Monday, January 20, 2020

The impact of Queen Victorias Death on Australia :: essays research papers fc

Queen Victoria’s Death Queen Victoria’s reign, lasted 63 years, from 1837 to 1901. She ascended the throne of Great Britain, when she was 18. Despite being the Queen of Britain, and a very influential and prominent person, she also had an impact on Australian history. In Australia the most apparent legacy of Queen Victoria’s reign is manifested in the names of the two states, Victoria and Queensland. There are also a large number of other important buildings and places, named in her honor such as, the Queen Victoria Building, in Sydney. Victoria was loved and respected by her subjects, and Australian society at the time was affected greatly by the loss of their beloved Queen. An example of the affection and grief felt by the Australian people is apparent in the following poem, written by J D Horne of Castlemaine, Victoria. â€Å"Who can recall to memory the life Of one so loved, so dear — A devoted mother, Queen and wife A friend when few drew near — And not in silent agony Be melted into tears. A nation weeps her, The whole world mourns her... Dead, did I say? Ah! No! She lives In every loving heart. A nation’s grief is not assuaged – No time can heal the smart. She lives forever, and her deeds Will live in memory too, And history recount her praise For all the ages through. For never monarch lived on earth So worthy of our song...†   Ã‚  Ã‚  Ã‚  Ã‚  The Victorian era, as it became known, was the time of Queen Victoria’s reign. Victoria’s death signaled the end of an era. It was a rich and significant period in Britain, which had a positive influence on Australia also. It saw profound social changes culminating in the rise of the middle class, population growth, and an increase in wealth. Victoria was Queen and so it was seen as a product of her reign and so the love for her increased. Victoria’s death created a feeling of insecurity and uncertainty of what would result. However, it also created the feeling of opportunity and a new beginning. â€Å"There was a sense not only in London but in all the capitals of the world that an age had come to an end, a stronger sense than there had been when the 19th century itself drew to a close.† (1).   Ã‚  Ã‚  Ã‚  Ã‚   There were mixed feelings with the end of Victoria’s reign. At the time Australian culture still revolved around Britain and most Australian’s were either born in Britain, or had relatives residing there.

Sunday, January 12, 2020

Evaluate the idea that gender and sexuality are socially constructed Essay

In recent years sociologists have been studying the great extent to which gender roles are learned. Many behaviors that have traditionally been thought to be genetically determined male or female behaviors turn out to be learned behaviors and therefore subject to change in future generations. In a summary of gender role socialization studies, David Shaffer (1979) points out that by the age of two, children have generally learned to recognize â€Å"maleness† and â€Å"femaleness† on the basis of clothing and hair styles. By the age of three, children usually have learned to prefer sex-typed toys and recognize that girls become â€Å"mommies† and boys become â€Å"daddies†. By school-age, children realized that they are expected to engage in appropriate gender behavior and if they do not, they will meet with disapproval from other children and adults. Many sociologists have personally questioned the value of such early gender-role learning and raised questions about how this learning can inhibit later opportunities in terms of education and career selection (Howe, 1979). To understand how gender and sexuality are socially constructed we must look at the adaptive and functional nature of socialization. One can look at the content of socialization as adaptive for the individual and functional for the society. As adaptive for the individual, the content of socialization involves knowledge necessary for individual to adapt to the changing situation of their daily lives, while, as a function for society, the content of socialization involves the knowledge necessary for its members to maintain a society as an ongoing entity. Knowledge of social rules, appropriate emotional behavior, social situations, technical knowledge, one’s self-identity, and communicative abilities give individuals an ability to adjust their behaviors to one another in the different groups and situations in which they encounter each other. Such adjustments are necessary for the ongoing existence of a society. Only people know how to adjust their behaviors to each other can the group activities and relationships which make up a society be maintained. Only with a socialized adult population can anything such as a society be said to exist. The particular content of socialization becomes highly important in terms of the make-up of the society that one is observing. If the content of socialization were to change, people’s activities and motivations would change, and clearly the society would change. So, on a sociological quest the content of socialization is something to which the sociologist should and must pay attention (O’Brien, 2001). Charles H. Cooley (1964), a pioneer of American socialization studies, referred to an individual’s self-concept as a â€Å"looking-glass self†. Cooley implied that our self-conceptions reflect our interpretation of the relations to our behavior of those around us with whom we interact. According to Cooley, we not how others respond to our actions, which produces in us a feeling about ourselves, which influences how we perceive ourselves. For instance a person who drops something and overhears another’s remark about how clumsy he is, may come to think of himself as a clumsy individual. We come to think of ourselves in terms of our understanding of how others think about us. It is through interaction that we come to apply to ourselves such labels as â€Å"kind† or â€Å"mean†, â€Å"awkward† or â€Å"graceful†. To see oneself as beautiful is to interact with persons who see you as meeting the criteria of beauty. Whether one sees oneself as an ugly duckling or a beautiful swan depends upon the flock with which one swims. As a naturalistic and empirical quest for understanding the various aspects of social reality is that everyone both influences and is influenced by society, sociology is ultimately a quest for self understanding. Humans beings are not isolated entities; we are not hermits who live apart uninfluenced by one another. Rather, we are social beings who can only be fully understood when the social context of our actions are taken into account and carefully studied. In order to carry out the quest for sociological knowledge it is necessary to have an understanding of the types, uses and limitations of the various sociological tools or methods. The sociological quest can be the appropriate sociological map or theory (Shaffer, 1979). Now I want to look at social life as a process and structure in the social construction of gender and sexuality. Social life involves processes of socialization, culture, and deviance. Learning how to act in society via socialization, developing and sharing of orientations toward social life via culture, and the negative sanctioning of inappropriate behaviors via the labeling process of deviance are universal processes, which are necessary to social life, and found in all societies. Although their particular make-up will vary from society to society, these three processes exist in all human societies. But, in addition to these processes, there also exists in all societies some relatively permanent patterns of organized social life that sociologists refer to as social structures. It is within and through social structures that the processes of socialization, culture and deviance take place. Just as the processes of human life take place in the structure of the human body so, too, the processes of society take place within and are influenced by social structures (Macionis, 1997). The most basic social structure around and through which social life takes place are groups; groups range in size from relatively small informal groups such as families, to large bureaucracies and formal organizations such as businesses and governmental agencies. All groups are composed of members who have met certain criteria for membership, who play certain understood roles in the group, and who have a sense of group belonging, which is sometimes termed a â€Å"we-feeling† or a â€Å"consciousness-of –kind†. Groups, related to one another in terms of their performing similar social activities, together from the social structures called social institutions. For example all the groups primarily involved in educational activities together form a society’s educational institution. It is through and in groups, and the institutions that they compose that the basic social processes of a society take place. It is in social groups that the learning of socialization takes place that cultural roles are shared and acted upon, and that deviance is ascertained and punished. People know how to perform roles in groups because they have knowledge of how to act which they developed in the process of socialization, because they share cultural understandings with other group members with whom they interact, because they have an understanding of what is considered deviant and unacceptable behavior in the various groups to which they belong (O’Brien, 2001). When we consider how females and males differ, the first thing that usually comes to mind is sex, the biological characteristics that distinguish males and females. Primary sex characteristics consist of a vagina or a penis and other organs related to reproduction, secondary sex characteristics are the physical distinctions between males and females that are not directly connected with reproduction. Secondary sex characteristics become clearly evident at puberty, when males develop more muscles, a lower voice, and more hair and height while females form more fatty tissue, broader hips, and larger breasts. Gender is a social and not a biological characteristic. Gender consists of whatever traits a group considers proper for its males and females. This is what makes gender vary from one society to another. Sex refers to male or female, gender refers to masculinity or femininity, so sex you inherit and you learn your gender as you are socialized into specific behaviors and attitudes (Gilmore, 1990). The sociological significance of gender is that it is a device by which society controls its members. Gender sorts us on the basis of sex, into different life experiences. It open and closes doors to power, property, and even prestige. Like social class, gender is a structural feature of society. Biology plays a significant role in our lives. Each of us begins as a fertilized egg. The egg, or ovum, is contributed by our mother, the sperm that fertilizes the egg by our father. At the very moment the egg is fertilized, our sex is determined. Each of us receives twenty-three pairs of chromosomes from the ovum and twenty-three from the sperm. The egg has an X chromosome. If the sperm that fertilized the egg also has an X chromosome, we become female. If the sperm has a Y chromosome we become male. That’s the biology. Now the sociological question is, does this biological difference control our behavior? Does it make females more nurturing and submissive and males more aggressive and domineering? (Macionis, 1997) Almost all sociologists take the side of â€Å"nurture† in this â€Å"nature vs. nurture† controversy. The dominant sociological position is represented by the symbolic interactionists. They stress that the visible differences of sex do not come with meanings built into them. Rather each human group determines what these physical differences mean for them and on that basis assigns males and females to separate groups. It is here that people learn what is expected of them and are given different access to their society’s privileges. Most sociologists find compelling argument that if biology were the principal factor in human behavior all around the world we would find women to be one sort of person and men another. In fact, ideals of gender vary greatly from one culture to another and as a result, so do male-female behaviors. For example the Tahitians in the South Pacific show a remarkable contrast to our usual expectations of gender. They don’t give their children names that are identifiable as male or female, and they don’t divide their labor on the basis of gender. They expect both men and women to be passive, yielding and to ignore slights. Neither male nor females are competitive in trying to attain material possessions (Gilmore, 1990). Society also channels our behavior through gender socialization. By expecting different attitudes and behaviors from us because we are male or female, the human group nudges boys and girls in separate directions in life. This foundation of contrasting attitudes and behaviors is so thorough that, as adults most of us think, act and even feel according to our culture’s guidelines of what is appropriate for our sex. Our parents are the first significant others who teaches us our part in this symbolic division of the world. Their own gender orientations are so firmly established that they do much of this teaching without even being aware of what they are doing. This is illustrated by a classic study done by psychologists Susan Goldberg and Michael Lewis (1969). They asked mothers to bring their 6 month old infants into their laboratory to supposedly observe the infant’s development. Secretly these researchers also observed the mothers. They found that the mothers kept their daughters closer to them. They also touch and spoke more to their daughters. By the time the children were 13 months old, the girls stayed closer to their mothers during play, and they returned to them sooner and more often than did the boys. When they set up barriers to separate the children from their mothers, who were hiding toys, the girls were more likely to cry and motion for help, the boys ere likely to try to climb over the barrier. Goldberg and Lewis (1969) were able to conclude that in our society mothers unconsciously reward their daughters for being passive and dependent, their sons for being active and independent. These lessons continue throughout childhood. On the basis of their sex, children are given different kinds of toys. Preschool boys are allowed to roam farther from home than their preschool sisters, and they are subtly encouraged to participate in more rough and tumble play. Even get dirtier and to me more defiant. Such experiences in socialization lie at the heart of the sociological explanation of male/female differences (O’Brien, 2001). In today’s society mass media plays a vital role in gender and sexuality roles. Sociologist stress how this sorting process that begins in the family is reinforced as the child is exposed to other aspects of society. Especially important today are the mass media, forms of communication that are directed to large audiences. Powerful images of both sexes on television, music and the internet reinforce society’s expectation of gender. Television reinforces stereotypes of the sexes. On prime time television, male characters outnumber female characters by two to one. They also are more likely to be portrayed in higher status positions. Viewers get the message, for the more television that people watch; the more they tend to have restrictive ideas about women’s role in society. The expectations to the stereotypes are notable and a sign of changing times. Video games have some youths spending countless hours playing games. Even college students, especially males, relieve stress by escaping into video games. But more studies into the affect of these games on the ideas of gender are needed. Because the games are the cutting edge of society, they sometimes also reflect cutting edge changes in sex roles (Macionis, 1997). As women change their roles in society, the mass media reflects those changes. Although media images of women are passive, subordinate, or as mere background objects remain and still predominate, a new image has broken through. Exaggerating changes in society, this new image nonetheless reflects a changing role of women, from passive to active in life outside the home, from acquiescent to dominate in social relations. Books, magazines, DVD’s and video games are made available to a mass audience. And with new digital advances they have crossed the line form what we traditionally think of as games to something that more closely resembles interactive movies. Sociologically, what is significant is that the content of video games socializes their users. Gamers are exposed not only to action, but also to ideas as they play. Especially significant are gender images that communicate powerful messages, just as they do in other forms of mass media (O’Brien, 2001). Lara Croft, an adventure seeking archeologist and star of Tomb Raider and Tomb Raider 2, is the essence of the new gender image. Lara is smart, strong, and able to utterly vanquish foes. With both guns blazing, she is the cowboy of the twenty-first century, the term cowboy being purposely chosen, as Lara breaks gender roles and assumes what previously was the domain of men. The old remains powerfully encapsulated in the new. Lara is a fantasy girl for young men of the digital generation. No matter her foe, no matter her predicament, Lara always is outfitted in form fitting outfits, which reflect the mental images of the men who created this digital character. Their efforts have been so successful that boys and young men have bombarded corporate headquarters with questions about Lara’s personal life. Lara had caught young men’s fancy to such an extent that more than 100 web sites are devoted to her. The final reward of the game is to see Lara in a nightie one can question that regardless of tough girl images just how far stereotypes have been left behind (Macionis, 1997). Gender stratification gives males and females unequal access to power and prestige and property on the basis of sex. It is closely associated with class and caste stratification and is a related phenomenon of gender stratification. Some but not all societies have men and women as unequal with the latter being more seen. Sexual in equality is characteristic of societies that are stratified in other ways as well. Women have historically occupied a position of inferiority to men in the class structured societies of the Western world. Sexual inequality may sometimes be seen in societies that are not otherwise stratified, in such instances men and women are always physically as well as conceptually separated from one another. The rise of gender stratification often seems to be associated with the development of strongly centralized states. Because social stratification of any kind tends to make life oppressive for large segments of a population, the lower classes are usually placated by means of religion, which promises them a better existence in the hereafter. Gender inequality is not some accident; instead it is the institutions of each society that work together to maintain the group’s particular forms of inequality. Customs throughout history both justify and maintain these arrangements. Although men have resisted sharing their privileged positions with women, change has come (O’Brien, 2001). By playing a fuller role in the decision making processes of our social institutions, women are going against the stereotypes and role models that lock males into exclusively male activities and push females into roles that re considered feminine. As structural barriers fall and more activities are engendered, both males and females will be free to pursue activities that are more compatible with their abilities and desires as individuals. As they develop a new consciousness of themselves and their own potential, relationships between females and males will change. Certainly distinctions between the sexes will not disappear. There is no reason for biological differences to be translated into social inequalities. The reasonable goal is appreciation of sexual differences coupled with equality of opportunity which may lead to a transformed society.

Saturday, January 4, 2020

The Allegory Of The Cave By Plato - 1511 Words

In our class, we read three powerful and meaningful texts. We started by reading The Allegory of the Cave by Plato, a Greek philosopher who lived from 428-347 B.C.E. This text led to our reading of The Four Idols by Francis Bacon, an English philosopher who came much later than Plato and lived from 1562 to 1626. Lastly, we read The Word Weavers/World Makers by Neil Postman, who lived from 1931-2003. There seems to be a recurring theme in which they themselves deal with ideas of knowledge and illusions. These illusions and false perceptions are analogous to a veil or a curtain that we can break through to find further truth in our reality. While separated by time, these authors are able to come to a similar understanding in their†¦show more content†¦We should apply words to correct our errors and not enforce them. While reading these texts, they all brought my mind to new approaches of understanding. Bacon’s four idols are examples of how our perception distorts knowledge and we create false truths about what we wish to perceive. This text titled The Four Idols consists of the Idols of the Tribe, Idols of the Cave, Idols of the Marketplace, and the Idols of the Theater. I will use Bacons Idols as an outline for relating Plato and Postman. We put our perception in front of what is truly there, â€Å"like a false mirror† (Bacon 882) that we use to distort knowledge to fit what we believe. Bacon denoted the Idol of the Tribe as mistakes that all humans contain. He says, â€Å"For it is false assertions that the sense of man is the measure of things† (Bacon 882). In addition states, â€Å"senses as of the mind are according to the measure of the individual not the measure of the universe† (Bacon 882). As our beliefs grow stronger we create false notions to support them through means of exaggeration and assumption, without carefully analyzing the evidence. The Idol of the Tribe can easily relate to Plato’s allegory, similar to the prisoners in the cave, they watch the shadows without inquiry into what else there is and not wanting to explore. They have assumed without further searching that this was their reality. Bacon

Friday, December 27, 2019

The Roman Catholic Church in Medieval Times Essay

In the Medieval times, the Roman Catholic Church played a great role in the development of England and had much more power than the Church of today does. In Medieval England, the Roman Catholic Church dominated everyday life and controlled everyone whether it is knights, peasants or kings. The Church was one of the most influential institutions in all of Medieval England and played a large role in education and religion. The Churchs power was so great that they could order and control knights and sends them to battle whenever they wished to. The Church also had the power to influence the decision of Kings and could stop or pass laws which benefited them in the long run, adding to this, the Church had most of the wealth in Europe as the†¦show more content†¦As the tenth century rolled about, the power of the Roman Catholic Church grew steadily stronger, the church had an argument with the normal Kingdom over who should rule supreme out of the Pope or the King, the church beli eved that the Pope who is the voice of God on Earth should be the ruler of the world while the peasants thought that the King should, the power struggle eventually ended with the Church coming out as the dominant force in the West. The Church passed a law that stated that everyone (mostly peasants) is forced to pay 10% of their income to the Church. The church had the ability to stop any laws that they did not like or make some new laws that benefited them, they were a very powerful group that could manipulate the peasants and knights in any way they liked, in Church there were photos of people being tortured in hell, this intensified the peoples longing for heaven and therefore extended the power and influence of the church. All Christians were expected to attend the mass and, by the 13th century, were expected to take the Eucharist at least once a year. The Medieval monastery was established during the middle Ages, this was a place where people got together (mostly monks, nuns and other spiritual beings) and they spent their time praying, studying and most of all helpingShow MoreRelatedThe Role Of Monastic And The Problem Of Christian Conversions For Pagan Societies1286 Words   |  6 Pageshistorical study will examine the problems of monastic issues in preservation of roman civilization and the problem of Christian conversions for pagan societies in Europe during the early Medieval period of Europe. The purpose of European monasteries was to act in accordance with the Church of Rome’s policy to preserve Roman traditions in government and Christian practices in primarily pagan tribal communities. During this time, the primary writings of St. Benedict define the purpose of the monastery toRead MoreMedieval Music: Precursor to Classical and Modern Music881 Words   |  3 PagesMedieval music strongly influenced composers of the Renaissance and that influence still is found in todays Classical music. Music is the art of combining tones to form expressive compositions. Over the ages a number of musical styles have emerged. Many of those music styles only had a short impact at the time. The impact of Medieval music, however, is significant because it influenced composers during the Renaissance, and through them today’s music. The first type of medieval music that was createdRead MorePolitics And City Of God : Issues And Medieval Political Thought Essay1717 Words   |  7 PagesPolitics in Augustinian City of God: Issues in Medieval Political Thought By Okechukwu S. Amadi Department of Political Administrative Studies University of Port Harcourt, Port Harcourt, Nigeria E-mail: Abstract In this paper we have attempted to show the significance of St. Augustine’s thought on the problems of politics as contained in his famous work The City of God. We established that his theoretical enterprise on politics and State based as it were on theRead MoreCharacteristic Features of the Middle Ages Essay750 Words   |  3 Pages Also called the middle ages, the medieval ages were influential in European history. It dates between the 5th and the 15th centuries of european history. The beginning of the period was marked by the collapse of Rome while its end was marked by the end of Renaissance. The Roman Empire’s fall bringing forth an idea of uniting Europe in what was called Christendom, this was based on the beliefs of the church. Features such as migration of people, invasions, population distribution, and deurbanizationRead MoreMartin Luther Argumentative Essay1370 Words   |  6 PagesReshaping Reality Rotten. Exploitive. Faithless. The Roman Catholic church was seen as corrupt in the late fifteenth century.The populace struggled with the brazen capitalistic Roman Papacy that didnt meet the needs of its congregation. The clergy’s use of indulgences as a way to salvation lacked the piety that disciples desired. Criticism of Catholicism did not cause sweeping changes in the sixteenth century; instead, the Protestant Reformation occurred due to the confluence of events triggeredRead MoreThe Medieval Period Of The Middle Ages1183 Words   |  5 Pagesover power occur. From corrupted government officials, to establishing a proper structure for Roman Catholicism. However, one can argue whether it’s good or bad intentions with great powers comes great responsibility. 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Art during The Renaissance brought about a style of realismRead MoreMedieval Period in European History1575 Words   |  7 PagesIntroduction The medieval period in European history begins after the fall of the Roman Empire around 500 C.E., and continued until the early modern period beginning around 1500. The medieval period is split into the sub-categories of early medieval (500-1000), central middle ages (1000-1300), late medieval (1300-1500), and followed by the early modern period (1500-1800). At each of these periods of time important political, economic, social, cultural, religious and scientific changes were beingRead MoreThe Beginning Of The Renaissance1131 Words   |  5 Pages The period of time encompassing the fifteenth and sixteenth centuries (approximately 1450-1600) in Europe has come to be defined as the Renaissance. This was a period of overall enlightening for the human race. Religious reformation occurred within the Roman Catholic Church through Martin Luther’s 95 Theses. The Renaissance was also defining for music. It was within this time period that musical notation was invented along with word painting and polyphony. The Renaissance was the age in which humansRead MoreThe Middle Ages And The Fall Of Rome1586 Words   |  7 PagesMiddle Ages began with the fall of Rome and lasted till 1450 C.E. This era started as a very difficult and dangerous time for most people who struggled to barely survive. They faced difficulties such as hunger and attacks from vicious barbarians. One system that helped too face these problems was Feudalism, the economic and political system that was developed and used in Medieval Europe. This system worked with a hierarchy; Monarchs were at the top and going down nobles, knights, and peasants. Everyone

Thursday, December 19, 2019

Beloved Essay - 984 Words

Beloved Everyday, people are faced with choices. Some of life’s choices are simple, such as deciding what to wear to school or choosing a television station to watch. Other choices, however, are much more serious and have life-altering consequences. Sethe, the protagonist of Beloved, and Sophie, the main focus in Sophie’s Choice, are mothers that are faced with choices that change their entire lives. While the time period and characters involved differ, the choices of Sethe and Sophie can easily be compared. First and foremost, Sethe and Sophie both make choices that lead to the killing of their children. In both pieces, the actions of the mothers cause the audience to think twice about the limits of maternal love. Sethe tries to kill†¦show more content†¦Because she sees that her son is stronger and would be more likely to survive the brutality of war, she sends her young daughter to the oven. The choices of Sethe and Sophie are also similar in the respect that they both involve death, guilt, and pain. Sophie and Sethe both lose children as a result of their decisions and have to live with the consequences of their actions. After the loss of her daughter, Sethe spends each day of her life isolated and filled with guilt in 124. As an attempt to deal with her guilt, she treats her living daughter, Denver, with great care. No matter how hard she tries to console herself, however, she is still haunted by the ghost of her deceased daughter. Sophie also experiences a great deal of guilt as a result of her choice, but she handles her feelings differently than Sethe. Instead of trying to comfort herself like Sethe does, she tries to punish herself by dealing with the mental instability of her lover Nathan. At times, Nathan is horribly cruel to Sophie, only to become sweet and loving just hours later. Even though both women cope with their feelings differently, they both cannot completely abolish their guilt. Although Sethe and Sophie have similar feelings of pain and guilt, they deal with their problems in completely different time periods and places. Sethe makes her choice in 1855 in Ohio, while Sophie has to make her decision during World War II in Europe.Show MoreRelatedToni Morrison s Beloved And Beloved1376 Words   |  6 Pagesanother surprise to the story of Beloved. The addition of character Beloved conceals whole meaning Morrison tries to conduct to the readers. So far, character Beloved is portrayed as an innocent, pure, yet egotistic girl. Beloved also presumably the incarnation of Sethe’s dead baby, whose tomb is engraved Beloved. Morrison offers supernatural element in the story to create mysterious and spooky atmosphere, which raise curiosity and excite readers even more. Beloved is seen as the resemblance of Sethe’sRead More Beloved Essay593 Words   |  3 Pages Beloved, like many of the other books we have read, has to deal with the theme of isolation. There was the separation of Sethe and Denver from the rest of the world. There was also, the loneliness of each main character throughout the book. There were also other areas of the book where the idea of detachment from something was obvious. People’s opinions about the house made them stay away and there was also the inner detachment of Sethe from herself. The theme that Toni Morrison had in mind whenRead More Significance of the Ghost of Beloved in Toni Morrisons Beloved1376 Words   |  6 PagesIn Beloved, Toni Morrison frequently alternates between telling stories from Sethes past, to telling events in the present. Morrison introduces Beloved, who serves as the link between Sethe and Paul Ds past at Sweet Home as slaves, and the present, living in Ohio as a free family of three: Sethe, Paul D. and Denver. The character of Beloved allows Morrison to explain the experiences and characteristics of the three characters, and how they are reactions to their pasts. Up to Beloveds arrivalRead More Character of Beloved in Toni Morrisons Beloved Essays2510 Words   |  11 PagesThe Character of Beloved in Toni Morrisons Beloved Perhaps one of the most important issues in Toni Morrisons award-winning novel Beloved is Morrisons intentional diversity of possible interpretations. However the text is looked at and analyzed, it is the variety of these multiple meanings that confounds any simple interpretation and gives the novel the complexity. The debate rages on over many topics, but one issue of central and basic importance to the understanding of the novel is definingRead More Essay on Toni Morrisons Beloved - Symbol and Symbolism in Beloved1562 Words   |  7 PagesSymbolism in Beloved  Ã‚     In the novel Beloved, the author, Toni Morrison, attempts to promote a variety of different themes and ideas by symbolizing them in minor events and situations.   This symbolism is evident throughout the entire novel and is very crucial to the understanding and analyzing of the text.   A good example of this is the ice skating scene.   Morrison uses this scene to represent the slow, but consistent, deterioration of the family living in 124 and to foreshadow the ultimateRead MoreCry, The Beloved Country994 Words   |  4 PagesJohn Harrison in Cry, The Beloved Country While a subsidiary character in Alan Paton s Cry, The Beloved Country , John Harrison offers a glimpse into the attitude of the younger generation toward the black population in South Africa, one that seeks change but isn t always willing to exert the necessary effort. Who is John Harrison? People enter our lives all the time. Some become close friends. Others are here one day and gone the next. There are some with whom we rarely speak, but when weRead MoreBeloved by Toni Morrison622 Words   |  3 Pages In the novel Beloved by Toni Morrison, Morrison has created two very powerful characters: Denver and Beloved. Denver and Beloved are sisters, but in a sense, they werent always. It used to just be Denver and her mother, Sethe, that lived together in a house. That house was passed down to them by Denvers grandmother, Baby Suggs, which was given to her by a white couple who were out to help the blacks. Sethe and Denver were very content with the way things were. Sethe had a paying job as a cookRead MoreMemory in Beloved Essay1897 Words   |  8 Pagesemotional experience. Very often it is thoughtful that this neglecting and abandoning is the best way to forget. In Toni Morrison’s novel Beloved, memory is depicted as a dangerous and deliberating faculty of human consciousness. In this novel Sethe endures the oppression of self imposed prison of memory by revising the past and death of her daughter Beloved, her mother and Baby Suggs. In Louise Erdrich’s story Love Medicine, memory of death and the past is revealed carefully among the charactersRead MoreToni Morrisons Beloved Essays1058 Words   |  5 PagesIf ignorance is bliss, then why is it human nature to uncover the truth? In Toni Morrison’s Beloved, the character Denver uses knowledge to feed her craving in hopes that it will fill the void her mother unsuccessfully tried to satisfy with the blood of the past and too little milk. To understand these truths one must accept that Beloved is a physical representation of the past, Sethe embodies the present, and Denver exemplifies the future. Throughout the novel these three characters interact onRead MoreAnalysis Of Toni Morrison s Beloved1615 Words   |  7 PagesIn her novel Beloved, Toni Morrison utilizes a circular narr ative to emphasize the similarities, or lack thereof, between her characters. In Philip Page’s article, â€Å"Circularity in Toni Morrison’s Beloved,† he writes, â€Å"The plot is developed through repetition and variation of one or more core-images in overlapping waves... And it is developed through... the spiraling reiteration of larger, mythical acts such as birth, death, rebirth, quest-journeys, and the formation and disintegration of families†

Wednesday, December 11, 2019

A life Gaining Experience free essay sample

My name is Rahul and I go to high school. My ethnicity is Asian and I was born in the United States. I am an enthusiastic individual ready to carry on my caliber from high school to college. I have lived in Princeton, New Jersey for most of my life. The experiences I have learned in high school will long last with me when I am in college. I was inspired by Drake’s quote where he stated â€Å"Sometimes it’s the journey that teaches you a lot about your destination.† I took this into consideration so that when I go into college I can use the experiences from high school to aid me in college. At school I have a wide range of friends and I am friendly to everyone because those people that are not your friends might be essential to you in the future. Over the course of high school I have learned to balance my time between education and my friends. We will write a custom essay sample on A life Gaining Experience or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I try to balance the number of honors, AP courses with my regular courses at school so I am not overwhelmed by the workload. This also allows me to focus my time in other areas such as volunteering, extracurricular, and clubs My strongest subjects at school are the sciences and business. I had a passion for business ever since I was introduced to the stock market early in middle school. I got interested in the sciences because I was fascinated with life. From the start I was a curious about biology. I kept pondering about biology and had so many questions that were left unanswered for me. I felt that this subject was unique in the sense that science changes every minute and we have discoveries in this field almost every day. I began to participate in clubs that revolved around business and the sciences. After school I participate in various clubs and have some leadership positions in some of the clubs. Throughout high school I wanted to be in unique clubs every year. Freshmen year I participated in the Federal Reserve challenge club which deals with economic principles. In the spring time there is a competition for this club and the challenge is to come up with the best policy for the Federal Reserve for that year. Then in Sophomore year I participated in First Robotics Challenge. This club not only encountered a science and engineering aspect. In this club there was also a business perspective. I was involved with the business perspective of the club in respect to dealing all finances and coming up with a business plan for the club. I also worked with the programming team to program specific missions for the robot during the tournament. In Junior I am currently doing two clubs which are Business club and Medical forum. Business club is interesting because it deals with the stock m arket and there is a challenge during the winter time. I am also involved with Med forum, this club is an informational club and gets you exposure to the medical field. From all these experiences I learned that teamwork is important. Without teamwork a final product will not be achieved. From clubs I learned that having a social life with friends is important. Clubs give you an opportunity to be unique and to converse with your friends while preparing for the competition. It is also different than traditional learning that take place during the school day. At high school North I was involved in the tennis team. We usually played doubles and this experience made be a better team player and communicator. Tennis transformed my life and has made me into a better person. Apart from extracurricular and clubs I am also dedicated to volunteer work. There is the saying that doing volunteer work will get you into a better college but that is not my intent. The reason I do volunteer work is to benefit my local community. I want to aid people to be successful. In the summer I worked with kids from Special Olympics during Camp Shriver. I wanted to give these kids a life lasting experience and wanted everyone to appreciate these great individuals. I also volunteered at my local tennis facility as part of an apprenticeship program. I taught the kids the basic strokes of tennis. This valuable experience helped me become a better teacher at tennis and I helped kids in my local community to help them be a well versed tennis player. My times at high school were great and it has prepared me well me for the tough times of the college. High school has taught me to become an independent thinker and learner. It has also taught to balance my social life and my educatio nal life. I have learned to become a better public speaker and facilitate class discussions and lectures. Clubs have given me a chance to practice my leadership skills. I hope to carry on my skills from high school to college.

Tuesday, December 3, 2019

Persuasive Astrology free essay sample

The study of astrology may seem like a world full of mysticism and uncertainty. It is natural to question how someones personality traits can be determined by planetary alignments; after all it does seem far-fetched. Astrology and the zodiac are a lot more complex than the average person realizes. Until you take the time to fully research and understand astrology, its impossible to get the most accurate zodiac profile. In ancient times, astrology was closely linked to fields such as astronomy, philosophy and medicine. Astrology is a broad topic with deep roots in history that must be broken down in order to fully understand it. The average person is only aware of their sun sign; this is only the beginning of ones zodiac profile. Each planet in our solar system is representative of a certain aspect of life. In order to get the most precise reading of your zodiac, you have to know which sign was affecting each planet on the date and time you were born. We will write a custom essay sample on Persuasive Astrology or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This can become as specific as to what degree the planet is influenced by its respective sign. If you werent aware of how in epth a study astrology is, I encourage you to find out. Daily and even monthly horoscopes simply arent specific enough. No two peoples zodiac profile is the same (unless you were born on the same day, time and at the same place), so in essence no two peoples horoscope can be the same. Magazines and websites grouping whole zodiac signs into one small group and giving a general horoscope is why there is a drastic decrease in accuracy. You cant blame people for becoming skeptics because the horoscopes they have been exposed to arent the roduct of real astrology. There are a number of different ways to discover your true zodiac, the easiest of these being through the internet. By simply typing in zodiac calculator, numerous websites will pop up. You want to choose one that requires your date, time and place of birth. The results you get should be overwhelming, after all theres a lot that goes into your zodiac. Most websites provide you with a diagram that shows the symbols for each planet and sign as well as how they correspond with each other.