Essay on Mr.Woodhouse and Miss Bates in Jane Austens Emma

The Characters of  Mr.Woodhouse and Miss Bates in Emma      The immediate impression one gets of Miss Bates is that of a loquacious old biddy, one of Emma's more annoying personalities. But Miss Bates offers a refreshing contrast to the other characters in the novel, many of whom harbor hidden agendas and thinly veiled animosities toward perceived rivals. If "every major character in Emma [is] a snob", we might consider Miss Bates the anti-snob. Her very artlessness serves as a foil for those in the novel whom present contrived images of themselves or whom look down their noses at others. When she compliments others' concern and generosity, as she is constantly found doing, there can be no doubt that her sentiments are genuine, if somewhat misplaced. She always speaks her mind -- but then, her mind is always occupied with the good, making her lack of cant pleasant rather than overbearing. In the first part of the book, Miss Bates serves not only as the anti-snob, but also the anti-Emma. Whereas Emma is described at the outset as being "handsome, clever, and rich," Miss Bates "enjoy[s] a most uncommon degree of popularity for a woman neither young, handsome, rich, nor married." Nor, obviously, clever. Life has denied her everything that Emma has been granted; and how does Emma treat her, and speak of her to others? Shabbily, of course. "If I thought I should ever be like Miss Bates," Emma tells Harriet, who has expressed concern about Emma's choice to remain unmarried, "so silly, so satisfied, so smiling, so prosing, so undistinguishing and unfastidious, and so apt to tell everything relative to everybody about me, I would marry to-morrow." She neglects to visit the Bateses often because of "all the horror of being in dange... ... York: The Oxford University press, 1923-1988. Cookson, Linda, and Brian Loughrey, eds. Critical essays on Emma [of] Jane Austen. Harlow: Longman Literature Guides [series], 1988. Craik, W. A. The Development of Jane Austen's comic art: Emma: Jane Austen's mature comic art. London: Audio Learning, 1978. Sound recording; 1 cassette; 2-track. mono. Gard, Roger, [1936- ]. Jane Austen, Emma and Persuasion. Harmondsworth : Penguin, Penguin masterstudies [series], 1985.    Monaghan, David, ed. Emma, by Jane Austen. New York: St. Martin's Press, 1992. Parrish, Stephen M, ed. Emma: an authoritative text: backgrounds, reviews, and criticism. New York : W.W. Norton, A Norton critical edition [series], 1972,1993. Sabiston, Elizabeth Jean, [1937- ]. The Prison of Womanhood: four provincial heroines in nineteenth-century fiction. London : Macmillan, 1987.

Essay on Symbols and Symbolism in Toni Morrisons Beloved :: Toni Morrison Beloved Essays

Symbolism in Beloved Toni Morrison enhances the effectiveness of Beloved with symbolism. This symbolism has a myriad of origins as well as forms. Number symbols come from astrological sources, while characters' names are allusions from ancient Egyptian mythology, the Bible, and African culture. Furthermore, important color symbols are discernible throughout the novel. From the very beginning of Beloved, the number 124 is distinguishable. In fact, it appears as the first character of each book of the novel. As the address of the home where most of the plot takes place, this number is extremely important. According to astrology, the numbers 1, 3, 7, and 22 are "ascribed with magical powers" (Samuels 135). These magical powers are said to be symbols of completion and creation. 124 fits this astrological delineation because the sum of the three digits in the number add up to the aforementioned 7. In addition, a significant association among characters in the novel is in the form of three people -- Sethe, Beloved, and Denver. Secondly, the name of the protagonist of the novel, Sethe, is associated with "one of the major gods of ancient Egypt and the Biblical Seth, who was the child of Adam and Eve" (Samuels 136). This Egyptian god was part man and part animal or bird, which explains the animal imagery surrounding Sethe in the novel. For example, when explaining her secret about Beloved to Paul D., Sethe is described as if she is a circling falcon or bird. Morrison writes, "She just flew...and the hummingbird wings beat on" (163). The name Sethe is also unique as a name for a female slave because it is derived from the names of Egyptian and Biblical males. Morrison uses the name to add to the masculinity of Sethe's character. Sethe's ability to overcome overwhelming tragedies and challenges such as her escape from slavery in Kentucky and the murder of her child identifies her with this quality. Additionally, the name Sixo symbolizes the dehumanization of slaves during the late 19th century. His name, derived from the number 6, implies that white masters didn't consider their slaves with enough respect to recognize them with more than a number. This renaming also symbolizes the power the slaveowners felt by stripping slaves of their individuality. The distinction of color in slavery adds to the color symbolism which pervades Beloved.

Lord Of The Flies :: essays research papers

Lord of the Flies opens with the introduction of a small group of English boys that are marooned on an island. The plane was evacuating them from atomic war-ridden England. This is a suiting time for this novel to be written- it shows how savage even little boys can be, and that adults are no different, with their wars and cruelties. A small society is set up, but Jack starts his own rule, contrary to Ralph's leadership. The boys turn on each other, eventually killing Simon in the middle of a hunting dance, and smashing a boulder on Piggy. The choice of "young English lads" is perfect- if, perhaps, "foreign ruffians" were chosen, a stereotypical person might expect cruel and savage behavior. On the contrary, these boys were the "cream of the crop", and all it took was a little trouble on an island to turn them into killing machines. The time is one that the world is turning on each other, and the boys follow suit and turn on each other. Their society is an ironic model of the real world around them. Many countries today are turning on each other, with violent wars and cruelties. Lord of the Flies shows one that mankind must choose to stop cruelty or face destruction. Many people do not believe in violence or cruelty, unless they are in power. When humans strive for power, they get so power hungry that the power backfires. When one is in total control power, one often turns into a more savage person than that same person that is under a rule or with the absence of a ruler does. Humans were not meant to be ruled or to rule. To coexist is mankind's purpose, yet with no rule, there is often an absence of order, but with a human rule, there is always conflict in society. Society today has order, but violence is also prevalent. Near the end of the novel, many of the boys start a fire to smoke out Ralph, and that same fire gets bigger and bigger and eventually is what a ship sees and saves Ralph's life and rescues the boys. What at first was made to bring the death of Ralph later saved him. In human society, and even in the animal kingdom, violent acts may turn into a salvation. Many animals must kill one another to eat.

Romeo and Juliet – Fate

What effect does the theme of fate have on the play ? Romeo and Juliet is a tragic love story where the two lovers meet their unfortunate deaths caused by their feuding families and forbidden love. The play encircles the vital theme of fate, as demonstrated by a series of events that occur. Firstly, the sheer birth of the â€Å"pair of star-cross’d lovers† into controversial families is an act of fate. â€Å"the fearful passage of their death marked love† purely advises the audience that both characters would meet their deaths. Located within the prologue, these lines commence the play, jolting it into motion. Shakespeare explores the theme of fate by rendering the audience wonder, to what extent we are able to control our actions. Additionally, the actual meeting of Romeo and Juliet is also an example of fate. At this point, the audience would be torn in two directions. They should be gazing in awe at their true love at first sight, but dread overtakes, as this encounter would eventually lead both to their deaths. Until death, does their fate continue to pursue and Shakespeare once again questions our ability of free will. â€Å"a plague on both your houses† Mercutio exclaims, striking a chord of Romeo and Juliet’s fate. When Mercutio is accidentally slain and as a consequence, Tybalt is killed, a forewarning materializes regarding the lovers’ downfall. After banishment from Verona as a penalty for slaughtering Tybalt, Romeo shouts â€Å"O, I am fortune’s fool†, which confirms fate would control his destiny. Furthermore, fate takes a strike when Friar John was unable to deliver the letter to Romeo on time, therefore leading him to believe in Juliet’s death. Within this love story stars are employed as the metaphor of fate. After Romeo realizes that Juliet is ‘dead’ he cries â€Å".. then I defy you, stars! † In conclusion, â€Å"Romeo and Juliet† validates the theme of fate proficiently as Shakespeare carefully establishes the characters and plot contained by it. Without fate, this unfortunate story would fail to possess such a dramatic emotional outcome on its audience.

Human Energy Use

Human uses of energy over 10,000 years are explained in Changing Environments (Morris et al, 2003a). Until 10,000 years ago humans lived as hunter gatherers in small groups, this changed in the current interglacial stage or Holocene with the introduction of agriculture. Figure 2. 19 page 82 of (Morris et al, 2003b) indicates that during the early agriculturalist period humans had begun to domesticate animals that could be used for carrying and pulling. Energy use increased from 0. 24 W (calculations – Morris et al, 2003c, p 81-82) per day per capita in the previous period to 0. 8 W per day as it was realised that extra somatic energy obtained from food could be assisted by the use of tools made from metals such as bronze and iron. Energy use advanced by using tools, and as we moved to the advanced agriculturalists period energy consumption more than doubled to 1 W. The industrial society brought major changes in the use of energy with agriculture, transport and mining. There w ere increases in the use of fossil fuels as workplaces and homes were heated and the steam engine was introduced. (Morris et al, 2003d p 83). We can see in Figure 2. 9 page 82 of (Morris et al, 2003b), that during the period energy consumption rose to 4 W. The greatest increase of energy is 11 W in the technological society this was 10 W more than the early agriculturalists. This period sees energy increases in home, commerce, industry, agriculture and transportation. It is also during this time that we begin to see the use of fossil fuels to create electricity, gas and oil and also the introduction of nuclear fuel. There is a large increase in oil use during this period due to the increased use of transportation. (Morris et al, 2003d p 83).

Prejudice, Stereotypes, and Discrimination Essay

â€Å"We all decry prejudice, yet are all prejudiced. † Herbert Spencer. One of the greatest problem that our world faces is prejudice, we discrimination and stereotype those that we find not to be the same as us or even slightly different. In some form or another we all have experience some form of stereotype or discrimination. It has an effect on the way we think and act. Here we try to understand the reason for prejudice, why we stereotypes and discrimination that has continue to affect out world. What is prejudice? â€Å"Prejudice is the act of judging an individual of a certain group based on perceived notions about that particular group. Prejudice is linked to discrimination but prejudice is an attitude whereas discrimination is the action associated with that attitude. †(Prejudice 2001). Many times we dislike something or someone just because they look or act differently from us. â€Å"A group that you are a part of is called your in-group. Ingroups might include gender, race, or city or state of residence, as well as groups you might intentionally join, like Kiwanis or a bowling league. A group that you do not identify with is called your outgroup. † ( Feenstra, 2013) everyone belongs to a certain group and we all know who is in our group and those that do not fit in our groups. Most time adult do not realize when they somehow out a person from there groups, but some do it intentionally. When we out a person from our group we really do not take the time to get to know or find out who they are, but we tend to pass judgment on them anyways. â€Å"Stereotypes are beliefs about the characteristics of particular groups or members of those groups. †( Feenstra, 2013) people tend to place into categories things and people, gathering them together without learn who or what they are. For example; that everyone that speaks Spanish is Mexican, when in reality there is a total of 21 Spanish country and they do not all speak the same Spanish. When we stereotype people into groups, we form opinion about them without getting to know there person, this sometime causing prejudice and discrimination against them. â€Å"They not only reflect beliefs about the traits that characterize the typical member of a group but also contain information about other qualities, such as social roles, the degree to which members of the group share a quality, and emotional reactions. Stereotypes imply a substantial amount of other information about a person besides what is immediately apparent and generate expectations about individual group members beyond the current situation ). One important time frame in the world would be the holocaust were the Jewish people were separated from other people because they were believed to be lower than the German and the cause of their problem lead them to torture and abuse the Jewish people as well as kill thousands of Jewish men woman and children. The people that suffer the most from prejudice and any form of discrimination are woman and children especially those living in third world country were at time it is the root of wars. I have been lucky not have been affected by any form of prejudice or discrimination. But as a teen in high school there was always that one person that felt like stereotyping a few people to try to hurt them. Only thru education can we combat any form of stereotypes, discrimination and Prejudice. In conclusion stereotypes, discrimination and Prejudice has influence the way people think and act. It has been the cause of suffering to those effected, as well as the cause of war and separation. Prejudice is a form of ignorance; it is a lack of knowledge, a lack of understanding toward others. Thru education and tolerances we can learn to accept other no matter where they.

Regulating Violence Portrayed in the Media

Two themes have emerged as dominant in recent media broadcasts: sex and violence. These two themes have proven to garner high ratings from viewers and they further ensure the success of television programs and cinema movies. Viewers themselves rank programs which feature either or both of these themes as favorites. Of greater impact it seems is the evolution of violence as depicted in the media.With the aid of modern technology, especially as employed in animation and special effects, the depiction of violence has been further facilitated and enhanced. Furthermore, the proliferation of violent programs provides easy access to the same by viewers of all backgrounds, young and old as well as impressionable and guarded alike.This reflects that regulatory boards and associations are no longer able to keep up with the numerous programs deployed containing violent content. On the other hand, the ease with which violent content may be accessed might be attributed to a slackening in standard s. This is reflected in the programs which depict violent and gory images aired for children. Sometimes, as is the case with a lot of Japanese animation, the violence portrayed for the youth surpasses even that depicted for mature viewing.Scope and Nature of the ResearchThis research intends to study the role of violence as portrayed on the screen on aggressive behavior of viewers. It is the goal of this paper to assess whether or not there is a need to regulate the extent of depicted violence on screen. Should it be shown that such a need exists, then the reasonableness of the regulation to be made will be broached.No distinction will be made between programs aired on television and those shown in movie theaters. Neither will distinction be made between programs with purely violent content and programs which only dedicate a portion of the airtime to violence. Included in the programs and movies to be analyzed will be news programs, fictional stories, and even animation. It will be borne in mind that what is of importance in this study is not so much the manner in which the violence is depicted but more on the effect that portrayals of violence has on the viewing public.What will be taken into account will be the effect that violence has on the individual behavior as well as on the society at large bearing witness to it. Given the response of persons, whether implicit or explicit, to portrayals of violence, a close look will be taken as to the effect of regulating the violent content of movies and programs in the cinema and on television.A brief analysis will be made regarding the effect such a regulation might have on viewer ratings and on the process of regulation itself. It is only as regards this aspect of regulation that an analysis of acceptable levels of violence will be made. Therefore, it is only in outlining a rational process of regulation wherein the manner of depicting violence will be assessed. These are the research goals and delimitations withi n which this paper will be made.Research IssuesSuch goals have been borne out of an observation that the increase in violent programs shown on screen have resulted in a related increase in crime and violence in the community. Several empirical research data have been obtained which support this observation. Although there has been contradictory evidence obtained which also tend to refute supporting evidence, the fact remains that in some populations and studies, a positive correlation has been drawn between television violence and violence in the individual and in the community.Furthermore, actual cases have been observed wherein felonies have been committed mimicking behavior aired on television or shown in a movie. This reflects the danger of giving free license to creativity in violent films. This is particularly so in programs wherein the characters are permitted to accomplish their criminal objectives without resulting in action by legal or police authorities.Not only as regard s criminal behavior, but even in programs reflecting suicide behavior, there has been shown a duplication effect in the acts of viewers. Thus it is shown that concepts shown by the media give ideas to the audience regarding behavior that they themselves might engage in. Taking into consideration the extent of violent acts that can possibly be depicted in films today and the variety of programs accessible to different viewers, we are faced with the problem of having to control for an infinite number of different atrocities in any given community.Given these facts, the emerging issue is undeniably whether or not regulation may effect a means of control for aggressive and violent behavior in societies exposed to violence in films. Given that violent programs have already been introduced into the regular broadcast of media, would its belated regulation result in a discernable change? Furthermore, up to what extent should regulation be made in order that an observable decline is found in violent behavior of the public?Theoretical FrameworkThe focus and issues of this paper is based on several theoretical foundations. These theories serve to ground the rationalizations and argumentations made regarding the relationship of media portrayed violence and actual violent behavior. An understanding of the theoretical framework of such a relationship will support the importance of regulation and provide a background for determining the level of regulation required.The first underlying theory bases the relationship on cognitive priming. Cognitive priming focuses on the ability of a stimulus to activate similar stimuli causing a chain of reactions as a result of the initial stimulus presented. This type of inference from one stimulus to another is largely dependent on built-in associations established in the memory pathways of the individual.Applying this approach to violence, it is theorized that the violence in films stimulates previously held aggressive thoughts or tendenc ies in an individual. In fact, the individual need not necessarily have entertained such aggressiveness nor is there a need that the individual be attracted to violence. The only aspect required on the part of the individual when considering the cognitive priming approach is that there is a natural link made between the violent scene or act viewed with other violent behaviors – both those personally experienced and those simply associated on basis of logic.Emotional arousal is different from cognitive priming in this sense because in emotional arousal, the natural tendency is key in bringing forth aggressive behavior as a result of witnessing a violent program. It should be noted that arousal merely energizes dominant behavior in a particular situation. Therefore, arousal produced by watching violent programs merely facilitates or intensifies a predisposition for violence. However, if there is no prior propensity for aggression, then there is no object to be energized by the arousal resulting from violent films.Another reason why individuals are encouraged to act on their aggression after viewing violent behavior is a probable sponsor effect which operates on the mind of the viewer. This effect results from a perspective regarding the person of the sponsor endorsing the violent program.This effect is said to have relevance when certain socialization norms dominate the understanding of the viewer causing him or her to gain respect for certain authority figures – such as the ones who have permitted the airing of the violent program. Given that the acts in the program were encouraged and not prohibited, then certainly the imitation of the same in actual life should warrant the same encouragement or at least a degree of tolerance.It can thus be seen from the above theories that repeated exposure to violence on films causes an increase in permissiveness for deviant behavior. Furthermore, the lack of portrayal of punishment of violence causes viewers t o rationalize that they themselves are capable of escaping reprimand should they perform the same acts.As regards sensationalized victims of violence, individuals may even bring home the message that should they themselves receive the violence witnessed, they too should receive attention and momentary fame. All these signals represent misinformed ideologies about the role and effect of violence in society thus resulting in socially maladaptive and harmful behavior.The Research ProcessConsidering the nature of the study to be made, several resources should be tapped in order to gain a holistic view as to the present standing of matters. Adequate research would also reflect the rational future steps to be made in terms of regulation. First, relevant material pertaining to present regulatory guidelines pertaining to violence should be obtained. Given, the guidelines, an assessment should be made whether or not the same are applied.Next, an actual study should be made gathering data fro m a chosen population regarding the effect on aggression in viewers of the permitted level of violence in films. Should it be found that there is a significant relationship, then research must be made as to what level of viewed violence would not result in such violent viewer behavior.The results should then display the effect such a regulation would have on viewer behavior by reviewing the data collected from the population organized. Furthermore, television viewer ratings of violent programs should be noted in order that a determination may be made as to the effect regulation will have on the ratings of networks and movie houses. From the above it can thus be seen that legislative acts, experimental data, and media network data sheets will be utilized in order to solidify a firm resource base for the results of the study.In obtaining such resources, several research methods will need to be used, first of such will be the interview method. Members of movie regulatory bodies will ha ve to be interviewed regarding the process of review and the standard of violence permitted in movies. Also, officers of media networks or their representatives should be interviewed in order to gain an accurate estimation of the quantifiable effect of violence in shows on viewer ratings.Apart from interviews however, a field study should be conducted regarding the effect of particular levels of violence on viewers. In order to facilitate data collection, certain levels of violence will already be categorized and the viewers of such kinds of violence disseminated among the groups. Data will then be collected through a series of questionnaires and self-report tests.It is hypothesized that the study will reveal that there is a lack if media regulation of violence on television programs and movie shows resulting in heightened levels of violence in the community. Increased regulation of media portrayals of violence will however serve to dampen the awareness of the public regarding the v ariety of violent acts. Regulation will also serve to maintain the authority of legal and police figures in controlling violent behavior. Thus, there should be an increase in regulation of violence in the media.Works CitedFelson, Richard. â€Å"Mass Media Effects on Violent Behavior.† Annual Review of Sociology 22 (1996): 103-128.The author effectively synthesizes the large body of work related to the effects of mass media on resulting aggressive behavior in the viewer. The paper is objective and presents data supporting and defeating the relationship of depictions of violence with actual violent behaviors. The presentation sticks to the relevant data in the mass of previous studies conducted regarding the topic. Yet the detail embedded in the paper serves to enhance the reader’s knowledge of past studies. The paper is holistic as it takes into account concepts and theories as well as empirical data gathered.Pirkis, Jane, Burgess, Philip, Blood, R. Warwick, and Francis , Catherine. â€Å"The Newsworthiness of Suicide.† Suicide and Life-Threatening Behavior 37(3) (2007): 278-283.The authors herein take on a very limited perspective on the role of media on suicidal behavior. The theory implemented herein is that of modeling and emulation only. A further limitation of the paper is that it only considers those suicide attempts which were real and covered by news programs.The authors focus on the danger that viewers may imitate the behavior of sensationalized and detailed suicidal acts. Several examples are given as to actual cases wherein media-covered suicides were copied by viewers of the news program. The authors themselves also suggest stricter regulation of suicides which are to be deemed as newsworthy and as to what aspects regarding the suicide should be revealed to the public.