Monday, March 23, 2020

A True Heroine In Wuthering Heights Essays

A True Heroine In Wuthering Heights Essays A True Heroine In Wuthering Heights Paper A True Heroine In Wuthering Heights Paper Essay Topic: Wuthering Heights The story of Emile Brontes Wuthering Heights takes place during a time in history when women existed and were important to family and society, but had no legal or social rights, as their well-being, health and happiness depended upon the men in their lives. From the start of the novel, as told by Mr. Lockwood we see that Cathy did not seem to belong in the Heathcliff household, but by the end of the story, it was Cathy who owned the entire Wuthering Heights estate. Her accomplishments were impressive, as she over came whatever obstacles the men in her life put in her way! Bronte emphasized Cathys passion, and determination, making her the only character who was able to rise above the hatred, discrimination and cruelty. Cathy inherited her mothers pride and beauty, and her fathers mildness and devotion but she also had a spirit all her own, a fighting spirit of a hidden warrior. It was important for Cathy to have these characteristics (especially her will to survive) because it was these inner strengths that enabled her to be my heroine. One of Cathys strongest forces was her intense loyalty and love for her father I care for nothing in comparison to papa, Ill never to an act or say a word to vex him (231). I love papa better then you (273). Cathy was the only character in this novel and Jane Eyre that actually showed love, and dedication to a parent. Her respect for her father is an important aspect in Cathys character as it made her an honourable woman. A strong-willed Cathy enjoyed disobeying orders from Nelly as a child, and continued to do so as she grew up by sneaking letters to Linton. I wish you to avoid his house and family (223). She continued to develop a relationship with Linton, although it became clear very early that they were not meant to be together. He had no spirit, was spiteful and demanded constant attention, but it was because Linton was so defenseless and an easy target for Heathcliff that Cathy had feelings for him. They were not feelings of true love, but a desire, or duty to protect and support Linton, in his days of need. It was as if Cathy sacrificed herself for Lintons well being. Cathys sympathy and humanity for Linton was impressive and courageous. Im not crying for myself Ellen, its for him- He expected to see me again tomorrow, hell be so disappointed (224). Even though my heroines goal was to please Linton, when he pushed too hard, she also had the resolve to fight back Cathy, beside herself, gave the chair a violent push (239). And, unlike everyone else who feared Heathcliff she had no problem in attacking him. You cant make us hate each other, I defy you to hurt him, I defy you to frighten me (287). Catherine told Hareton who she was and where she was going and asked him to show her the way (197). It was fate that she met Hareton through her relationship with Linton, but my heroine had to be patient before she experienced her own happiness. It was Cathys strength which enabled her to survive the torture and suffering during her days as Lintons wife and Heathcliffs prisoner. This awful experience only made her a better person. It prepared her for her destiny as Haretons wife and as landlord of Wuthering Heights. Bronte wanted the reader to have confidence in Cathys future success by displaying her heroic attributes; having the stamina to endure those long, lonely days separated from her dying father. At one point, Heathcliff owned all of Wuthering Heights and the Grange, but Cathy still showed spirit and optimism by planting a delicate flower bed in the middle of the dark and depressed black currant trees. This rebellious act showed Cathys passion for life, as she looked at her beautiful flowers as a new healthy and fresh beginning (Lybyer, online). Perhaps Cathys garden represented her future achievements as a blossoming flower amongst the weeds. As she was determined to overcome injustice, she stated You shouldnt grudge a few yards of earth for me to ornament, when you have taken all my land and my money, and Haretons land and his money (319). Cathy was a heroine who showed that it is possible to rise above adversity not with revenge, but with forgiveness, and dignity. As Ellen observed, Miss Cathy, conversant with no bad deeds, except her own slight acts of disobedience, repented on the day they were committed, was amazed at the blackness of spirit that could brood on and cover revenge for years (223). Cathy had something just as powerful as the will to survive, she was humane, and she was able to forgive and forget. At the end of the novel, Cathy married Hareton. Their relationship was one of happiness and true love. Ill come and teach him to read it right, if he refuses Ill go upstairs and never tease him again (314). She knew that Heathcliff tried to corrupt Hareton, He will never be bale to emerge from his bathos of coarseness and ignorance (219). She realized that Heathcliff only succeeded on the surface. Deep down in spite of his influence Hareton remained a kind, innocent, loving man, a perfect match for my heroine. The pupil claimed a reward and received at least five kisses, which he generously returned (308). Cathy was now at peace with herself and with life; something that none of the first generation of characters was able to achieve (especially her own mother) Cathy triumphed over adversity in a subtle, almost innocent way. She won back the land that was rightfully hers and Haretons. It is true that eventually Heathcliff merely gave up the fight, but it was Cathys spirit for life and hatred of revenge which allowed justice to prevail. When other characters in the novel were gloomy, sinister and sad, Cathy was a breath of fresh air, giving the reader a feeling of calmness. She also proved that good can win over evil and that humanity goes hand in hand with success. For all these reasons, Cathy must be respected and honored as a true heroine of Wuthering Heights. Bibliography : References : Bronte, Emily. Wuthering Heights. Ed. Ian Jack. Oxford: Oxford University Press, 1981. Jack, Ian, ed. Introduction. Wuthering Heights. By Emily Bronte. Oxford: Oxford University Press, 1981 Lybyer, J. M. Cliffs Notes on Wuthering Heights. Ed. Gary Carey. Inc. Lincoln, Nebraska, 1982 (Also, Available Online. April 2002. cliffsnotes. com. Downloaded product) Works Consulted: Abitbol, Jen. Colonial Visions of the Other (Wuthering Heights), University of Montreal. April 2002. Novel Guide: Novel Analysis: Wuthering Heights. April 2002. Online. Available: novelguide. com/wutheringheights/novelsummary. html Novel Guide: Character Analysis: Wuthering Heights. April 2002. Online. Available: novelguide. com/wutheringheights/characterprofiles. html

Friday, March 6, 2020

Table of Contents Essays - Law, Government, Separation Of Powers

Table of Contents Essays - Law, Government, Separation Of Powers Table of Contents TOC \o "1-3" \h \z \u Separation of Powers: A Comparative Analysis of the Doctrine in India, United States of America and England. PAGEREF _Toc478900775 \h 1 INTRODUCTION PAGEREF _Toc478900776 \h 2 Meaning PAGEREF _Toc478900777 \h 2 ORIGIN PAGEREF _Toc478900778 \h 2 SEPARATION OF POWERS IN INDIA PAGEREF _Toc478900779 \h 4 Constitutional Provisions PAGEREF _Toc478900780 \h 5 Judicial Opinion of the Doctrine of Separation of Powers PAGEREF _Toc478900781 \h 6 SEPARATION OF POWERS IN USA PAGEREF _Toc478900782 \h 8 Presidential Form of Government PAGEREF _Toc478900783 \h 9 Principle of Checks and Balances PAGEREF _Toc478900784 \h 10 Administrative Growthand Separation of Powers PAGEREF _Toc478900785 \h 10 Delegated Legislation PAGEREF _Toc478900786 \h 11 SEPARATION OF POWERS IN ENGLAND PAGEREF _Toc478900787 \h 11 CONCLUSION PAGEREF _Toc478900788 \h 13 ENDNOTES PAGEREF _Toc478900789 \h 14 Separation of Powers: A Compa rative Analysis of the Doctrine in India, United States of America and England. Abstract: The doctrine of separation of powers is essentially what fortifies the three pillars of democracy. Without such ademarcation, the point of such offices and such pillars is redundant, and the nation might as well be a dictatorial state, with all three pillars working in collusion. This assignment comparesthe doctrine ofseparationof powers in India, the U.S.A. and England, and the reiteration of this demarcation in the three nations by the judiciary. INTRODUCTION Meaning The doctrine of Separation of Powers emphasizes the mutual exclusiveness of the three organs of government, viz., legislature, executive and judiciary. The main underlying idea is that each of these organs should exercise only one type of function. There should not be concentration of all the functions in one organ otherwise it will pose a threat to personal freedom, for; in that case, it could act in an arbitrary manner. It could enact a tyrannical law, execute it in a despotic manner and interpret it in an arbitrary manner without any external control. The purpose underlying separation doctrine is to diffuse governmental authority so as to prevent absolutism and guard against tyrannical and arbitrary powers of the state, and to allocate each function to the institution best suited to discharge it. The rationale underlying the doctrine that been that if all power is concentrated in one and the same organ, there would rise the danger of state absolutism endangering the freed om of the people. However, it needs to be appreciated that in considering this doctrine, we have moved from the discipline of law to that of political theory. The separation of powers is a doctrine not a legal principle. HYPERLINK "https://www.lawctopus.com/academike/separation-of-powers-a-comparative-analysis-of-the-doctrine-india-united-states-of-america-and-england/" \l "_edn1" [ i ] ORIGIN There is an old adage containing a lot of truth that "power corrupts and absolute power corrupts absolutely" . To evolve effective control mechanism, man had been looking for devices to contain the forces of tyranny and authoritarianism. "Separation of Powers" was conceived to be one such device. It may not be possible to state precisely the origins of the doctrine of separation of powers. However, if we look to the writings of the Greek philosopher Aristotle , it is possible to discern a rudimentary separation of powers doctrine. Thus in his Politics, Aristotle remarked that: There are three elements in each constitution in respect of which every serious lawgiver must look for what is advantageous to it; if these are well arranged, the constitution is bound to be well arranged, and the differences in constitutions are bound to correspond to the differences between each of these three elements. The three are, first the deliberative, which discusses everything of common importance; second, the officials . . .; and third, the judicial element. The English political theorist, JohnLocke (1632-1704), also envisaged a threefold classification of powers. Writing in The Second Treatise of Government (1689), Locke drew a distinction between three types of power: legislative, executive and federative. . In Locke's analysis, the legislative power was supreme and although the executive and federative powers were distinct, the one concerned with the execution of domestic law within the state and the other with a state's security and external relations, he nevertheless took the view that they are always almost united' in the hands of the same persons. Absent from his classification is any mention of a separate judicial power. Moreover, the proper exercise of these powers is

Tuesday, February 18, 2020

Distributive Bargaining Coursework Example | Topics and Well Written Essays - 250 words

Distributive Bargaining - Coursework Example The purpose is to set parameters that determine the reservation price. The third skill set is Skill 3.3 which refers to the ability to learn the other party`s offer and bracket it so as to attain a desired outcome in a distributive negotiation. The forth skill set is Skill 3.4. It refers to the ability to recognize custom practices and use them in evaluating offers, making counter offers, and reaching acceptable settlement points. The final skill is Skill 3.5, which refers to the ability to learn the significance of framing in its role in negotiation. The purpose of the skill is to influence others perception and how they respond to offers (Carrell 2008). Zone of possible agreement (ZOPA): if assumed that the buyer’s maximum price is b. the sellers minimum acceptable price by the seller is s. if b is greater than s then ZOPA exists. In other words ZOPA occurs because the buyer is willing and able to meet or surpass the minimum price set by the seller. ZOPA reflects the negotiating latitude, bargaining attitude, settlement range or bargaining range. Experienced negotiators argue the criticality of making the initial offer because it can greatly influence the other negotiating party`s perception of Zone of possible agreement since each party bases estimation of ZOPA on their reservation (Carrell 2008). Relational information are beliefs, facts and feelings concerning the relations of the parties. Relational information help in building a good will relationship in distributive bargaining. Substantive information are facts or questions concerning the other party`s offer that utilizes reason and logic. The information can be used to dictate negotiation in distributive bargaining. Equality norm refers to a scenario in a distributive bargaining case where both parties in the negotiation split the difference and gain an equal amount. Equity norm refers to a situation where the split is carried based on the input of the parties involved in

Monday, February 3, 2020

The Role of Federalism in Education Essay Example | Topics and Well Written Essays - 1750 words

The Role of Federalism in Education - Essay Example Civil rights leaders, such as Evers and King, publicized the unfair treatment of African Americans and other people of color, and the spotlight turned on education reform (Allen, 1996, p. 162). Since 1965 many further efforts have been made to update and improve the education system, but it's similar to plugging up leaks in a dam--eventually, the dam will fall apart through lack of structure and foundation. The No Child Left Behind Act of 2001, signed into law by George W. Bush, is the present administration's effort to rebuild the dam before it's too late, but will politics and business interests create invisible cracks during implementation Is this Act the ultimate answer and does it take into consideration the global issues that presently exist in the 21st century As America continues to evolve as a nation, the influence of the Internet on communication between countries makes it clear that education must include multicultural education, not specifically from the viewpoint of Americans with no knowledge of other cultures, but with input from those who can share their native language and their way of life with others. We live in a country of immigrants, but somewhere along the line we chose to establish a nation based on white, Anglo-Saxon, protestant tenets, ignoring the rich mix of cultures that make us who we are. According to Sonia Nieto, "Multicultural education cannot be understood in a vacuum but rather must be seen in its personal, social, historical, and political context" (1996, p. 1). Addressing Education Reform During the 1950s in the United States, the family unit seemed solid and pediatrician Dr. Benjamin Spock gave mothers credit for knowing instinctively how to raise their children. This was in contrast to behaviorist John Watson's method of rigid discipline, and Spock's book The Common Sense Book of Baby and Child Care (1946) was so popular it led to gradual erosion of the rules of behavior. In the meantime, a 1954 Supreme Court ruling that public schools must be integrated was virtually ignored until 1957 when nine black students were enrolled at a previously all-white school in Little Rock, Arkansas. This was the beginning of the public's introduction to cultural differences, and it was compounded by what was known as the "Red Threat," or communism. When the Soviet Union launched Sputnik first, it was decided that American children needed a better educational foundation, especially in math and science. This created what was called at the time an "informational flood" with children a nd their reading becoming the focus of big business. With this increased production, "children's books became less a branch of literature and more a gainful product" (Allen, p. 132). The increasing focus on children's education made its shortcomings more evident, and it was clearly necessary to address segregation and unequal educational opportunity due to poverty. The problems inherent in the education system as it existed in the 1960s called for drastic measures. Francis Keppel, dean of Harvard Graduate School of Education, was appointed U.S. Commissioner of Education and crafted the ESEA of 1965 in an effort to address the issues that extended

Sunday, January 26, 2020

Theory of Change for Womens Community Support Group

Theory of Change for Womens Community Support Group Describe the program logic Explain logic of change ( theory of change) that underpins it Who are we aiming to support and why-the target group This program is aimed at supporting a group of young women, aged between twelve and sixteen to overcome personal challenges. As it stands, these women have exhibited signs of social disengagement. This disengagement impacted not only on these womens emotional wellbeing, it has invariably impacted on their social wellbeing, including their school performance. Some of the reasons for such disengagement include but is not limited to bullying, family disadvantages, such as loss of parent, drug abuse and more. The purpose of this intervention is ensure that these women are provided with tools and motivation so as to re-engage with the community and maintain school attendance. Changes that the initiative seeks to support The initiative being proposed here is what Rogers (2008) calls complex intervention. Complex in the sense that it is both recursive and emergence. It is recursive because the cause/effect relationship may be mutual multidirectional and multilateral, Rogers (2008) citing Patton (1997). Changing behavior can be on such problem. There are no assurances that participants will not regress. The project involves different people with different life histories and attitudes. The intervention is emergence in the sense that the specific outcomes and means to achieve them emerge during implementation, as explained by Rogers (2008). This is due to the notion that the intervention is a wicked problem. Wicked in that what is being dealt with maybe a symptom of other problems, there is no right and wrong or true and false and failure may not be tolerated , Rittel and Weber (1973). Process or Sequence of change The process started with the recruitment of 10 women in years seven to ten, aged between 10 and 12. These women were judged to be suitable for the intervention because they exhibited signs of disengagement from the community. The program was to run weekly basis for three hours per session. Two schools were picked to host the program, with sessions run by an arts professional. The classroom is set out to provide a safe environment, which allows for better interaction amongst participants. The women have access to mentors as well. Tools provided include artwork materials such as pushes, canvases, table easels, aprons and oil paints. The main activity required participants to reproduce easily recognizable impressionistic masterpieces. Which allowed for novices to produce own art works that reflected own abilities. Which led to the women absorbing creative skills and aesthetic experience, leading to women to make connection with their surroundings. This in turn taught the women listening, observation and painting skills. Such skills would lead to self self awareness and confidence. Apart from artwork activities, participants have access to two to three adults with whom they can freely interact. The adults are composed of a policewoman, youth worker and a mental health-worker. Interaction with these individuals leads to participants gaining trust with authority and better mental health care and a better understanding of law. The classes also include a meditation session, that focuses on mindfulness and increased calm and emotional regulation. This is expected to lead to self-care and capacity to manage fear, anxiety and stress. The expectation is that this would improve self-confidence. It is hoped that the program lead to change of behavior and hence re-engagement with the community Assumptions According to Rogers (2008) assumptions are informed by beliefs and knowledge. In this project, it is assumed that all the women in this program have an interest in art. While the fact may be that some women do not like art at all. This may be due to the belief that local people in the area like expressing themselves through art. It is also assumed that they will get some support from the community outside the center. Another major assumption is that attendee will continue to practice meditations after the end of the program. Limitations At this stage, there is no support provided for the community surrounding these women. They are still living in that same environment that is causing the disengagement. This might greatly impact on the outcomes of the initiative. Avenues for interaction with other women after the program is also not assured. References Rittel, H.W. J. and Webber, M.M. (1973). Dilemmas in a General Theory of Planning, Policy Sciences. 4 (2): 155-169. Rogers, P. (2008) Using Programme Theory to Evaluate Complicated and Complex Aspects of Intervention. Evaluation. Sage Publications, Vol 14.

Saturday, January 18, 2020

Lame Deers story “ Alone on the Hilltop” Essay

In Lame Deers story â€Å" Alone on the Hilltop† he recalls the moment in life when his first hanblechia occurred at the age of 16. The first scene begins on the hilltop where Lame Deer had been brought by Chest, the medicine man. Lame Deer has been left all alone on the hilltop for 4 days nights with no water or food. The only thing that he had with him where his star blanket which his grandmother had knitted for him, a pipe with kinnickinnick, and gourd which contained forty pieces of his grandmothers flesh and tiny stones picked up from an ant heap. Lame Deer knew though that after all of this was over he would no longer be a child, he would be a man and he would be given a man’s name. He started to smoke the pipe he began to feel comforted and his fear started to diminish. He describes that he felt like his forefathers, whom this pipe once belonged to, where with him on the hilltop and that he was no longer alone. The thought of not being able to have vision still worried Lame Deer though. He wanted to be able to become a yuwipi but he knew that he could only become that was what his vision was. If he dreamt of Thunder Beings then that would make him a heyoka , a clown. Night time had arrived and began to feel the overwhelming presence of a big bird. He became overwhelmed by the feeling of the bird touching him and grasped the rattle in order to calm his fears. Then he began to smoke from his pipe and began to sing and pray. He felt himself change, and began to hear human voices that were not ordinary. A voice began to speak to him and he felt comforted by them, he then saw his greatgrandfather Lame Deer and he understood that his grandfather wanted him to bear his name. After this Lame Deer described feeling his nagi inside of him and a power surging throughout his body. Lame deer knew his vision had been fulfilled and that he would become a wicasa wakan. Time was lost for Lame Deer and before he knew it Chest had come for him. His hanblechia was complete and it was time for them to interpret his visions. He had also been given his man’s name Lame Deer. Opinion This in my opinion was a very interesting account of American Indian rituals. Lame Deer did a great job on comparing and contrasting the â€Å"white folks† way of life with his own. He told us how Indian children are typically never left alone which gives us a better understanding on why he was so afraid of being alone on the hilltop. I feel like in this story I really got a better understanding of the Indian way of life. They seem to be very tight knit group who value tradition above everything. Family seems to be the most important theme as demonstrated by his grandmothers willingness to cut forty pieces of her own flesh in order to make the rattle. This whole aspect about them is admirable but at the same time I feel like they don’t really take any actual logic into account. The whole vision determines your life labor seem really fallible in my opinion. I can’t really relate to this story in the sense that I have never really experienced any of these things as im not a Sioux. I do think though that this story can be related into our modern world in the sense that many kids are pushed into choosing a life career at a relatively young age. Lame Deer was only 16 at the time but that is only a mere two years younger than kids today. To some extent I found admirable that he at such a young age had already known what his life’s calling was. Overall the story was very enjoyable to read and it gave me very good insight on the tribulations of being a Indian. Vocabulary gourd- the hard-shelled fruit of any of various plants,whose dried shell is used for bowls and other utensils

Friday, January 10, 2020

Nature Orations

Alms,  alms,  alms. Spare me a  piece of  bread. Spare me your mercy. I am a child so young, so thin, and so ragged. Why are you staring at me? With my eyes I cannot see but I know that you are all staring at me. Why are you whispering to one another? Why? Do you know my mother? Do you know  my father? Did you know me five years ago? Yes, five years of bitterness have passed. I can still remember the vast happiness mother and I shared with each other. We were very happy indeed. Suddenly, five loud knocks were heard on the door and a deep silence ensued. Did the cruel Nippon’s discover our peaceful home? Mother ran to Father’s side pleading. â€Å"Please, Luis, hide in the cellar, there in the cellar where they cannot find you,† I pulledmy father’s arm but he did not move. It seemed as though his feet were glued to the floor. The door went â€Å"bang† and before us five ugly beasts came barging in. â€Å"Are you Captain Luis Santos? † roared the ugliest of them all. â€Å"Yes,† said  my father. â€Å"You are under arrest,† said one of the beasts. They pulled father roughly away from us. Father was not given a chance to bid us goodbye. We followed them mile after mile. We were hungry and thirsty. We saw group of Japanese eating. Oh, how our mouths watered seeing the  delicious  fruits they were eating, Then suddenly, we heard a voice call, â€Å"Consuelo. . . . Oscar. . . . Consuelo. . . . Oscar. . . . Consuelo. . . . Oscar. . . .† we ran towards the direction of the voice, but it was too late. We saw father hanging on a tree. . . . dead. Oh, it was terrible. He had been badly beaten before he died. . . . and I cried vengeance, vengeance, vengeance! Everything went black. The next thing I knew I was nursing my poor invalid mother. One day, we heard the church bell ringing â€Å"ding-dong, ding-dong! † It was a sign for us to find a shelter in our hide-out, but I could not leave my invalid mother, I tried to show her the way to the hide-out. Suddenly, bombs started falling; airplanes were roaring overhead, canyons were firing from everywhere. â€Å"Boom, boom, boom, boom! † Mother was hit. Her legs were shattered into pieces. I took her gently in my arms and cried, â€Å"I’ll have vengeance, vengeance! † â€Å"No, Oscar. Vengeance, it’s God’s,† said mother. But I cried out vengeance. I was like a pent-up volcano. â€Å"Vengeance is mine not the Lord’s†. â€Å"No, Oscar. Vengeance is not ours, it’s God’s† these were the words from my mother before she died. Mother  was dead  and I was blind. Vengeance is not ours? To forgive is divine but vengeance is  sweeter. That was five years ago, five years. . . . Alms,  alms,  alms. Spare me a  piece of  bread. Spare me your mercy. I am a child so young, so thin, and so ragged. Vengeance is not ours, it’s God’s. . . . It’s. . . . God’s. . It’s†¦