Animal Farm Essay Example | Topics and Well Written Essays - 250 words

Animal Farm - Essay Example This made him to get rid of Snowball from the farm using the dogs that he had secretly trained. Thesis: Napoleon changed the farm rules by stating no animal shall kill each other without the cause. This indicated that Napoleon did not value other animals’ ideas as he made major decisions affecting the farm without consulting them. Thesis: Napoleon made the animals to work extra hard by forcing them to build a windmill, which he did not consider useful at the beginning. He used this to act as strategy to make animals too tired to think about their situation, lack time for rebellion and not to realize Napoleon’s intentions. The banning of Snowball from the animal farm indicates that Napoleon is an opportunist because he changes a situation to his favor. Throughout the novel, Napoleon used Snowball as scapegoat for everything that went wrong in the farm. This secured Napoleon’s leadership position as the animals did not blame him for anything bad. Napoleon used different means to ensure that he maintained his power (Orwell & Ian 25). For example, he rarely appeared in public that made the animals to believe that he had important matters to attend to rather than the animals’ welfare and they made the animals to adore his appearance. Finally, Napoleon eliminated anyone who appeared to be a threat to his

Billboard Hot Country Songs number-one singles Essay Example for Free

Billboard Hot Country Songs number-one singles Essay Hello my name is Chassidy Mitchem I would absolutely love to be a part of your cosmetology program. I love to do hair and, make up. Doing hair is something I enjoy doing in my free time. It’s a way to get away from people and let my mind explore into better things. I enjoy looking and trying new hair styles and colors. I have done makeup and hair for Homecoming court and Grand March. It would be an absolute dream to get into this school and have some hands on time with the things I love doing while learning more about Cosmetology. Cosmetology is very important to the world because someone will always want their hair done or make up done. Most people only want to go to a professional so they know they will be getting the best of their money. You could also be able to set up your own business around your area. I differ from a lot of my peers because no one really understands the importance of Cosmetology the way I do. Everyone thinks it useless. Cosmetology is just as important as other jobs because someone will always need you. There will always be someone needing their eye brows done or maybe there nails especially during homecoming and prom or even a wedding. I’ve talked to a couple people and got some really interesting opinions. Some people has told me I wouldn’t make it and some people has told me I would, but my motto is â€Å"Never give up, because you never know how close you are to fulfilling your dream.† I plan on getting this degree and opening my own salon and I feel that it will give me knowledge I need to know for success. I learned to do this at a young age and I feel very strong about this career. I believe this will be the field I dedicate myself to. I hope to be attending this college at whatever time the school year would begin

Are Fathers Crucial for Child Development?

Are Fathers Crucial for Child Development? A great emphasis is placed on the relationship between a mother and child, however, is the importance of a fathers involvement in his childs life being overlooked? The role of the father in a childs life and influence on his cognitive, social, and emotional health is irreplaceable. There are many positive characteristics that an involved father imparts on his child. Fathers are known to be more playful with children, which allows the child to learn and explore boundaries. The effects of a father positive involvement in a childs life is crucial for a healthy development. I will be outlining the components of an involved father, looking at the positive effects of fathers through different life-stages of children, and the negative effects that an uninvolved or absent father has on a child. I will also be discussing ways that a father can become more involved in his childs life. The healthy involvement of a father in a childs life is based on three traits; engagement, availability, and responsibility.[1] An involved father must be in direct contact and share experiences with his child. The father must be accessible and present for the child and make arrangements for resources to be available for his child. Based on the report The Effects of Father Involvement: An Updated Research Summary of the Evidence written by researchers Sarah Allen, Ph.D., and Kerry Daly, Ph.D., an involved father is sensitive, warm, close, friendly, supportive, intimate, nurturing, affectionate, encouraging, comforting, and accepting.[2] Involved fathers ask their children many questions and give them responsibilities. The fathers influence on children cannot be adequately conceptualized only in terms of father-child interactions; it has to be understood in a broader family context.[3] Marital quality has a direct impact on a childs wellbeing. One of the most important influences a father can have on his child is indirect.[4] Fathers play an important role in marriage. The fathers influence on his children has a direct correlation to the relationship that the father has with his wife. A father, who has a good relationship with the mother of his children, is more likely to spend quality time with their kids and have children who are psychologically and emotionally healthier.[5] Women who are emotionally supported by husbands have better pregnancies, births, breastfeeding experiences, and better post-partum mental health.[6] When mothers are supported and encouraged by their husbands, it allows the mother to better nurture the child. Involved fathers are linked to stronger marriages. In healthy marri ages, fathers are more likely to be involved in childcare responsibilities. Another benefit of a constructive and positive relationship between parents is that it serves as a model for children when they develop their own relationships.[7] A positive and healthy marriage teaches children how to provide emotional support, deal with conflict positively, and be respectful and communicate well. There are numerous positive cognitive, emotional, and social effects that a fathers involvement has on a childs life, beginning in infancy. At 2 to 25 weeks, fathers provide staccato bursts of physical and social stimulation.[8] From as young as 5 months, studies have confirmed that a fathers involvement can have powerful effects on a childs cognitive development. Infants score higher on measures of cognitive development if they have highly involved fathers.[9] The more time fathers spend with their babies the better the father understands cues, which helps create a stronger attachment. Babies are more securely attached to fathers the more time they spend with them. Fathers can create an attachment with their infants by paying attention to cues, responding consistently and compassionately.[10] Fathers should also keep babies physically close to promote feelings of safety and security. When a father talks, reads and sings to his baby, the child is comforted by his fathers voice which strengthens the attachment. In babies over 6 months of age, fathers tend to engage in more physically stimulating and unpredictable play.[11] Dads must play age-appropriate games with their babies to help the child learn about limits and boundaries and experience a range of emotions.[12] By 1 year, children whose fathers are more involved have a higher cognitive functioning.[13] Toddlers with involved fathers have better problem-solving abilities. The way that fathers play with toddlers in a one on one interaction is stimulating and allows the child to regulate feelings. Fathers tend to promote independence and orientation to the outside world and push their child to achievement.[14] Toddlers with involved fathers start school with higher levels of academic readiness and are able to handle the stresses and functions associated with schooling.[15] As children enter preschool, fathers encourage sex-role development. Most young children see their fathers as a source of strength and security.[16] To a growing boy, the father is the ideal model of how to act and behave. As children enter school-age years, studies show that children, especially boys, who experience a nurturing and involved father, receive cognitive advantages.[17] The fathers involvement in direct encourag ement of skills, like counting and reading are directly associated with the childs performance. As children get older, father involvement helps them live a more satisfied life with less emotional distress, negative feelings, and anxiety.[18] An involved father in the life of an adolescent cuts the risk of antisocial behavior problems. It is crucial that fathers spend time with their adolescent children. Fathers may become less involved as adolescents attempt to gain autonomy and establish an identity separate from the family.[19] The adolescent years are a time of transition as teenagers are trying to gain power; therefore, fathers may lose power in their relationship with their child. For adolescents and young adults, the nurturing style of fathers involvement is associated with better verbal skills, intellectual functioning, and academic achievement.[20] Teenagers and young adults cognitive development is positively impacted through critical thinking, motivation, communication skills, and independence.[21] Socially, young adults are better adjusted, dependable, and have highe r levels of self-acceptance with an involved father in their lives. There are many negative effects on children with an uninvolved father. Children can become excessively dependent on their mother. Children can also become rebellious and be difficult to control.[22] Girls expect men to act like their father does; therefore, when the father is not present, girls have a harder time knowing how she should be treated. In addition, girls with involved respectful fathers are less involved in violent and unhealthy relationships.[23] Boys with an absent father are more likely to show aggressive behaviour. A boy that is rejected by his father has difficulty learning to be a man.[24] Children of an uninvolved father are also prone to more stress and anxiety, have poorer social skills and have an increased risk of drug or alcohol abuse.[25] School-aged children without an involved father are more likely to have problems in school performance.[26] These children may have lower scores on achievement tests, and on intellectual ability and intelligence tests.[27] Children may experience behaviour problems at school like disobedience, difficulty paying attention, or have poor attendance. Emotionally and cognitively, children may have difficulty in internalizing and externalizing behaviour.[28] Negatively internalizing behaviour can result in depression and anxiety in children and adolescents. Socially, teenagers can have troubles in getting along with other children and are at risk of peer problems.[29] Adolescents who live without their father are more likely to engage in earlier sexual activity. Teenage or young parents may continue the cycle that their father started with not being involved in their childs life.[30] Fathers that are looking to become more involved in their childrens lives must believe that they have the potential and ability to be the second-greatest influence in his childs development.[31] Fathers are generally less sensitive than mothers and may assume less responsibility than the mother in child-rearing. It is crucial that fathers spend time with his child through all stages of growth as children form attachments provided that a sufficient amount of father interaction takes place.[32] The U.S Department of Health and Human Services reported why spending time with children is crucial in becoming a more involved father. [33] When fathers spend time with their child, the child will feel cared for and loved. If a father has more than one child, he should spend individual time with each child. The time that fathers spend with children should be filled with playing, having fun, being active and physical.[34] The father must engage in productive activities with kids like household c hores, educational activities, and reading which promotes intellectual growth in children.[35] The way that fathers discipline their children is crucial in positive involvement. Fathers need to be aware of the influence he has on his child. Paternal consistent discipline is associated with likable, autonomous, imaginative, and confident behaviour in boys, and well-socialized, friendly, and dependable behaviour in girls.[36] In disciplining, fathers should control emotions, body language, and their hands.[37] Fathers must also communicate guidelines with children.[38] There must be consistency in parenting from the mother and father so that children understand the standard of behaviour is the same for both parents. If a father wants to be more involved in his childs life, he must put an effort in his relationship with the childs mother. This may not always be the easiest as parents may have difficulty in marriage or are divorced. Children are affected by the feelings that their mother has towards the missing or distant father. If the father is absent in the home and the mother is antagonistic towards the childrens father, the children are more aggressive than children whose mothers are affectionate and miss the absent or uninvolved father.[39] The healthy involvement of the father in a childs life is crucial in the development of children. Fathers have a special relationship with their children. The way that a father plays and interacts with his child throughout different stages of life, teaches children valuable life-long lessons. The positive involvement of fathers in the life of his child allows the child to form an emotional attachment. In infancy, fathers can be involved in responding to cues of his child. As children grow older, fathers promote curiosity and exploration through play. In adolescent and young adult years, it is crucial for fathers to be supportive and encouraging in academic and social activities. In all their efforts fathers must be supported and encouraged to develop and grow in their relationship with their child as their influence on children is invaluable. Bibliography: Bell, Deidre. The Importance of Dads Boba. N.p., n.d. Web. 24 Feb. 2017. . Fox, Greer L., Vey M. Nordquist, Rhett M. Billen, and Emily Furst Savoca. Father Involvement and Early Intervention: Effects of Empowerment and Father Role Identity. Family Relations 64.4 (2015): 461-75. The Effects of Father Involvement: An Updated Research Summary of the Evidence. University of Guelph, 2007. Web. 14 Mar. 2017. . Hamilton, Marshall L. Fathers Influence on Children. Chicago: Nelson-Hall, 1977. Print Hosier, David. Childhood Trauma: The Possible Effects of Uninvolved Parents. Child Abuse, Trauma, and Recovery.MSc, 17 Jan. 2014. Web. 14 Mar. 2017. Jeffrey, Rosenberg and Wilcox W. Bradford. The Importance of Fathers in the Healthy Development of Children. Child Abuse and Neglect User Manuel Series.( U.S. Department of Health and Human Services Administration for Children and Families, 2006. Web. 23 Feb. 2017). Michael E. Lamb. The Role of the Father in Child Development. Canada: John Wiley Sons 1997. Print. Munsinger, Harry. Fundamentals of Child Development. United States of America: Holt, Rinehart and Winston, 1971. Print. [1] Deirdre, Bell. The Importance of Dads. ( Boba. N.p., n.d. Web. 24 Feb. 2017.) . [2] Ibid, Feb 24th, 2017 [3] Michael E. Lamb. The Role of the Father in Child Development. (Canada: John Wiley Sons), 1997. Print. [4] Jeffrey, Rosenberg and Wilcox W. Bradford. The Importance of Fathers in the Healthy Development of Children. Child Abuse and Neglect User Manuel Series.( U.S. Department of Health and Human Services Administration for Children and Families, 2006. Web. 23 Feb. 2017) . [5] Ibid, Feb. 23rd, 2017 [6] Deirdre, Bell. The Importance of Dads. ( Boba. N.p., n.d. Web. 24 Feb. 2017.) . [7] Ibid, Feb. 24th, 2017 [8] Michael E. Lamb. The Role of the Father in Child Development. (Canada: John Wiley Sons), 1997. Print. [9] Deirdre, Bell. The Importance of Dads. (Boba. N.p., n.d. Web. 24 Feb. 2017.) . [10] Ibid, Feb 24th, 2017 [11] Michael E. Lamb. The Role of the Father in Child Development. (Canada: John Wiley Sons), 1997. Print. [12] Ibid, Feb 27th, 2017 [13] Deirdre, Bell. The Importance of Dads. (Boba. N.p., n.d. Web. 24 Feb. 2017.) . [14] Ibid, Feb 25th, 2017 [15] Jeffrey, Rosenberg and Wilcox W. Bradford. The Importance of Fathers in the Healthy Development of Children. Child Abuse and Neglect User Manuel Series.( U.S. Department of Health and Human Services Administration for Children and Families, 2006. Web. 23 Feb. 2017) . [16] Harry, Munsinger. Fundamentals of Child Development. (United States of America: Holt, Rinehart and Winston, 1971.) Print. [17] Michael E. Lamb. The Role of the Father in Child Development. (Canada: John Wiley Sons), 1997. Print. [18] Deirdre, Bell. The Importance of Dads. (Boba. N.p., n.d. Web. 24 Feb. 2017.) . [19] Michael E. Lamb. The Role of the Father in Child Development. (Canada: John Wiley Sons), 1997. Print. [20] Jeffrey, Rosenberg and Wilcox W. Bradford. The Importance of Fathers in the Healthy Development of Children. Child Abuse and Neglect User Manuel Series.( U.S. Department of Health and Human Services Administration for Children and Families, 2006. Web. 23 Feb. 2017) . [21] Deirdre, Bell. The Importance of Dads. (Boba. N.p., n.d. Web. 24 Feb. 2017.) . [22]Harry, Munsinger. Fundamentals of Child Development. (United States of America: Holt, Rinehart and Winston, 1971.) Print. [23]Deirdre, Bell. The Importance of Dads. (Boba. N.p., n.d. Web. 24 Feb. 2017.) . [24] Harry, Munsinger. Fundamentals of Child Development. (United States of America: Holt, Rinehart and Winston, 1971.) Print. [25]David, Hosier. Childhood Trauma: The Possible Effects of Uninvolved Parents. Child Abuse, Trauma and Recovery. (MSc, 17 Jan. 2014. Web. 14 Mar. 2017.) [26] Fox, Greer L., Vey M. Nordquist, Rhett M. Billen, and Emily Furst Savoca. Father Involvement and Early Intervention: Effects of Empowerment and Father Role Identity. Family Relations 64.4 (2015): 461-75. The Effects of Father Involvement: An Updated Research Summary of the Evidence. University of Guelph, 2007. Web. 14 Mar. 2017. . [27] Ibid, March 14th, 2017 [28] Fox, Greer L., Vey M. Nordquist, Rhett M. Billen, and Emily Furst Savoca. Father Involvement and Early Intervention: Effects of Empowerment and Father Role Identity. Family Relations 64.4 (2015): 461-75. The Effects of Father Involvement: An Updated Research Summary of the Evidence. University of Guelph, 2007. Web. 14 Mar. 2017. . [29] Ibid, March 14th, 2017 [30] Ibid, March 14th, 2017 [31] Marshall L. Hamilton. Fathers Influence on Children. (Chicago: Nelson-Hall, 1977. Print) [32] Michael E. Lamb. The Role of the Father in Child Development. (Canada: John Wiley Sons), 1997. Print. [33] Deirdre, Bell. The Importance of Dads. (Boba. N.p., n.d. Web. 24 Feb. 2017.) . [34] Jeffrey, Rosenberg and Wilcox W. Bradford. The Importance of Fathers in the Healthy Development of Children. Child Abuse and Neglect User Manuel Series.( U.S. Department of Health and Human Services Administration for Children and Families, 2006. Web. 23 Feb. 2017) . [35] Ibid, Feb. 23rd, 2017 [36] Marshall L. Hamilton. Fathers Influence on Children. (Chicago: Nelson-Hall, 1977. Print) [37] Jeffrey, Rosenberg and Wilcox W. Bradford. The Importance of Fathers in the Healthy Development of Children. Child Abuse and Neglect User Manuel Series.( U.S. Department of Health and Human Services Administration for Children and Families, 2006. Web. 23 Feb. 2017) . [38] Marshall L. Hamilton. Fathers Influence on Children. (Chicago: Nelson-Hall, 1977. Print) [39] Harry, Munsinger. Fundamentals of Child Development. (United States of America: Holt, Rinehart and Winston, 1971.) Print.

Drama - I wanted to present a convincing portrayal of a wealthy, educated :: Drama

Drama - I wanted to present a convincing portrayal of a wealthy, educated woman who, faced with a extremely distressing, seemingly insurmountable personal problem, sees what looks like a perfect solution, but which ends up driving her to madness. Why Were the Nazis Able to Attempt the Genocide of the Jewish People in the Years1939 to 1945? ==================================================================== How Has the Human Rights Position of the Jews Improved Since 1945? ================================================================== The power of the Nazi State made it difficult to resist and rebel against the Nazis. By 1939 the Nazis had built up an enormous empire and army. The SS were responsible for security of Hitler and leading Nazis. Rudolf Hoess said that, '...the thought of refusing an order just didn't enter one's head, regardless of what kind of order it was.' The SS were completely loyal to Hitler and strictly disciplined. The SS also did work such as manning the concentration camps. The concentration camps were created in 1933 and they were prisons for opposition to the Nazis and people who did not fit in with the Nazis, including the Jews. A special, secret police force was devised in 1936 called the Gestapo. They would catch people if they thought they had said anything wrong about the Nazis, or they were Jewish. Ordinary people were scared of being reported by the SS or Gestapo, so most did nothing to prevent the Holocaust. Many people may have ignored Anti-Semitism because, they agreed with the Nazis on other issues, however some people were actively Anti-Semitic themselves. This tells us that the Nazis had built up a state so powerful and secretive that it was possible to get away with genocide. The wartime emergency made it possible to keep the extermination of the Jews secret, from the majority of the population. A map of Poland and Germany (Source U) shows that all the extermination camps were situated in Poland, away from the German population. Therefore, the Germans may not have known, as they would not be able to see the camps. Also the SS were forced to keep the genocide a secret, in a speech by Himmler he said, '...we will never speak about it in public.' and also 'à ¢Ã¢â€š ¬Ã‚ ¦he would do it again if it were an order and if it were necessary.' The German people were also subjected to Nazi propaganda and control. They would also be worried about food, water and being bombed on, as it was wartime. They were probably worried about themselves. Also Stephen Lee tells that extermination would be kept secret by terms such as, 'resettled', 'evacuated' or 'deported'.

A Rose for Emily Essay -- essays research papers

A Rose for Emily: Antebellum South vs. Modern South   Ã‚  Ã‚  Ã‚  Ã‚  William Faulkner wrote, â€Å"A Rose for Emily.† In the gothic, short story he contrasted the lives of the people of a small Southern town during the late 1800’s, and he compared their ability and inability to change with the time. The old or â€Å"Antebellum South† was represented by the characters Miss Emily, Colonel Sartoris, the Board of Aldermen, and the Negro servant. The new or â€Å"Modern South† was expressed through the words of the unnamed narrator, the new Board of Aldermen, Homer Barron, and the townspeople. In the shocking story, â€Å"A Rose for Emily,† Faulkner used symbolism and a unique narrative perspective to describe Miss Emily’s inner struggles to accept time and change The main character, Miss Emily, was born into a prominent Southern family, the Grierson’s. The Grierson family represented the era of the Old South; and to the people of Jefferson, Mississippi, the family stood as a monument of the past. Miss Emily held on to the ways of this bygone era and would not change. Because of her inability to change, she was considered vulnerable to death and decay and, therefore, a â€Å"fallen monument† (71). Miss Emily had no intentions of changing her ways to please the people of her town. During her generation she â€Å"†¦had been a tradition, a duty, and a care; a sort of hereditary obligation upon the town†¦Ã¢â‚¬  (71). The new generation felt no hereditary obligations to her and her reputation in town was â€Å"dying and decaying.†. Miss Emily’s relationship with Homer Barron was also a conflict of the past and the present. Homer was described as, â€Å"A Yankee --- a big, dark, ready man, with a big voice and eyes lighter than his face† (74). Miss Emily, a Southern Aristocrat, represented the traditions of the past. Homer, a Northern construction worker, was part of the constantly changing present. In the summer after her father’s death, they were seen by the townspeople â€Å"on Sunday afternoons driving in the yellow-wheeled buggy† (74). Miss Emily would sit with her â€Å"head high.† She represented the past. Homer would sit with his â€Å"hat cocked.† He represented the present (75). Homer entered her life by courting her publicly; by not wanting to marry her, he would have robbed her of her dignity and high-standing in the community. The ladies of the town felt that Miss Emily was not setting a good example... ...or her, and received in reply a note on paper†¦to the effect that she no longer went out at all. The tax notice was also enclosed, without comment,† (71-72). Faulkner’s effective use of narration was a key asset in this story. He used the narrator not only to report the events, but the narrator became the observer for the town as well. This omniscient narrator had the ability to view the inner minds of the characters and used â€Å"we† instead of â€Å"I†. The narrator translated the words, thoughts, and suspicions of an entire small town community, and he was completely aware of its ways. The time sequence skipped around, as if someone was randomly remembering the events. William Faulkner effectively used symbols in the story to allow the reader to develop their own views of Emily. The cane represented her physical weakness and the invisible ticking watch illustrated her inability to face and deal with time and change. Miss Emily wore her mourning clothes which connected her to the Antebellum South. She would not live in the Modern South because she could not handle change. Instead, she embraced the past, became trapped in the past, and then died in the past.   Ã‚  Ã‚  Ã‚  Ã‚   A Rose for Emily Essay -- essays research papers A Rose for Emily: Antebellum South vs. Modern South   Ã‚  Ã‚  Ã‚  Ã‚  William Faulkner wrote, â€Å"A Rose for Emily.† In the gothic, short story he contrasted the lives of the people of a small Southern town during the late 1800’s, and he compared their ability and inability to change with the time. The old or â€Å"Antebellum South† was represented by the characters Miss Emily, Colonel Sartoris, the Board of Aldermen, and the Negro servant. The new or â€Å"Modern South† was expressed through the words of the unnamed narrator, the new Board of Aldermen, Homer Barron, and the townspeople. In the shocking story, â€Å"A Rose for Emily,† Faulkner used symbolism and a unique narrative perspective to describe Miss Emily’s inner struggles to accept time and change The main character, Miss Emily, was born into a prominent Southern family, the Grierson’s. The Grierson family represented the era of the Old South; and to the people of Jefferson, Mississippi, the family stood as a monument of the past. Miss Emily held on to the ways of this bygone era and would not change. Because of her inability to change, she was considered vulnerable to death and decay and, therefore, a â€Å"fallen monument† (71). Miss Emily had no intentions of changing her ways to please the people of her town. During her generation she â€Å"†¦had been a tradition, a duty, and a care; a sort of hereditary obligation upon the town†¦Ã¢â‚¬  (71). The new generation felt no hereditary obligations to her and her reputation in town was â€Å"dying and decaying.†. Miss Emily’s relationship with Homer Barron was also a conflict of the past and the present. Homer was described as, â€Å"A Yankee --- a big, dark, ready man, with a big voice and eyes lighter than his face† (74). Miss Emily, a Southern Aristocrat, represented the traditions of the past. Homer, a Northern construction worker, was part of the constantly changing present. In the summer after her father’s death, they were seen by the townspeople â€Å"on Sunday afternoons driving in the yellow-wheeled buggy† (74). Miss Emily would sit with her â€Å"head high.† She represented the past. Homer would sit with his â€Å"hat cocked.† He represented the present (75). Homer entered her life by courting her publicly; by not wanting to marry her, he would have robbed her of her dignity and high-standing in the community. The ladies of the town felt that Miss Emily was not setting a good example... ...or her, and received in reply a note on paper†¦to the effect that she no longer went out at all. The tax notice was also enclosed, without comment,† (71-72). Faulkner’s effective use of narration was a key asset in this story. He used the narrator not only to report the events, but the narrator became the observer for the town as well. This omniscient narrator had the ability to view the inner minds of the characters and used â€Å"we† instead of â€Å"I†. The narrator translated the words, thoughts, and suspicions of an entire small town community, and he was completely aware of its ways. The time sequence skipped around, as if someone was randomly remembering the events. William Faulkner effectively used symbols in the story to allow the reader to develop their own views of Emily. The cane represented her physical weakness and the invisible ticking watch illustrated her inability to face and deal with time and change. Miss Emily wore her mourning clothes which connected her to the Antebellum South. She would not live in the Modern South because she could not handle change. Instead, she embraced the past, became trapped in the past, and then died in the past.   Ã‚  Ã‚  Ã‚  Ã‚  

Existentialism in The Stranger by Albert Camus :: essays research papers

In defining existentialism the responsibility of the free being is essential to define what one is although the actions taken by the individual are self imposed and are not the fault of the environment. The Stranger by Albert Camus is in relation to the existential philosophy of the individuals deviating thoughts towards their actions are in relation with protagonist Meursault in The Stranger by Albert Camus. Existentialism and its definition of mans self determination reflects life during the world war two era. World war one and two developed a sense of pessimism to the optimistic faith driven world. The suggestion that pessimism dominated the outlook of the world is out ruled in the perspective of an existentialist. The leading philosopher of this attitude Jean ?Paul Sartre believed that in passing judgment of individual?s actions one is being deceptive towards their own. To a spiritual individual this is unacceptable way of thought, coming to terms with the reality of living in purposeless world, would be end to a faith of a purposeful future which ultimately does not exist. In The Stranger Meursault comes to terms with his own execution as he realizes death will come for him weather it is today or five years from now this life is meaningless but he lived as he wanted (Fiero 71 -72). During Post World war two era developments of technology and the modern society?s estrangement from reasoning left the individual alienated from aspects of life. The modern individual discomfort toward the unknown which was ultimately led to death left one alienated with a sense of anxiety. It can be assumed that the individual came to terms with the reality of the world through that existentialism was found. Leading a life that an individual currently wants to live and not that of what society tells them live by for their future, can be compared to Meursault life style. Meursault is a passive man, unmotivated to the individual leading a life of judgment and denial. His way of life fulfills the qualities of an existentialist and he is ridiculed for the ease of the pleasures in his life during his trial (Fiero71). The existential life is free of the constraints of society, morality and values are irrelevant to the existence of the individual. Lack of rationality in a world filled with events occurring spontaneously existentialism can be perceived as the basic irrational structure to an individual?

Development of Children and Young People Between Birth to 19 Essay

From six months onwards a child learns to sit up using support until they can manage without any support and eventually learning to crawl or shuffling on their bottoms. They are able to rollover from their tummies on to their backs and vice versa. They start to hold on to furniture learning how to walk along or by using the aid of a baby walker, up until they gain the confidence to walk alone. Their hand and eye coordination improves as they learn to pass an object from one hand to another, and begin to show preference for one hand. They learn to play with bricks. Firstly banging them together to being able to build towers, eventually building larger towers. By the age of two children will have learnt how to sit, walk, feed themselves and they will have moved from eating soft mashed food to eating solids, as sign of their teeth will be clearly visible. They will have learnt to kick and throw a ball. They will be able to grasp a pencil to make scribble on paper. From three to seven a child is more independent. Learning how to jump, climb, catch and walk up and down stairs confidently. They learn to pedal and eventually ride a bike without support. Using their fine motor skills to hold and use a pair of scissors, able to gain control of a pencil. Increasing in their writing skill. Can also fasten and undo buttons and shoe laces. From the age seven to twelve years a child will progress in running, jumping skipping and enjoying playing games as a team, even though they may misjudge their ability until the age of nine. Between twelve and nineteen a child goes from childhood into adulthood. This is referred to the adolescences stage. This starts from the age of 11 up until the age of 19 or 20. It’s the stage that teenagers learn to detach from their parents and become more independent. Every child rate of growth is different. Boys normally begin adolescence around the age of 14 year, which is later than girls, even though by the end they are usually bigger than girls. They will develop body hair as their body shape changes, their muscles begin to grow, increasing their strength. Their voice will change and become deeper. In the early stages to mid stages of puberty testicles and scrotum will begin to grow. Penis growth starts later but continues for longer. Girl’s breasts start to swell from around the age of 10. They will also develop hair in the pubic region that will become dark and curly. Their body shape will change. Some girls may be physically mature by the age of 13. This is dependent on the age at which she begins puberty, which varies, ranging from 8 until late teens. The average age for girls of menstruation is around 13. Social and emotional development. From birth to about one year old a child mainly communicates through facial expressions such as smiling at familiar faces. A child of this is very dependant and requires comfort from an adult. They recognise familiar faces and get distressed when separated from a parent. They enjoy interacting and playing games such as peek-a-boo and they gradually develop a sense of identity and want to do things for them self. They easily get jealous when attention is not given to them and try to please adults. Temper tantrums start when not being given what they want or not wanting to share toys. From three to four years a child is more self-motivated and is able to cope with unfamiliar settings and adults. They know how to share, becoming considerate and caring of other feelings. They enjoy playing with other children. Between four and seven a child is able to make friends but still finds it difficult to take turns and needs help resolving problems. By this age a child should have a stable environment and routine, they need to have limits set. By the age of seven a child becomes less dependant. Starting to enjoy playing with other children. They become aware of their gender and develop understanding between right and wrong. By the age of eight they develop a close friendship and enjoy playing with the same sex. By twelve they can start to show arrogance and bossiness and are uncertain sometimes. By the time a child reaches the teenage years they are very self-conscious. As their body shape is changing and odours make occur, acne may develop due to oily skin. They begin to follow peer groups in the way they dress having labelled clothing, collecting the same things playing the same games. They turn to their friend and not to their parents for approval. They begin to question certain aspects of life such as parental and community values and beliefs. Intellectual development A child between the ages of birth to three is more confident but still needs an adults support. They enjoy copying others and trying out different ways of behaviour in play. They realise that others are spate people from themselves. From three to four a child learns to understand two or three simple tasks that they are given to do such as pick up the toys put them in back in the box and put the box where it belongs. They begin to realise the difference between objects, size and type and are able to group these together. From five to seven they learn to understand that there is differences and sameness in various aspects in life and that differences can co exist side by side and are able look at things from different perspectives. By the age of seven, children are able to read to themselves and will take a lively interest in certain subject by the age of nine. During the adolescence stage the mind is maturing as young people begin to develop a sense of responsibility for their thoughts, words and actions. They begin to plan about their future and what line of work they want to be in? If they want to get married and have children? They gain the ability to make a link between different pieces of knowledge and the ability to make links of these with the world from their perspective. This stage depends on the guidance given to young people in respects to helping the brain. A young person learns to take the responsibility for his or her own fiances, accommodation, employment and personal realationshops. This reaches completion as the responsibility from parent transfers to the young person. Language development From the early stages in life a child is able to make a lot different sounds. They begin to babble. Laughing and squealing when they are happy and cry to show emotion. They respond to music and sounds. Trying to imitate a parents face especially the mouth. Between one and two years a child learns to use single words to joining them up to make phrases. They begin to understand parents and try and copy them. By the age of two a child’s vocabulary can be anything from 30 to 150 words. By the time they are three a child can use words to form a sentence and begin to ask questions. They are able to memorise rhymes and songs and are able to join in and are able to scribble on paper. From three to four a child starts to use past tense and is able to use a different pitch or tone of voice. Their vocabulary extends between 1000 to 1500 word. From five upwards their questions become more complex as they use language to communicate their ideas. The pencil control improves. As they copy shapes and letters. By the age of seven they are able to speak fluently and make up stories. They begin to understand letters and link them to sounds. A child of twelve years is able to describe complicated scenarios. They need help in tackling complex spellings and learning the different tense of grammar. They are able read out aloud. From twelve on to nineteen years a young person begins to use sarcasm, joking and mockery as it is new and sophisticated language for them. They are maturing and enjoy using their thought to debate whether it is formal or informal.