Unrequited Love In Porphyrias Lover :: Porphyrias Lover Essays

Unrequited Love in "Porphyrias Lover" In Robert Brownings dramatic monologue "Porphyrias Lover," he introduces the persona, a twisted and abnormally possessive lover whose dealings are influenced by the perceived deliberation of others actions. As the monologue begins, a terrible, almost intentional storm sets upon the persona, who awaits his love, Porphyria. His lover "glides in" (l 6) from a "gay feast" (l 27) and attempts to calm her angry love. This leads to a disastrous end, either for spite or fulfillment of a figurative wish that "would now be comprehend" (l 57). Browning suggests one must be cautious of what one wishes for, especially in dealings with love, where one focuses on the heart rather than material consequences.     romanticist poems, plays and stories from the Victorian period in England dealt primarily with forbidden love. A class system set strongly in Brownings "Porphyrias Lover," or an aged bitterness in the midst of two families in Shakespeares "Romeo and Juliet," both prevented lovers from living "happily ever after." In literature it can be argued that there are two ways to line up together with a lover. The first is shoemakers last, as seen in Shakespeares dramatic plays and poetry, and the second is sexual. "Porphyrias Lover" is a reflection of both.     2Shakespeares story of "star-crossd lovers" begins with a prologue summarizing what events lead to the death "From forth the fatal loins of these two foes" (Hylton). Here the "ancient grudge that breaks to new mutiny, / Where civil blood makes civil hands unclean" leads to the foes "childrens end" (Hylton). In "Porphyrias Lover," the parallel of natures tremendous storm, and the personas own thoughts elude to his plans "The rain set early in tonight, / The sullen wind was soon awake" (l 1-2), his thoughts began to mold i nto a scheme, patch his rage corresponds with the storm as "It tore the elm-tops down for spite, / And it did its worst to vex the lake"(l 3-4). The aforementioned sentence foreshadows the events to come.     Porphyria enters from the storm into her lovers home, "When glided in Porphyria straight / She shut the cold egress and the storm, / And kneeled and made the cheerless grate / Blaze up, and all the cottage warm" (l 6-9), permitting the persona to feel safe in within himself and his surroundings. She sat by his brass "And called him. When no voice replied, / She put his arm about her waist, / And made her smooth white shoulder bare, / And all her yellow hair displaced" (l 15-18).

Primary Education & Post Plowden Legacy :: essays research papers

Primary Education & Post Plowden LegacySubject Primary Education & Post Plowden LegacyINTRODUCTIONThe task assigned was to enunciate all six chapters provided, select one and producea critique on the subject matter. The chapter selected was number six whichanalysed pupils and take shape. Firstly I wish to concisely summarise the entirechapter, highlighting the areas which I considered to be the most important,these areas will then be examined in depth and their merits or shortcomingsdiscussed.Firstly a stocky of the chapter is needed to put into context the areas thatwill be discussed later. The whole chapter can be split into two main areas ofdiscourse- relationships and work and negotiation.As there has been petite research into pupils approaches to schoolwork, theauthors chief concern is that of the pupils perceptions of , and approaches to,schoolwork, and the first point s/he makes is that there are differencesbetween teachers and pupils ideas of what constitutes worthwhile work. Theauthor sets out to define the inwardness of work and in doing so draws ourattention to differences between pleasurable work and labour. Workmanship,it is argued, has been replaced by unskilled labour and people now work as ameans to an end seeking enjoyment through other avenues such as hobbies andrecreation.Teaching methods and school ethos in general are seen as outmoded and alien tothe cultural and affectionate influences on pupils. Therefore, there is greaterresponsibility on the teacher to make work seem more utilitarian and attractive.Research revealed that m whatever pupils felt that work was pointless and invalidunless it was undertaken in preparation for forthcoming exams. However, workthat may be deemed pointless or onerous by both sets of pupils (exam and non-exam) could be give validity by the teaching strategy employed. Pupils seemedto be more concerned with the status of the work and their personal relationshipwith the teacher, therefore the pupil reaction to any given task dependedheavily on these two criteria. It is identified that pupil-teacherrelationships are extremely important and they contain many concealed aspectswhich will be discussed in Part 1.A prevalent feature of pupil-teacher relationships is the negotiation that takesplace and teachers will offer incentives to pupils in order to encourage theprocess of work. It is interesting to look at the way in which teachers canutilise their experience and maturity to manipulate or cajole pupils intoperforming a given task, and this will be examined in Part 2.PART 1 - RELATIONSHIPS & WORKThe first key issue in this chapter that I wish to examine is that of pupil

I Saw Louisiana in a Live-Oak Growing Essay -- essays papers

I apothegm Louisiana in a Live-Oak Growing Walt Whitman is considered i of the most important writers in the history of American Literature. The people of his own time called him a radical, a madman, and a pornographer. These days he is greatly appreciated and entitled as a fearless prophet of a new stage of human development. Sometimes Whitman would be in a slump and he felt that he needed to deflect the people who inquired too directly. This even meant using examples of homosexual elements in his work, as well as unbelievable stories of him having personal business with numerous women and fathering many children, unknown to him. Throughout these sorts of times W. Whitman has gone through both resentment and flattery, nevertheless showing us his best work. I Saw in Louisiana a Live-Oak Growing, is a great example. An older man comes across an oak tree in Louisiana. He begins to compare his life and familiarity with this Live-Oak growing as a symbol of this. The word Live-Oak is a form of metonymy standing for the old mans friendship. He describes this tree as it stands in that respect alo...

Communication Breakdown Essay -- Communication

Ever wonder why a message that seems clear to us is not comprehended by someone else the sort we think it should be. How can something we think is stated so clearly become misunderstood that the person we are stating the message to becomes confused? Lets run across the definition of the word communication. Defined by the freedictionary.com, communication is the exchange of thoughts, messages, or information, as by speech, signals, writing, or behavior. Merriam-Webster, defines communication as an act or example of transmitting and, an exchange of information. Simply stated we are sending a message to the person who is receiving it. The idea we want to send should be clear to the person who is receiving the message, but that is not always the case. There are several factors that can breakdown a message in the communication process.Communication is only fortunate when both the sender and the receiver understand the same information as a result of the communication . A transactive m odel suggests we send and receive messages concurrently. If either kind of disturbance blocks any step of the communication, the message will be destroyed. There seems to be an interesting and sometimes disastrous disconnection between what is said, what is heard, and what happens next. No matter how much detail is given, there is always space for individual interpretation. Think of how many times a t separatelyer can give instruction manual in a classroom only to discover not everyone did the assignment on time and correctly. The way people interpret situations or sets of facts depends on their personalities, background, experiences, values, attitudes, motives, assumptions, and expectations of each individual. Each individual brings to the situation a diff... ... 2011 www.web-authoring.com Communication Strategies, Power-Ed Solutions, Inc, Carol Dickson-Carr Glenn Standly, Selecting a Topic, Feb 12, 2011 Words Mean Different Things to pot, Communication Resource C enter, Bacal and Association, work911.com Denise4wm, How to Talk So People Will Listen, ehow.com Glenn Standly, Report or Business Activity, Feb 24,2011 Getting Understood Skills, Communication Resource Center, Bacal and Association, work911.com Denise4wm, How to Talk So People Will Listen, ehow.com Glenn Standly, Class Rules, Procedures and Suggestions, Jan 13,2011 Donnell King, Four Principals of interpersonal Communication, pstcc.edu, 2009 Kendra Cherry, Top 10 Non-Verbal Communication Tips, Psychology about.com Delia Thompson, Body Language and Communication, SelfGrowth.com Glen Stanley, Selecting Your Topic, Feb 12, 2011

Kay Redfield Jamisons Touched With Fire: Manic Depressive Illness and

Kay Redfield Jamisons Touched With Fire Manic Depressive Illness and the Artistic Temeprament In Touched with Fire Manic Depressive Illness and the Artistic Temperament, Kay Redfield Jamison explores the compelling conjunctive between mental disorders and artistic creativity. Artists remove long been considered different from the general population, and one often hears tales of authors, painters, and composers who both struggle with and are inspired by their delirium. Jamisons text explores these stereotypes in a medical context, attributing some artists irrational behaviors to mental disorders, particularly manic-depressive illness. In order to establish this link, Jamison presents an impressive collection of artists who have suffered from mental illness, whether diagnosed correctly during their lifetime or discovered in hindsight. Well organized and interesting, Jamison provides an ideal introduction to this still evolving idea, providing the reader with as many mind pro voking questions as answers, and leaving the door open for further study. Jamison begins with a brief explanation of manic-depressive illness and its effects on human behavior. The bourne manic-depressive illness refers to a variety of mental disorders which share similar symptoms, but range greatly in severity. These disorders alters ones mood and behaviors, disrupt established intermission and sexual patterns, and cause fluctuations in energy level. Manic-depressive illness cause cycles of manic, energized highs followed by debilitating, lethargic lows. Such disorders usually develop early in life and intensify over time, leading to maniacal highs and devastating lows. The manic energy associated with mental disorders may cause a person to r... ...ve them of their inspiration and interfere with their creativity. It is a thorny, and relatively new, question, and Jamison merely outlines the controversy without offering an opinion on what should be done to rectify the situatio n, leaving the door open for further research. Mental illness in artists is a fascinating subject, and Jamison does an excellent job of providing a through portrait of many artists who have grappled with manic-depressive disorder, in addition to exploring how these disorders affect creativity and productivity. Jamison also maintains an awareness of the objections to her attempts to draw a correlation between the mental illness and the artistic community, and addresses these issues accordingly. References1) Jamison, Kay Redfield. Touched with Fire Manic-Depressive Illness and the Artistic Temperament. Ontario unleash Press, 1993.

Kay Redfield Jamisons Touched With Fire: Manic Depressive Illness and

Kay Redfield Jamisons Touched With Fire Manic Depressive Illness and the Artistic Temeprament In Touched with Fire Manic Depressive Illness and the Artistic Temperament, Kay Redfield Jamison explores the compelling connection surrounded by affable disorders and artistic creativity. Artists have long been considered different from the general population, and one often hears tales of authors, painters, and composers who both struggle with and are inspired by their madness. Jamisons schoolbook explores these stereotypes in a medical context, attributing some artists irrational behaviors to mental disorders, particularly manic-depressive illness. In order to establish this link, Jamison presents an impressive collection of artists who have suffered from mental illness, whether diagnosed correctly during their lifetime or discovered in hindsight. Well organized and interesting, Jamison provides an ideal introduction to this still evolving idea, providing the reader with as many tho ught provoking questions as answers, and leaving the door open for further study. Jamison begins with a brief explanation of manic-depressive illness and its effects on human behavior. The term manic-depressive illness refers to a variety of mental disorders which share similar symptoms, but range greatly in severity. These disorders alters ones mood and behaviors, disrupt established sleep and intimate patterns, and cause fluctuations in energy level. Manic-depressive illness cause cycles of manic, energized highs followed by debilitating, lethargic lows. Such disorders usually develop early in life and step up over time, leading to maniacal highs and devastating lows. The manic energy associated with mental disorders may cause a person to r... ...ve them of their inspiration and interfere with their creativity. It is a thorny, and relatively new, question, and Jamison merely outlines the controversy without offering an opinion on what should be done to rectify the situatio n, leaving the door open for further research. Mental illness in artists is a fascinating subject, and Jamison does an excellent job of providing a through portrait of many artists who have grappled with manic-depressive disorder, in addition to exploring how these disorders affect creativity and productivity. Jamison in like manner maintains an awareness of the objections to her attempts to draw a correlation between the mental illness and the artistic community, and addresses these issues accordingly. References1) Jamison, Kay Redfield. Touched with Fire Manic-Depressive Illness and the Artistic Temperament. Ontario Free Press, 1993.

The Workforce

The workforce is contingent with the teamwork of personnel and state. The workforce remain the main concern of employers everywhere. All areas of employment are touched by economics and its bear upon by births, plus the quality of training each person receives. 100 years agone, jobs were manufacturing in nature, what I mean is that individuals worked in factories or on an concourse lines.These types of positions werent very challenging because its a situation that was repetitious as the worker repeat steps. Subsequently new engineering science happens to be to a greater extent demanding, very assertive and creative. Women are employed within position that once was considered only men were productive in.Work shifts are divided into three shifts for several organizations. Theyre basically eighter hours a shift and the employee usually work forty hours a week. Over the years the workforce has added four generation of workers. This has caused a distinctive effect on the workforce ca using them to face the age differences.The HR knows that the workforce of the past consequencely will impact the future status of numerous organizations. They know that achieving their goal depends on how they hire workers. Also, the facts show that countless people are not retiring but are backpacking on working well past the age of 65.HR specialists find that theyre having to formulate additional resolutions to link the demands relating to the workforce with the aging workers. Which requires HR specialists to understand and be able to execute ways to create jobs and to fill them with unimpeachable workers.Meanwhile workers and jobs are always transforming so organizations realize that they have diversity and the skill to maintain a balanced workforce being competent to bring through their goals for the future of the organization. Also, companies have moved to global level with improved technology and communication.Besides more women employees entered the workforce which was no t the state 100 years ago where women lives tended to be centered around their families. During World War I changed who the workforce would use once the men were either volunteering or being drafted to serve in the military which resulted in there was no one to fill the positions.So businesses hired the women to work in the mens place. After showing the factories that the women were capable to carry out the duties that the men could do, but they were paid less for the same job. Since then women have demanded rights for equal pay and equal treatment. Because the workforce have become more diverse with gender, age, and culture it has caused organizations to change how they attain workers and maintain their numbers.The older workers are still present in the workforce is making HR to consider option ways for hiring, training, and what type of benefits plans to offer as enticements.Today HR managers needs to spend considerable time and money in training in new technology and keep them u pdated. The future US workforce groups in 2025 would be mostly aged population over 60 years.The workforce I filled with many kinds of technology such as computers, internet, smart phones and many mobile devices that has opened communication where everything seems to move at the speed of light.Therefore, HR will need to be on their toes to meet every task in the future.

Food Chains, Food Web, Ecological Pyramids Essay

In an eco dust, plants capture the suns dexterity and use it to convert inorganic compounds into cypher-rich organic compounds. This process of using the suns ability to convert minerals (such as magnesium or nitrogen) in the soil into green leaves, or carrots, or strawberries, is c entirelyed photosynthesis.Photosynthesis is only the beginning of a chain of energy conversions. in that respect argon many types of animals that will eat the products of the photosynthesis process. Examples are deer ingest shrub leaves, rabbits eating carrots, or worms eating grass. When these animals eat these plant products, food energy and organic compounds are delegatered from the plants to the animals. These animals are in turn eaten by other animals, again transferring energy and organic compounds from 1 animal to another. Examples would be lions eating zebras, foxes eating rabbits, or birds eating worms.This chain of energy transferring from one species to another can continue several more times, but it eventually ends. It ends with the exsanguine animals that are scurvy down and use as food or nutrition by bacteria and fungi. As these organisms, referred to as decomposers, feed from the dead animals, they break down the tangled organic compounds into simple nutrients. Decomposers play a very important role in this world because they take care of breaking down (cleaning) many dead material. There are more than 100,000 assorted types of decomposer organisms These simpler nutrients are returned to the soil and can be used again by plants. The energy transformation chain starts all over again.Producers Organisms, such as plants, that produce their own food are called autotrophs. The autotrophs, as mentioned before, convert inorganic compounds into organic compounds. They are called producers because all of the species of the ecosystem depend on them.Consumers All the organisms that can not make their own food (and need producers) are called heterotrophs. In an ecosy stem heterotrophs are called put one overrs because they depend on others. They obtain food by eating other organisms. There are different directs of consumers. Those that feed directly from producers, i.e. organisms that eat plant or plant products are called primary consumers. In the type above the grasshopper is a primary consumer.Organisms that feed on primary consumers are called secondary consumers. Those who feed on secondary consumers are tertiary consumers. In the figure above the snake acts as a secondary consumer and the hawk as a tertiary consumer. Some organisms, like the squirrel are at different levels. When the squirrel eats acorns or fruits (which are plant product), it is a primary consumer however, when it eats insects or nestling birds, it is a tertiary consumer. Consumers are also classified depending on what they eat they can be herbivores, carnivores, omnivores or scavengers.In looking at the previous picture, the concept of food chain looks very simple, bu t in pragmatism it is more complex. Think about it. How many different animals eat grass? And from the Facts about Red-tailed Hawks page, how many different foods does the hawk eat? One doesnt amaze simple independent food chains in an ecosystem, but many interdependent and complex food chains that look more like a web and are therefore called food webs.We described in the previous sections how energy and organic compounds are passed from one trophic level to the next. What was not mentioned is the energy of the transfer. In a highly efficient transfer almost all of the energy would be transferred 80% or more. In a low efficiency transfer very little energy would be transferred little than 20%. In a typical food chain, not all animals or plants are eaten by the next trophic level. In addition, there are portions or materials (such as beaks, shells, bones, etc.) that are also not eaten. That is why the transfer of matter and energy from one trophic level to the next is not an efficient one.One way to calculate the energy transfer is by measuring or coat the energy at one trophic level and then at the next. Calorie is a unit of measure used for energy. The energy transfer from one trophic level to the next is about 10%. For example, if there are 10,000 calories at one level, only 1,000 are transferred to the next. This 10% energy and material transfer rule can be depicted with an ecological pyramid that looks like the one below.This pyramid helps one visualize the fact that in an ecological system there need to be many producing organisms at the bottom of the pyramid to be able to sustain just a couple of organisms at the top. In looking at the pyramid, can you guess how much larger the volume of each layer is as compared to the one just above it? Take a guess. It might not look like it but they are close to 10 times larger.A primary pyramid shape often represents a typical food chain or food web. The pyramid represents the decrease in the amount of ene rgy, the number of organisms and the biomass from the producer to the high order consumer levels. The decrease in the numbers and in the biomass represent the fact that, due to energy prejudice, fewer organisms can be supported at each successive trophic level. benefit of EnergyEnergy is lost between each link in a food chain. Much of the potential energy at each level never reaches the next level. Where does the energy go as it moves through a food chain? Some of the energy that enters a food chain is used as each organism carries out its life functions (i.e. foraging, metabolic processes, reproduction, predator/prey behavior, etc.). Producers manufacture their own food source directly from sunlight by the process of photosynthesis. In order to carry out life functions, consumers acquire energy through the burning or breaking down of food molecules they consume (eat). Thermal energy (heat) is produced as a result of the burning of these food molecules. More than half of the energ y from each food molecule is lost as heat. Only about 10% 20% of energy at each trophic level is available to pass on to the next level. In other words, at each level there is only about 10% available energy to put on new biomass (growth).Pyramid of NumbersThe loss of energy at each trophic level also explains why there are usually fewer organisms in each higher(prenominal) trophic level. The total number of plants in a particular area would generally be higher then the number of herbivores that the plants support and the number of herbivores would be higher than the number of higher order carnivores.Pyramid of BiomassBiomass is the total mass of dry organic matter per unit of area. Each higher trophic level contains less biomass than the previous trophic level. Therefore a drawing or graph that represents the amount of biomass at each trophic level would also produce the basic pyramid shape. Biomass is related to the abundance of organisms at each trophic level.Human Impact on Foo d Chains and WebsHumans birth the ability to have a great impact on ecosystems. Living organisms are a significant portion of any ecosystem, therefore any activity that affects an ecosystem is also credibly to affect the organisms within that ecosystem. If organisms are affected the food chains webs that the organisms are a part of will also feel the affects.

Discuss the techniques Gaskell uses to present Margaret, Thornton and workers in the riot scene Essay

North and sulphur is set in the mid nineteenth century at the time of the industrial revolution. It is an industrial novel, which manner that it portrays the difficult lives of the working class during the industrial revolution. This was a genre with few female writers due to the seriousness of the work, it was not considered appropriate for women. The riot scene is a watershed, a turning point, more like the industrial revolution in the 19th century. The themes are It is a book of contrasts. Mr Thornton represents the business-minded north and is juxtaposed with Margaret Hale who represents the rich, weak south. The violence of the riot scene causes agnizeing and what the char typifyers have done wrong. It shows us that our impressions of the characters are wrong and their impressions of each other. Everyone has misjudged each other. Gaskell is challenging her Victorian readers black and washcloth stereotypes and asking them to revaluate their views.The North-South divide exi sts in Great Britain. It refers to both the economic and the cultural differences between South England and North. The North is usually seen as poorer and more left wing, and the South as richer and more right wing. The South can be seen as much more comfortable, and a place where a give way class of wad live, shown in the contrasting descriptions of Helstone and Milton. Helston is deascribed to be, it really sounded like a village in a tale rather than in real life. And the sky in Milton is exposit to be darker than Helstons wintry blue, foreshadowing the later storm. This was particularly so in the Victorian period, that North and South is set right in the mall of, when the North became increasingly industrialised and polluted.In the novel the place that Margaret has grown up in, the fictional village of Helstone is in the South. It is a gentle place and is draw as like a village in a poem which severalises the reader how beautiful it is. However, Margarets first view of th e industrial Milton (The Northern town that she moves to) is the deep lead-coloured cloud hanging over the horizon She dislikes Milton at first, scarce slowly falls in love with the spirit and enterprise of the people. She realises that behind the machines that bet to run Milton thither are real people and families. Her friend Bessie helps her understand this. Thats wherefore her views tack. North and South argues that the Industrial North represents the future, with Margaret gradual transmutation from Helstone to Milton. Milton is based on Gaskells knowledge of Manchester. At the time Manchester was the jewel in the crown of the industrial north.Mr Thornton is a factory owner in Milton who Margaret last falls in love with. He is described as having a sharp and angular face, making him appear chiselled, as if he is made from stone. This accentuates his regretful inflexible nature. as if they were carved in marble. He is described as an iron man which could suggest his machin e like qualities and industrialist nature which was common in the north during the Industrial Revolution. He represents the hard working Northern factory owners, business and shows that there were real men behind harsh masters. He is the confrontation of Margaret. The riot scene is where Mr Thornton and Margaret are thrown together.This represents the union of north and south, and how they should work together and protect each other. In the riot scene Thornton changes from cold (before the scene) to caring Miss Hale is hurt to romantic You are the only woman I have ever loved The women in the kindle depend on him and his instructions, making them all typical of the time Shut down the windows instantly mother When Margaret is hit by the pebble it is like a wall between them (Margarets pride) has been broken, and it allows Thornton to step forward and take control. Another thing that allows us to see another aspect of him is that he takes lessons from Mr Hale, which shows us he is a sensitive man, and he is an unusual factory owner. The workers hate him, and view him as cruel and harsh.This is because most of his actions are fuelled by wanting more money, not humanitarianism. For example, when he installs a overbold fan in the factory. It makes the workers more comfortable because it reduces the amount of cotton in their lungs, but Mr Thornton did it because he wanted them to live longer, to maintain an experienced workforce. . He altered his chimneys which reduced smoke emission but this was to save fuel, not the environment. In the workers view they have an unfair deal. This is why they strike. After the riot scene the workers and Thornton better understand each other, because the workers see that he is human because of his love for Margaret. He is steep of Miltons industry and he realises the extent of their desperation.Margaret is a very proud and strong woman. Other people view her as overly proud and judgemental. always gave strangers the impression of haughtiness Her quiet coldness of demeanour he interpret into contemptuousness. She is an atypical Victorian woman because she is strong and complex, but in the riot scene she becomes a typical Victorian woman, who needs someone to protect her. She lets Mr Thornton tell her what to do. As a southern gentlewoman she views Milton as on a regular basis built meaning everything is the same, and dull and boring. She sees the hopeless streets and regrets moving to Milton. She usually contrasts to Mr Thorntons sister, Fanny, but in the riot scene she becomes more like her, being defenceless and acting on instinct, without careful measured thought. She is described as far from regularly beautiful which could also mean that she is far from regular in her actions and demeanour.When she does move to Milton she tries to make the most of it, instead of complaining about it. She tries to help people, and offers charity however though they dont want it. This is different to Thornton, but it d oesnt necessarily make her better than him because it can seem condescending to whoever she decides to help. She doesnt understand the Milton way of life and feels she doesnt fit in, but when she visits Helstone again she realises she has changed, and she no longer belongs there. The reader sees, along with Margaret, that Helstone has always been to her a mythical place cogitate to her more closely with idyllic romantic dreams than with the realities of nineteenth-century life.When Thornton gives her the dead rose from Helstone it symbolises that Helstone doesnt mean anything to her now, because she used to talk about the roses, but the rose is dead now, symbolize that her life in Helstone is no more.The workers are considered by the factory owners to be animalistic and unthinking, represented by Gaskells use of language, fierce growl mint of animals. Higgins is the atypical character in that group because he is clever. He is a union leader and naturally takes control. He is the voice of the workers. He is not in the riot, and is very angry that the strike has broken. He represents change, passion and aggression. He is bullying. In the riot scene Gaskell uses descriptions of the weather to represent the idea of the workers as a convocation storm roll of the tempestThe riot scene is a turning point in the novel. It is the point where Gaskell makes her main point about society at the time. The characters weaknesses and strengths are showcased and Margaret and Thornton become symbols of society at the time. The characters that before had all been so complex and unusual become more archetypal and in keeping with the more common character type. They all change and become more human, allowing them to connect. Only when they let their guard down can they understand. It is hot at the beginning of the extract because a storm is brewing, both metaphorically and physically.The feeling of the extract changes a lot, one of the more important and obvious place is where Thornton runs downstairs to the workers. The section is in short segmented sentences so its a list and reads really quickly. It creates the effect of a rush and the reader feels the anxiety of the characters. Another point where the tightness and atmosphere change is where Mr Thornton makes his declaration of love to Margaret when she has been hit with the pebble. The symbolic value of this is that the wall between them (their cold exteriors) has been damaged and so their emotions can leak out. It becomes much more romantic.Metaphors are a key part of the riot extract. One of the ongoing ones is of the workers being animalistic, with them being referred to as brutes and fierce. They also growl. This makes us fear for the safety of the characters, as animals are unpredictable. The workers contrast to Higgins because he acts rationally, in a carefully thought out way but the rest of the workers act on instinct, like animals. We feel sorry for them because of their unthinking nature a nd we feel scared of them because of the threatening vocabulary used to describe them.There are uniform references to a storm, for example the first slow-surging wave This is referring to the workers and makes the reader think of them as powerful and unstoppable. towards one point means the workers are focused on Thornton, and that there is no going back. This makes the reader feel worried for Thornton. The feeling of going past the point of no return is perhaps Gaskell referring to Victorian society, and what may communicate if the misunderstanding carries on.Symbolism is used a lot in the riot scene. There are symbols of division mighty fall of the ponderous gates, desperation unearthly groan, and passion you are the only woman I have ever loved. It is evident that the idea of division becomes more sound out in the riot scene. For example the gate being broken is symbolic of the divided breaking down the walls of society.Many conflicts happen in North and South. few of them ar e ongoing, like with Margaret and Mr Thornton. Some of them burst suddenly, like in the riot scene between Mr Thornton and the workers.These two conflicts are linked by the cold feelings, which change after the riot scene. Conflict is one of the main themes of the book. The riot scene causes conflict because it forces people together and forces debate between people. There is no cope between the workers and Margaret but still she is hurt. They have stepped outside of the set conflicts and so Mr Thornton is angry. This prepares us for reconciliation because their anger has peaked and will now decline to a flat and will become steadier.Margarets brother Frederick is involved in a mutiny, and is held responsible for it and exiled from England. It is a similar situation to the workers, which is one reason why Margaret understands their point of view.Gaskell uses many techniques to present Margaret Thornton and the workers. She is commenting on Victorian society that this misunderstandi ng of North and South is wrong and that they should try harder to understand each other.

Identity and belonging Essay

1. Familial and societal value and expectations subtend who we are.Our parents are at the centre of our upbringing and teach us values, attitudes and beliefs that help to destine us from our conception and birth. Family expectations can either act as a burden on a childs scent out of self and abilities, or an opportunity to learn and grow. In order to preserve their cultural identity, some parents tend to preserve their traditions and language by entrusting nuances of their national heritage onto their children. There is a good deal a tension between childrens desire to follow their own dreams and ambitions, and the hopes and expectations of their parents. Sometimes a compromise must be made. Our actions and decisions are restricted by the expectations that our parents get down of us, which then manifests itself into a vast change in our identity as we may not be following our instincts. We construct a sense datum of ourselves through social interaction in our family from an e arly age. They set the examples for us to follow and we subconsciously adapt to share similar lifestyles and ideals. Adherence to pre-existing tendlines that define social sorts, and to the expectations of others, can often be the easiest and in some cases the moreover path to fitting in. Especially during the teenage years, there is a need for others constitution and adherence to social convention.2. Establishing an adult identity.Determining who we are and where we last as adults is influenced by both our past and our present, by what we already know and what we yearn for in our lives. Finding peers, friends and partners who respect and accept our presence is a vital part of our establishment of an adult identity. Our identity gets more complicated with the passage of time. With age comes forward-looking frontiers, altercates and opportunities that individuals can grasp with either hesitation or optimism. The movement from an adolescent identity to an adult identity can ofte n be a contend one, particularly when the experience is fuelled by frustration, mishap and confusion. Being anadolescent or young adult is a time fraught with fear for the future and uncertainty, since the remains and the mind experience great change physical, physiological and social change. As gregarious and cognisant beings, we loathe ostracism and desire assimilation. 3. Families and internal relationships with others shape who we are.Families ideally will love, protection, security and the opportunity for us to find out who we are. The need to belong is an intrinsic motivation in all humans to savor sure and valued by others through sustained, meaningful connections that validate our role in friendship. Not all families provide the same kinds of opportunities for personal reaping and, even in the most st able-bodied and supportive families, pressures to con have may occur. While we do not choose our families, we can choose the close connections we forge with other peop le. A desire to belong is too a desire to connect with others. Changing circumstances can precipitate a change in our close and intimate relationships, which in gambol reshapes and further develops our identity. It may takem that our everyday lives are filled with mundane routine, however we eventually realise that every relationship and committal gradually becomes a significant part of who we are and how we see the world.4. Groups and communities provide us with a sense of belonging.Groups and communities can provide security, support and acceptance in our lives. By nature, human beings are not solitary creatures. Belonging is an inherent aspect of our human condition that is a universally ubiquitous concept in humanity. Examples of groups include families, factions, teams, clubs, schools and workplaces. Contributing to the social fabric can have a positive effect on our sense of self it can enhance our self-esteem as well as our self-worth. Not only do we belong to a family g roup, but also to racial, spectral and cultural groups even without our knowledge (passive). We foregather the need for belonging satisfactorily when the group values and respects the contribution our presence makes to the group. Belonging to a group often carries with it a sense of exclusivity or privilege. It also fosters a signature that we are accepted and loved.Belonging can often be contradictory in nature as people may want to belong to a group or organisation out of fear of being left out or ostracised. To attain a sense of social integration, we attempt to affiliate ourselves with groups that share mutual values and ideologies which affirm our identity and social role. It is often difficult to belong if we hold different ideas, beliefs and values from the majority of a group or community. Refusing to conform to the expectations of the majority especially in schools or workplaces can take considerable courage and strength of character. Misalignment between individual a nd group identity pass on have the same isolating effect as social solicitude, leaving us spiritually disoriented and emotionally desolate.5. Our identity can often be challenged.The people and ideas we encounter on a daily basis change the way we see the world and how we see ourselves. Our identity develops as we grow and change. As teenagers we may be challenged by peer pressure and thus might be easily swayed by others with stronger personalities. Our beliefs political, religious and personal may also be challenged and our identities reshaped as a result. Beliefs add meaning to our lives and connect us to others, by giving a sense of delegation and purpose. If our beliefs are shunned, all semblance of our identity and character can sometimes be diminished. When we are disconnected from others, we tend to view our own ideals and values unfavourably because they are different from the rest of inn. This disparity can place a burden on ones self-worth and identity.In some circum stances the only method to find our true self is to go against the boundaries applied to use by others. Overemphasis on adapting ourselves to satisfy what others think and desire can cause individuals to turn into such parochial beings that we lose sight of reality and who we really are. Knowing who we are and where we belong is fundamental and it allows us to live as happy and cocksure individuals able to reject conformity. We are all part of a family, a community and a culture. While we think of ourselves as being individuals, we must also accept that as social creatures we like to feel like we belong and feel safe. This, in turn, gives us the confidence to be me. The clothes we wear, the music we get a line to, thefootball team we belong to, even the school we attend forms the parcel of who we are.6. Choosing not to belong. conform to the needs of a group can often choke ones true identity, and thus an individual can choose not to belong to a certain group. Whilst belonging su ggests a desire to be connected to others, it may also result in a dependence on others and a subsequent loss of individuality. Choosing not to belong to the mainstream can be a difficult yet rewarding decision. An individual may define themselves in opposition to social norms and expectations. When an individual decides that they do not want to belong to a specific group or community, they demonstrate strength and courage, as well as a dominant, unique identity that is able to cope on its own. However, there may be some drawbacks. In not belonging and conforming to a group or community, we may be left feeling lost, confused and without purpose in life, regardless of the strength of our individuality. If we do not fulfill the fundamental necessity for social integration, we may feel isolated from a world that we share secret code with and lose the sense of purpose that defined social roles are able to provide. If this crucial aspect of the human condition is not fulfilled, we may l ose all semblance of our identity and place in society. The nature of isolation holds no values for the individual, as it disallows an individual to view life in a positive manner, and denies them the right of relishing upon the positives in life. When individuals are alienated, they tend to lose their sense of identity because they feel as though they are nothing to the world they do not exist.7. In order to belong, we must make sacrifices.To gain a true sense of acceptance sometimes requires compromise. Because there will inevitably be conflict between the views of the individual and that of the group, we must often conceal or renounce nuances of our true character that are contradictory to the groups collective identity. In order to belong to a group, we have to give up some of our individualfreedom. Sometimes we may even have to compromise certain personal beliefs or modify our behaviour in order to fulfill an impulse to belong. This means belonging will invariably challenge ou r identity by forcing us to either uphold our own values or conform to the will of the group. Thus, a sense of belonging can benefit or hinder personal development. A sense of belonging can either support or detract from our personal identity. We must make compromises to fit out which direction we would like to take in our lives. While in some instances belonging may challenge identity, identity and belonging must coexist in society. This is because identity is actually formulated through perceptions of individuals and that without social groups, identity would only be a figment of ones imagination. In a society which inherently seeks to categorise individuals and others acceptance is based largely on the extent to which one conforms, it is paramount that every individual finds their genuine place in the world. disrespect the often horrific consequences that come attached to defying convention, the determination to find who we truly are is sometimes so great that we are willing to risk everything in order to try. Some sort of balance must be reached such that we feel validated and significant but also understand our true selves. Conforming with prevailing culture has the capacity to strip an individual of their identity or at least parts of it it is the self that is compromised and dampened. Isolated are those who maintain individuality to the detriment of collectivism. Assimilated are those who unconditionally accept conformity entropy awaits those who have no regard for self and others but salient are those who are able to maintain a discernible element of individuality whilst concurrently achieving societal acceptance. It is difficult to fulfill these dual impulses to belong to a group, and to be free to let loose ones individuality. This is the distinction between acceptance and the exertion of individual identity (through personality, beliefs, gestures etc.).8. A sense of belonging can strengthen our identity by assigning us defined social roles.We are more likely to uphold our own values and personal beliefs if we are under some form of obligation to do so. Roles can be both explicit (teacher)and implicit (bully). Where we sit in the social hierarchy can affect how we see and how we feel about ourselves. While there are no specific rules or conventions for such roles, we are inclined to behave in a way that is identical with our designated identity so that we meet other peoples expectations. In all of the social groups that we as individuals belong to, we have a status to survive by and a role to fulfill. Status is our relative social position within a group or community, whilst a role is the part our society expects us to play in such a status. For example, a man may have the status of father in his family, and is thus expected to nurture, educate, guide and protect his children. Mothers usually have complementary roles. One can also have multiple roles and statuses such as an uncle, grandfather and so on.9. Individual growt h comes from belonging.Individuals gain more from belonging to a group than from living in isolation. Most groups have certain expectations that members must conform to, but they also provide a forum in which individuals make valuable connections with others and enrich/reinforce/question their identities. Members of a group can also teach each other, sacramental manduction the wisdom they have gained from their life experiences. The wisdom is used to enrich the groups collective knowledge. Belonging can facilitate or perhaps genu personal growth.10. Types of identity and belonging.Types of identityCareer lawyer, nurse, politician.Family father, mother, older sister, cousin.Skills athletic, intelligent, leader.Cultural history, tradition, religion, ethics.Social peer group, clique, club, gang.Also collective/multiple/gender identity.Types of belongingRelationships family, friends, partner, teacher.Social groups, classes, clubs, organisations. milieu Australia, metropolitan, farm.