bumble, the beadle who treats paupers with great cruelty. In fact, Oliver Twist was criticized for portraying thieves and prostitutes at all. Given the strict morals of Dickens’s audience, it may have seemed necessary for him to make Oliver a saintlike figure. Because Oliver appealed to Victorian readers’ sentiments, his story may have stood a better chance of effectively challenging their prejudices Throughout Oliver Twist, Dickens criticizes the Victorian stereotype of the poor as criminals from birth. However, after a strident critique of the representation of the poor as hereditary criminals, he portrays Monks as a criminal whose nature has been determined since birth. Brownlow tells Monks, â€Å"You . . . from your cradle were gall and bitterness to your own father’s heart, and . . . all evil passions, vice, and profligacy, festered [in you]. † Monks’s evil character seems less the product of his own decisions than of his birth. Oliver Twist is full of mistaken, assumed, and changed identities. Oliver joins his final domestic scene by assuming yet another identity. Once the mystery of his real identity is revealed, he quickly exchanges it for another, becoming Brownlow’s adopted son. After all the fuss and the labyrinthine conspiracies to conceal Oliver’s identity, it is ironic that he gives it up almost as soon as he discovers it. The final chapters quickly deliver the justice that has been delayed throughout the novel. Fagin dies on the gallows. Sikes hangs himself by accident—it is as though the hand of fate or a higher authority reaches out to execute him. Mr. and Mrs. Bumble are deprived of the right to ever hold public office again. They descend into poverty and suffer the same privations they had forced on paupers in the past. Monks never reforms, nor does life show him any mercy. True to Brownlow’s characterization of him as bad from birth, he continues his idle, evil ways and dies in an American prison. For him, there is no redemption. Like Noah, he serves as a foil—a character whose attributes contrast with, and thereby accentuate, those of another—to Oliver’s character. He is as evil, twisted, and mean while Oliver is good, virtuous, and kind. Oliver and all of his friends, of course, enjoy a blissful, fairy-tale ending. Everyone takes up residence in the same neighborhood and lives together like one big, happy family. Perhaps the strangest part of the concluding section of Oliver Twist is Leeford’s condition for Oliver’s inheritance. Leeford states in his will that, if his child were a son, he would inherit his estate â€Å"only on the stipulation that in his minority he should never have stained his name with any public act of dishonor, meanness, cowardice, or wrong. † It seems strange that a father would consign his child to lifelong poverty as well as the stigma of illegitimacy if the son ever committed a single wrong in childhood. In the same way that the court is willing to punish Oliver for crimes committed by another, Leeford is ready to punish Oliver for any small misdeed merely because he hated his first son, Monks, so much. One contradiction that critics of Oliver Twist have pointed out is that although Dickens spends much of the novel openly attacking retributive justice, the conclusion of the novel is quick to deliver such justice. At the story’s end, crimes are punished harshly, and devilish characters are still hereditary devils to the very end. The only real change is that Oliver is now acknowledged as a hereditary angel rather than a hereditary devil. No one, it seems, can escape the identity dealt to him or her at birth. The real crime of characters like Mr. Bumble and Fagin may not have been mistreating a defenseless child—it may have been mistreating a child who was born for a better life. Yet Dickens’s crusade for forgiveness and tolerance is upheld by his treatment of more minor characters, like Nancy, whose memory is sanctified, and Charley Bates, who redeems himself and enters honest society. These characters’ fates demonstrate that the individual can indeed rise above his or her circumstances, and that an unfortunate birth does not have to guarantee an unfortunate life and legacy. Oliver Twist is a story about the battles of good versus evil, with the evil continually trying to corrupt and exploit the good. It portrays the power of Love, Hate, Greed, and Revenge and how each can affect the people involved. The love between Rose and Harry in the end conquers all the obstacles between them. The hate that Monks feels for Oliver and the greed he feels towards his inheritance eventually destroys him. The revenge that Sikes inflicts on Nancy drives him almost insane and eventually to accidental suicide. Dickens' wide array of touching characters emphasizes the virtues of sacrifice, compromise, charity, and loyalty. Most importantly, though the system for the poor is not changed, the good in Dickens' novel outweighs the evil, and the main characters that are part of this good live happily ever after Poverty is a prominent concern in Oliver Twist. Throughout the novel, Dickens enlarges on this theme, describing slums so decrepit that whole rows of houses are on the point of ruin. In an early chapter, Oliver attends a pauper's funeral with Mr. Sowerberry and sees a whole family crowded together in one miserable room. This ubiquitous misery makes Oliver's few encounters with charity and love more poignant. Oliver owes his life several times over to kindness both large and small. The apparent plague of poverty that Dickens describes also conveyed to his middle-class readers how much of the London population was stricken with poverty and disease. Nonetheless, in Oliver Twist he delivers a somewhat mixed message about social caste and social injustice. Oliver's illegitimate workhouse origins place him at the nadir of society; as an orphan without friends, he is routinely despised. His â€Å"sturdy spirit† keeps him alive despite the torment he must endure. Most of his associates, however, deserve their place among society's dregs and seem very much at home in the depths. Noah Claypole, a charity boy like Oliver, is idle, stupid, and cowardly; Sikes is a thug; Fagin lives by corrupting children; and the Artful Dodger seems born for a life of crime. Many of the middle-class people Oliver encounters—Mrs. Sowerberry, Mr. Bumble, and the savagely hypocritical â€Å"gentlemen† of the workhouse board, for example; are, if anything, worse. Oliver, on the other hand, who has an air of refinement remarkable for a workhouse boy, proves to be of gentle birth. Although he has been abused and neglected all his life, he recoils, aghast, at the idea of victimizing anyone else. This apparently hereditary gentlemanliness makes Oliver Twist something of a challenging tale, not just an indictment of social injustice. Oliver, born for better things, struggles to survive in the savage world of the underclass before finally being rescued by his family and returned to his proper place—a commodious country house. In both novels,the protagonists managed to survive in spite of their lack of disadvantages. Jane,who never saw her parents,finds herself positive role-models and with the inspirationof these models she manages to reach her happy ending even there is a strict class distinction. Some critics say, Jane's success comes from her motherlessness. Marianne Hirsch explains this and says â€Å"The heroine attemping to cut herself off from a constraining past, to invent a new story, her own story, and eager to avoid the typically devastatingfate of her mother (Hirsch 44) Oliver, who suffered a lot and managed to stay pure and clean, got the divine judgement and possesses a family now and he is away happy with his family ———————– Throughout the novel, Jane is described as a â€Å"fairy. † Read more: http://www. cliffsnotes. com/study_guide/literature/Jane-Eyre-Critical-Essays-A-Jungian-Approach-to-Jane-Eyre. id-23,pageNum-725. html#ixzz0ogTEssy5

Different Societal Institutions Such as the Family, Government and Religion Essay

Different societal institutions such as the family, government and religion, have been seen to have an impact on marriage. The government plays a role in marriage and mate selection when divorce raises issues. Not only does the government play a role in marriage and mate selection, religion also raises conflict for married couples, such as where and how a couple may get married, and if the religion supports the legal issue of divorce. Lastly, family plays a important role in marriage and mate selection through the way their children are raised since people tend to marry people who share similar beliefs and values. The societal institution such as the government, have been seen to have an impact on marriage such as divorce and cohabitation when legal rights come into force. When a divorce happens between couples, the legal issues will give you rights to things such as child support-if you have children, property division and spousal support. Both parents are forced into supporting their family financially in the legal rights called child support. If you and the other parent do not live together, you must split the costs of caring for your child. In most cases, child support is paid until the child can be dependent until the age of 18. However, if the child choses to get married or leave home under the age of 18, they are no longer considered dependent. Now you must be wondering how much child support will cost an individual. The costs may vary depending on the province you are currently living in. This is called the â€Å"Child Support Guidelines†. Many factors are involved in deciding how much child support is paid such as gross income, and how many dependent children the parent with physical custody is supporting. Furthermore, when you apply for child support, the court is entitled to know information about both spouses’ finances. This is known as financial disclosure. Did you know that in Ontario you must be at least 18 years old to get married? Since that in Canada it is a law that you cannot marry another person if you are already married, also known as polygamy, divorce becomes a legal issue. The Divorce Act and the process of getting a divorce remains the same all over Canada. First, you or your spouse must apply for a divorce in court. When you are applying for a divorce, you must be able to demonstrate that the marriage has broken-down. The most common situations that the court sees is that you and your spouse have been separated for at least a year by living in separate housing, if you or your partner committed infidelity, or if the marriage is abusive that it is no longer safe to live with each other. Functionalist might say that divorce is dysfunctional in society since it goes against the norm in marriage where it states that two people are united until â€Å"death do you part†. The societal institution such as religion, have been seen to have an impact on marriage such as same sex marriages and the ceremonies people have when they get married. There are many types of marriages that you can have as we witnessed in the film, â€Å"Get Him to the Greek†, where the family wanted a religious ceremony performed by a religious organization listed in the Marriage Act. In contrast, some couples prefer a civil ceremony that is performed by a judge, justice of the peace, city clerk or someone else who is licenced to perform marriages. Divorce also brings religious barriers to remarriage. Some religions do not believe in divorce and say that you cannot get remarried in a religious ceremony. Furthermore, religion can have a barrier on same-sex marriage. Some religions consider same-sex marriages to be abnormal, so it can be tough for the family to accept that their son or daughter is gay or lesbian. Family acceptance is important to the individual’s self, and if the individual’s family does not accept a part of who they are, they might feel disowned and a loss of self-worth, which leads to conflict in the relationship. Family plays a role in marriage and mate selection through the way they raise their children for the reason that people tend to marry people who share similar beliefs and values. Martin Whyte’s study of dating and marriage mentions that marital success can be determined. He mentions in his study that the dating experience was not a predictor of success, enduring married couples had several characteristics in common, which are having similar values, enjoying similar leisure time activities, pooling their incomes, sharing in power and decision making in their relationship, having friends in common and having an active social life together. Whyte, 2001) Family has an impact on people’s beliefs and values, how they spend their leisure time, and their social life. System theorists agree that families have an impact on marriage and mate selection of their children because the system theory can help explain issues seen in an individual such as social issues by looking at how they were raised. Different societal institutions present may challenges for married couples. Many factors from divorce amongst all the legal issues associated with it, to religion beliefs, of when and how a couple gets married and the family acceptance of same-sex marriages. Last of all, factors of exactly how an individual is raised by their family plays a significant role in marriage and mate selection and Martin Whyte explains. All three of the different societal institutions play a significant role in determining the success of the couple’s relationship.

Facts About Hydrogen, Atomic Number One on the Periodic Table

Facts About Hydrogen, Atomic Number One on the Periodic Table Hydrogen is the element that is atomic number 1 on the periodic table. The element number or atomic number is the number of protons present in the atom. Each hydrogen atom has one proton, which means it has a 1 effective nuclear charge. Basic Atomic Number 1 Facts At room temperature and pressure, hydrogen is a colorless, odorless gas.While ordinarily classified as a nonmetal, the solid form of hydrogen acts like other alkali metals in the same column of the periodic table. Hydrogen metal forms under intense pressure, so it is not seen on Earth, but it does exist elsewhere in the solar system.The pure element bonds to itself to form diatomic hydrogen gas. This is the lightest gas, although it is not significantly lighter than helium gas, which exists as a monatomic element.Element atomic number 1 is the most abundant element in the universe. In terms of a sheer number of atoms, about 90% of atoms in the universe are hydrogen. Because the element is so light, this translates into around 74% of the universe by mass.Hydrogen is extremely flammable, but it doesnt burn without the presence of oxygen. If you were to place a lit match into a container of pure hydrogen, the match would simply go out, not cause an explosion. Now, if it was a mixture of hydrogen and air, the gas would ignite! Many elements can exhibit a variety of oxidation states. While atomic number 1 usually displays a 1 oxidation state, it can also pick up a second electron and exhibit a -1 oxidation state. Because two electrons fill the s subshell, this is a stable configuration. Atomic Number 1 Isotopes There are three isotopes that all have atomic number 1. While an atom of each isotope has 1 proton, they have different numbers of neutrons. The three isotopes are proton, deuterium, and tritium. Protium is the most common form of hydrogen in the universe and in our bodies. Each protium atom has one proton and no neutrons. Ordinarily, this form of element number 1 has one electron per atom, but it readily loses it to form the H ion. When people talk about hydrogen, this is the isotope of the element usually being discussed. Deuterium is a naturally occurring isotope of element atomic number 1 that has one proton and also one neutron. Since the number of protons and neutrons is the same, you might think this would be the most abundant form of the element, but its relatively rare. Only around 1 in 6400 hydrogen atoms on Earth are deuterium. Although its a heavier isotope of the element, deuterium is not radioactive. Tritium also occurs naturally, most often as a decay product from heavier elements. The isotope of atomic number 1 is also made in nuclear reactors. Each tritium atom has 1 proton and 2 neutrons, which is not stable, so this form of hydrogen is radioactive. Tritium has a half-life of 12.32 years.

Battle of Kwajalein in World War II

Battle of Kwajalein in World War II The Battle of Kwajalein occurred January 31 to February 3, 1944 in the Pacific Theater of World War II (1939-1945). Moving forward from victories in the Solomons and Gilbert Islands in 1943, Allied forces sought to penetrate the next ring of Japanese defenses in the central Pacific. Attacking into the Marshall Islands, the Allies occupied Majuro and then commenced operations against Kwajalein. Striking at both ends of the atoll, they succeeded in eliminating the Japanese opposition after brief but fierce battles. The triumph opened the way for the subsequent capture of Eniwetok and a campaign against the Marianas.   Background In the wake of the American victories at Tarawa and Makin in November 1943, Allied forces continued their island-hopping campaign by moving against Japanese positions in Marshall Islands. Part of the Eastern Mandates, the Marshalls were originally a German possession and were awarded to Japan after World War I. Considered part of the outer ring of Japanese territory, planners in Tokyo decided after the loss of the Solomons and New Guinea that the islands were expendable. With this in mind, what troops were available were shifted to the area to make the islands capture as costly as possible. Japanese Preparations Led by Rear Admiral Monzo Akiyama, Japanese forces in the Marshalls consisted of the 6th Base Force which initially numbered approximately 8,100 men and 110 aircraft. While a sizable force, Akiyamas strength was diluted by the need to spread his command over the entirety of the Marshalls. In addition, many of Akiyamas troops were labor/construction details or naval forces with little ground combat training. As a result, Akiyama could only muster around 4,000 effectives. Believing the assault would strike one of the outlying islands first, he positioned the bulk of his men on Jaluit, Mili, Maloelap, and Wotje. In November 1943, American airstrikes began whittling down Akiyamas air power, destroying 71 aircraft. These were partially replaced over the next several weeks by reinforcements flown in from Truk. On the Allied side, Admiral Chester Nimitz originally planned a series of assaults on the outer islands of the Marshalls, but upon learning of Japanese troop dispositions through ULTRA radio intercepts altered his approach. Rather than strike where Akiyamas defenses were strongest, Nimitz directed his forces to move against Kwajalein Atoll in the central Marshalls. Armies Commanders Allies Rear Admiral Richmond K. TurnerMajor General Holland M. Smithapprox. 42,000 men (2 divisions) Japanese Rear Admiral Monzo Akiyamaapprox. 8,100 men Allied Plans Designated Operation Flintlock, the Allied plan called for Rear Admiral Richmond K. Turners 5th Amphibious Force to deliver Major General Holland M. Smiths V Amphibious Corps to the atoll where Major General Harry Schmidts 4th Marine Division would assault the linked islands of Roi-Namur while Major General Charles Corletts 7th Infantry Division attacked Kwajalein Island. To prepare for the operation, Allied aircraft repeatedly struck Japanese airbases in the Marshalls through December. This saw B-24 Liberators stage through Baker Island to bomb a variety of strategic targets including the airfield on Mili. Subsequent strikes saw A-24 Banshees and B-25 Mitchells mount several raids across the Marshalls. Moving into position, US carriers began a concerted air offensive against Kwajalein on January 29, 1944. Two days later, US troops captured the small island of Majuro, 220 miles to the southeast, without a fight. This operation was conducted by the V Amphibious Corps Marine Reconnaissance Company and 2nd Battalion, 106th Infantry.    Coming Ashore That same day, members of the 7th Infantry Division landed on small islands, dubbed Carlos, Carter, Cecil, and Carlson, near Kwajalein to establish artillery positions for the assault on the island. The next day, the artillery, with additional fire from US warships, including USS Tennessee (BB-43), opened fire on Kwajalein Island. Pummeling the island, the bombardment allowed the 7th Infantry to land and easily overcome the Japanese resistance. The attack was also aided by the weak nature of the Japanese defenses which could not be built in depth due to the islands narrowness.   Fighting continued for four day with the Japanese mounting nightly counterattacks. On February 3, Kwajalein Island was declared secure. Roi-Namur At the north end of the atoll, elements of the 4th Marines followed a similar strategy and established fire bases on islands dubbed Ivan, Jacob, Albert, Allen, and Abraham. Attacking Roi-Namur on February 1, they succeeded in securing the airfield on Roi that day and eliminated Japanese resistance on Namur the next day. The largest single loss of life in the battle occurred when a Marine threw a satchel charge into a bunker containing torpedo warheads. The resulting blast killed 20 Marines and wounded several others. Aftermath The victory at Kwajalein broke a hole through the Japanese outer defenses and was a key step in the Allies island-hopping campaign. Allied losses in the battle numbered 372 killed and 1,592 wounded. Japanese casualties are estimated at 7,870 killed/wounded and 105 captured. In assessing the outcome at Kwajalein, Allied planners were pleased to find that the tactical changes made after the bloody assault on Tarawa had bore fruit and plans were made to attack Eniwetok Atoll on February 17. For the Japanese, the battle demonstrated that beachline defenses were too vulnerable to attack and that defense in-depth was necessary if they hoped to stop Allied assaults.

The growth of the U. S. Military Research Paper

The growth of the U. S. Military - Research Paper Example In the 21st century, the American army has the largest defense budget in the world. The military makes use of advanced technology and is greatly organized. The military has participated actively in multiple wars since its inception. However, this paper will focus on the contribution of the Cold War and Vietnam War to the growth of the American military and highlight the current situation and organization of the army. The Cold War As the world war reached its conclusion, Russia had managed to control the Eastern Europe while the United States had gained control of the west. The west started a slow withdrawal from establishing an additional front in east Europe (Cowley, 2005). In addition, the United States resolved to discontinue aids to the Soviet Union after conclusion of World War II. These actions initiated tension between the two regions. Enmity was building in between the two world powers. Each of the global power had allies. One unique difference between the two countries is th e fact that Russia believed in socialism while America was capitalistic and industrious. Most of the countries in Europe were struggling to rebuild their nations after the end of World War II in1945. The Soviet Union was determined to win allies among European countries and introduce communism. The US introduced the containment policy requiring the leaders of most of the countries to remain cautious so that the Soviet Union did not get space to introduce socialism (Levy, 2004). The Soviet Union had previously threatened to expand their socialist system. The Soviet Union believed that capitalism exploited people. In addition, the Great Britain collapse contributed to the start of the Cold War. Before its collapse, Britain brought about a balancing effect in west Europe. Now that Britain was out of the picture, the United States took over. It was evident that the United States and the Soviet Union had differing goals on reconstructing the world after the world war two and the differen t interests gave rise to a cold threat. Towards the conclusion of the World War II, the American military had succeeded in making the first nuclear bombs and bombed Japan, causing immense damage. There was an intense fear of the nuclear warfare and this heightened the tension between east Europe and the west. Both countries wanted to exert a form of social and political control in countries that depended on their aid. Truman declared the Cold War officially when he decided to give financial aid to Greece. The Cold War lasted for a long time. The USSR armies and US did not have direct attacks. However, countries in support of the United States formed a military alliance. This was the North Atlantic Treaty Organization (NATO). This organization reached the decision that the United States would attack if the Soviet Union extended its influence to any NATO country. Russia already had control over all Eastern Europe, except Yugoslavia. The Cold War constituted of many proxy wars such as Korean War, Vietnam war and others (Gaddis, 2011). The Cold War persisted for some time and the world still experiences the effects. During the 1970-1980s, the Soviet Union was coming down because of the financial crisis. The union lacked adequate finances to run the system. Russian political and social reforms that came under new leadership did not favor the survival of the union. In 1991, the union split and withdrew from the Cold War