Gatsby vs. Gatsby; novel vs. film Essay Example | Topics and Well Written Essays - 1000 words

Gatsby vs. Gatsby; novel vs. film - Essay Example One time Nick gets an invitation to one of the many parties where he gets to meet Gatsby and they recognize each other, having served in the First World War together. Gatsby’s aim of hosting the parties is to attract the beautiful Daisy. He even gets to ask Nick to organize an â€Å"accidental meeting† so they re-unite; a plan that finally succeeds. Things take a different twist when Daisy’s husband, who is also in an extramarital affair, becomes suspicious of their affair. After a night drive that kills Tom’s mistress, Tom goes hunting for, and shoots Gatsby then himself. Nick sets up a silent burial for Gatsby then returns to his initial home. Decades later in 2013, Baz Luhrmann directed a film, in the same name, featuring famous stars such as Leonardo DiCaprio. The Great Gatsby film was successful almost instantly that it won awards in its first year. This essay will compare the film and novel in detail and evaluate their representation on the theme of the human condition of always yearning for better or higher positions. The novel did not rise to fame immediately, it was published, but after the author died; it was integrated into the high school English literature curriculum where its popularity began. The popularity is attributed to its close relation to real life events that overly engage the readers in that it portrays themes with both emotional and moral significances which are considered universal human attributes. What this means is that in reading the book, one always learns something more with regards to what being human entails. In the novel, the main theme portrayed revolves around constant and insatiable human longing which is an inevitable part of human beings. The evidence in the Great Gatsby is seen in the characters like Gatsby, who is a millionaire, but still feels unsatisfied as long as he does not have Daisy. These and other attributes of human beings are brought out using different styles in the novel as this text will discuss. In

Technology as Fast and Slow Knowledge Essay Example | Topics and Well Written Essays - 750 words

Technology as Fast and Slow Knowledge - Essay Example On the one hand, he is right to say that technology ruined the environment because of overproduction and industrialization. On the other hand, he does not consider how technology can also help promote ecological interests by developing slow knowledge. This paper argues that although technology has produced harmful effects on ecology, it can also be used in studying and resolving environmental problems through providing fast and slow knowledge. As stated above, Spayde contends that a gap exists between what people have (technology) and their capabilities in properly using it (ethics or moral development). Spayde argues that slow knowledge that is based on â€Å"ecological and cultural context† is better than â€Å"fast knowledge† that â€Å"zips through the terminals of information society† (68). He proves this by saying that fast knowledge provides technology, but this technology has no sense of morality and collectiveness. He also differentiates hard facts from having the slow knowledge or ethics in properly using facts. ... This essay will prove that these contentions on the balanced outlook on fast and slow knowledge and the importance of technology in ecology are correct through evidence and logic. Technology, especially through computing, has significantly helped the development of the study of ecology. In Chapter 24: Roles of Technology in Ecology, Klomp, Green, and Fry explore the role of technology in advancing environmental interests. They stress that computing technology has expanded the spatial reach of ecological studies through the use of remote sensing and related methods. They underscore that computers have eased the use of large data sets and sophisticated statistical packages and also enabled access to and accumulation of national and global data sets. Klomp, Green, and Fry add that using computer-generated models help simulate environmental events, can offer a greater understanding of ecosystems, and enhance predictive powers to conservation and land managers. Hence, technology can also be used as a tool in addressing environmental problems. Technology does not only produce fast knowledge, like what Spayde contents, because its fast knowledge can also be used to produce slow knowledge. Computer modeling, for instance, has affected ecological theory. Klomp, Green, and Fry explain that ecosystem connectivity is an illustration of a complex ecological problem that computer modeling has handled with substantial success. They underscore that computers have enabled simulations of experiments that real time or space would not otherwise permit. This fast knowledge produced slow knowledge that allowed the development of landscape ecology. Klomp, Green, and Fry argue that computer simulation of this complexity has helped ecologists to better

Post War Europe Essay Example for Free

Post War Europe Essay The World War II refers to the global conflict that took place between 1939 to 1945. Also referred to as the Second World War, the conflict involved many nations, especially the great powers. The conflict had two opposing military alliances, the Axis and the Allies (Hakim, p 8). This war has been considered as one of the most spread war in the world history since it involved the mobilization of more than 100 million military personnel. The Allies alliance during the war was made up of countries that opposed the Axis powers. The Big Three† or the three major nations that led the Allied Alliance were the United States of America, Britain, and the Union of Soviet Socialist Republic. Other nations that were part of the Allied Alliance included China, France, Poland, Australia, Canada, and South Africa. The Axis Alliance opposed the Allies, and it was led by three major Axis powers. These powers were; Germany, Italy and Japan. These three countries in September 1940 had signed a Tripartite Pact upon which the Axis Alliance was founded. Other nations that were part of the Axis Alliance included; Hungary, Romania, and Yugoslavia. Some the Axis co- belligerents included; Finland, India, Vietnam, and Iraq. The state of total war as a result of this conflict had the major nations that were involved use their scientific, industrial, and economic capabilities in order to develop weapons or plan military strategies that would maximize their probability of winning the war (Russell, p 15). It is estimated that over 70 million people were killed, with the majority being civilians. This made the war one of the deadliest human conflict to ever occur. The war began in 1939, and was triggered by the Germany’s invasion of Poland. This later led to the France, United Kingdom, and the United States declaration of war on Germany. Some of the well known events that occurred during the Second World War include; the Operation Barbararossa, Pearl Harbour attack and the Marco Polo Bridge incident. The war ended in 1945 and had the United States and the Soviet Union turn out to be the superpowers. The World War II broke out in Europe after Hitler led the Axis Alliance by first invading Poland. There were several major effects of Second World II on Germany and Europe.  In this paper, these effects will be discussed. Major effects of World War II in Germany Germany was one of the leading nations in the Axis Alliance against the Allies during the Second World War. Germany is considered to have developed some of the most sophisticated and most destructive weapons during the war. Together with the cost of military operations, Germany used a great amount of its finances to develop weapons for use during the war. The Nazi Germany which was led by Adolf Hitler invested great amounts of financial resources to cater for the costs of the war. In 1936, Adolph Hitler in his efforts to purchase war materials at low prices imposed price controls on the Germany people. Rationing later followed in 1939. Price controls that were put on food led to food shortages during the war. This led to the people growing their food and doing barter trade with their personal belongings for food. Compensation trade was born during the war; as a result of the wide spread barter trade. Due to the business to business transactions, many business firms hired a person who could barter a firms’ output. The barter trade was inefficient compared to the direct purchase of commodities and services using money. According to a Germany economist Walter Eucken self- sufficiency and barter trade were incompatible. Due to an extensive labor division, Germans’ economic system had been â€Å"reduced to a primitive condition† (Harlett 1978, p. 34). The Germany economy after the war was in shambles. In the housing sector, Adolph- Hitler scorched – earth policy together with the war had affected about 20 per cent of the housing. Germanys’ economic hardship had the food production per capita from 1938 to 1947 reduce by 51 per cent. In addition, the occupying powers had set the food ration between 1040 and 1550 calories per day. As compared to the industrial out put in 1938, Germanys’ out put in 1947 was only a third of the 1938 industrial output. Due to the death of a large number of working -age men during the war, Germany had inadequate labor. The economic hardship had triggered the Germany government to put in place measures that would rejuvenate the country’s’ economy. The government eliminated the price controls that were initially there, while the currency was reformed. This occurred in 1948. Later in 1948 and1949, there was reduction of the marginal tax rates. These measures saw the Germanys’ economy grow rapidly 20 years after the World War II. Germany’s economic problems can also be attributed to the World War I effects. Before the World War I, the German Empire had a prosperous economy. However,after the war,Germany’s economic prosperity was considered to have been ruined by treaties such as the 1919 Treaty of Versallies. The signing of the treaties by Germany together with the World War I effects led to great inflation in the early 1920s. Though Germany’s economy improved after the First World War, the economic problems that characterized this period to some extent came to affect Germany’s economy after the World War II. The first several years in Germany after the World War II were of great economic problems. This resulted from the destruction of property, land, and homes during the war (Klopstock, p 285). Furthermore, many Germans fled from their homes during the war, a situation that made working almost impossible. This reduced the economic productivity of the nation, whose negative effects after the war became evident. In addition to this, the industrial and agricultural production had drastically reduced in Germany. Many millions of people lacked food and clothing as the inflation raged in Germany. Food shortage had become severe and â€Å"each day, and particularly on weekends, vast hordes of people trekked out to the country to barter food from the farmers†(Wallich, p 65). Despite the economic problems that the Germans were experiencing, the political leaders were able to exploit the situation in order to build a very strong economy in future. The economic problems encouraged the German political leaders to focus on the future plans of reviving Germany’s economy. The leaders saw a new beginning in the ruined economy, where the economy was viewed as an instrument of prosperity. The need to have a prosperous economy would then assist the Germans to have a stable society, as well as to safeguard democracy. The leaders sought both the economic prosperity and social peace. A prosperous economy would also make sure that there was equal opportunity for all the German citizens so that eruption of a revolution would be prevented when bitter frustration of the underprivileged social groups was avoided. The reviving of the German economy and â€Å"economic system that had been reduced to a primitive condition† (Hazlett, p 34) due to the economic problems experienced as a result of the World War II became important. The economy was revived through the efforts of some Germans’ post war leaders such as Ludwig Erhard. The currency reforms that were introduced through the efforts of Erhard led to the abolition of the Reichmark and the Deutsche mark introduction. The installation of the new currency began in 1948 led to economic success. Furthermore, Erhard abolished the Nazi and the occupation regulations and rules. This was the beginning of a prosperous and free economy in Germany, which in turn established the foundation of a growing West Germany economy. Apart from the economic problems experienced in Germany, another major effect of the World War II(WWII) in Germany was the division of Germany into two (East and West Germany) for about 40 years. The division occurred in 1949 and ended on October 1990 to reunite the two sides. The three Allied Zones of Occupation were brought together to form West Germany. These three zones were those that were held by France, United Kingdom, and the United States. The two special territories in German’s two states were Berlin and the Saarland. Since the West was democratically organized, it considered itself to have exclusive mandate for all of Germany. The Yalta Conference that was held by the Soviet Union, United States, and the United Kingdom leaders aimed as paving the way forward for future arrangements with the Europe after the World War II. It was during the conference that the leaders decided to split Germany into four occupation Zones. These Zones included; the French Zone, American Zone, British Zone, and the Soviet Zone. West Germany was formed in 1949 and comprised of the Western Allied Zones. The Soviet Zones formed the East Germany, which was also referred to as the Germany Democratic Republic. The West Germany economy grew so rapidly due to the economic aid from the United States and also the Marshall Plan. But more importantly, the currency reforms that were introduced in West Germany strengthened the economy. Both the East and West Germany had mutual recognition of each other and the relation between the two was normalized by treaties such as the Treaty of Warsaw(1970),Basic Treaty(1972) and the Treaty of Moscow(1970). West Germany became cosmopolitan due to the western culture influences while East Germany was conservative. The East Germany adhered to the socialist ideologies, where there was less freedom as compared to West Germany. In addition, the West Germany government was more decentralized and East Germany had a government based on the Communist ideaologies. The reunification of the East and West Germany occurred on 3 October 1990 to form the Federal Republic of Germany, which is the current Germany. The Berlin Wall was constructed in 1961 to separate the two regions, but it was destroyed in 1989 after the reunification of East and West Germany. The third major effect of the World War II on Germany was the great advancement in technology. This resulted from German’s great technological ability to develop and use highly sophisticated and powerful weapons and industrial technology. Germany is considered to have developed and used some of the most powerful and sophisticated weapons during the World War II. For instance, Germany managed to develop powerful anti-aircraft weaponry, aircraft bombers, bombs, guns, rifles, and chemical weapons. The jet aircrafts which had been developed late during the war were advanced after the World War II. The Navy advancements during the World War II paved way for more technological development in the naval field. The German designs such as the Type VII submarine were used during the World War II, and the technology was later used after the war for greater advancement. For instance, after the division of Germany into West and East Germany, some of the German’s intellectual privileges that were of industrial advantage. The Allies who had control over West Germany confiscated Germans’ intellectual privileges and used them for their own companies. This led to rapid growth in industrialization due to the technology that had been developed by the Germans. Major Effects of World War II on Europe The World War II had so many countries involved, with the majority being from Europe. Examples of European countries that took part in the war included the United Kingdom, Italy, Germany, France, and Poland. These countries and Europe as a continent experienced some major effects of the World War II. One major effect of the World War II on Europe was economic problems. The World War II had demanded that nations that were involved in the conflict invest their scientific, industrial, and economic capabilities. This required huge amounts of financial resources. Before the war, many European nations had very strong economic abilities. The nations’ economic and population advantage was very essential for success in the war. In addition, the European nations that had major industrial and financial developments included Germany, United Kingdom, and France. Industrial development that had spread across Europe before the war had contributed to great economic development in the European nations. The Industrial Revolution had led to rapid economic growth, which put the European nations at a good position to compete with the United States of America which was then an economic might. The World War II led to the destruction of Europe’s industrial centers and this affected negatively the high production of products or commodities that would be sold to increase economic growth in Europe (Tucker, p 771). The European infrastructure that was greatly destroyed made it hard for the citizens to undertake activities that would contribute to the economic growth. The European countries during the war had continued to increase their spending on developing and producing military weapons. There was construction of strategic road network by some European nations with the aim of increasing their probability of winning the war. The need for synthetic rubber and oil from coal to use during the war promoted great financial investments by the European nations. For instance, Britain’s’ economy was harnessed to the World War II efforts. The destruction of Europe’s infrastructure led to economic problems. The damage of the road and rail networks during the war made it very difficult for the European nations after to move the essential goods from one place to another. The economy was exhausted, a good example being Britain’s economy. For the European countries that were involved in the World War, their economies experienced severe inflation. Though rationing and luxury goods absence in Europe before the war had encouraged people to save, the people were unable to spend their savings since there were no commodities to purchase as would be preferred. The economic hardships in Europe made some European countries to borrow heavily from other nations with a strong economy such as the United States. The economic hiccups in Europe were later followed by economic recovery, where the currency reforms â€Å"quickly reestablished money as the preferred medium of exchange and monetary incentives as the prime mover of economic activity† (Heller, p 215). Another major effect of the World War II on Europe was environmental destruction. The World War II resulted to great environmental destruction. In many cases, any warfare or military conflict has very devastating effects on Europe’s natural environment. Improvements in technology during the war led to the invention of military weapons that were very destructive to the human life as well as the natural ecosystems. For example, the use of powerful and sophisticated bombs in the war destroyed animal and plant life. Furthermore, new chemical components that made up the weapons were released into the environment. This affected the soil fertility and composition, and this made it impossible for land to regain its fertility. The chemical components released from the explosives used in the war made it impossible for some arable land to be productive again. Many parts of Europe that acted as military grounds experienced great environmental degradation. The technological advancements during the World War II were incompatible with environmental preservation. War can never be compatible with the preservation and conservation of the natural environment. The environmental degradation that was occurring during the war was not a bother to the parties that were involved in the war. The military operations, destruction of natural vegetation to build communication lines and roads, and artillery shelling destroyed the environment. The new and effective ways military strategies that were used by the different nations’ forces to attack the enemies or defending themselves from the enemies increased environmental destruction. Long after the war ended, Europe’s natural environment has not yet recovered from the destruction it experienced during the war. In the era of technological advancement and industrialization, environmental issues seemed to cause very little concern in Europe, hence the effects of the war have proved that the war through technological advancement had become a great environmental threat. The increased use of chemical weapons resulted to long-lived negative effects on the environment. The waste disposal practices during and after the war in Europe resulted to â€Å"significant contamination of soils and ground water with high explosives† (Pennington et al, p 163). For example, the use of high explosives has made the recovery of the environment from destruction in Europe almost impossible. Consequently, the environment has become a health hazard to the people with the land mines that are still trapped in the soil/lands making some parts of the Europe land inhabitable. The areas were turned into waste land. Great technological advancements were another major effect of the World War II was witnessed in Europe. These changes that were witnessed were as a result of the nations that took part in the war struggle to invent and use better and powerful military weapons than their rivals. The technological development during and after the First World War promoted more advancements after the World War I . This is because, the improvements made after the World War II were an improvement on those that had earlier been invented. The inventions were considered as very critical when it came to winning the war, and this promoted technological inventions that were very instrumental to the economic development of many European nations after the war. The use of radio’s and electricity became possible due to the technological development witnessed during the wars. Research that had been intensively done by the Allies and the Axis with the aim of outdoing each other’s weapons became very important to more inventions after the war. The technological innovations of the war paved way for the naval technological development witnessed up to date. For instance, the introduction of aircraft receivers and radio communication systems during the war led to more development in naval industry long after the war. The technological advancement became a very vital requirement for survival during the war no doubt led to greater inventions after the war in Europe. Conclusion The World War II has been considered as one of the most devastating conflict to ever occur. This is due to the high number of people who were killed during the war. The various nations that were involved in the conflict invested greatly to the war efforts through finances and scientific inventions. Germany was one of the major players in the conflict and it proved to have great ability to develop and use powerful weapons against its enemies. The major effects of the war were both positive and negative. While some effects have been devastating to the people and the natural environment, others have brought about development in various fields of economic growth

Advantages and disadvantages of viewing behaviour

Advantages and disadvantages of viewing behaviour To look at life-span development, we need to be aware of what it is, although the meaning is within the name. It looks at how a normal person develops throughout the life-span. This process begins between conception and birth, the miracle of pregnancy where a one-celled organism develops into a foetus and finally a newborn baby emerges into the world. The development of this developing child is affected by the world around them. Affecting growth and at critical points can alter their genetic characteristics, which are developed within the womb, and the expression of these characteristics. Our exploration begins at birth, where who we are and will ultimately become is a life-long endeavour. (http://www.learner.org/discoveringpsychology/development/ 2001) In this assignment I am going to look at the infant period of the life-span. Development occurs across three separate yet overlapping domains. Biological, which looks at how the body matures, grows and changes. Psychosocial looks at an individuals personality and emotions and also their social expectations and interactions. Cognitive involves the mental processes of knowing which includes problem solving, imagining, reasoning and perceiving. According to Erikson (1950) there are 8 stages of development beginning with 0-1 year old, basic trust versus basic mistrust. This involves trusting that things will happen either through the childs own ability or trust that the childs care giver will provide what is needed. A key element in Eriksons theory is based on a secure attachment being made. This ties in with Bowlbys attachment theory (1969), as he believes a secure base must be formed in early years through attachment. He believes this attachment will impact future relationships. For example, attachment in adult intimate relationships can mirror earlier attachments in childhood, resulting in negative or positive attachments throughout the life-span. Eriksons second stage of development is for 2-3 year olds, autonomy versus shame, doubt. At this age childrens biological development includes learning to grasp, walk and other physical abilities which ultimately lead to free choice. The child begins to show control, for example with toilet training. However they may also develop a feeling of shame if the training is not handled adequately. Children need to be enabled to assert some control over their environment. Success with this leads the child to feeling a sense of purpose. However this needs to be balanced as the children who exert too much power can experience disapproval from their care giver which will result in the child feeling guilty. In social work practice some theories have influenced social work over the years. One example is psychosocial casework which in many ways is a development from psychodynamic theory in particular the ego psychology of writers such as Erikson. However Thompson criticises Eriksons work on human development as he feels it does tend to lack awareness of broader social issues (the significance of gender, for example) (Thompson, 2009, p89) A key theory I touched on briefly is attachment. In 1970 Ainsworth and Bell conducted a study which looked at the individual differences in attachment. They used a test called the strange situation to conduct the experiment; it involved mothers and 1 year old infants being observed by researchers in a play-room through a two way mirror. This study is relevant in practice as the social worker is the stranger. This is why the situation should be observed and record made of what occurs. As a social workers experience grows they may relate to what they observe on an attachment style. According to Bowlbys research there are lots of issues affecting attachment, for example, a mother suffering from post-natal depression may have trouble bonding with her child. This can have long-term effects on the child. However the child can form an attachment with another care giver. Although Bowlby insists on it being the mother this does not have to be the case, as children can adapt and attach to any care giver, as long as all needs are adequately met. Attachment is valid throughout the entire life-span not just in infancy. Every person has an attachment style that is unique to them. However a secure base is still needed as early attachment is crucial. When a child has a good early attachment they will learn to trust a new care giver because the child has previously learnt to trust. This again links Bowlby and Eriksons theories together, both putting attachment and trust as key issues in infancy. The intimacy of attachment is greatest at this early stage of infancy. Its difficult to get more intimate, than a vulnerable child with their primary care giver. There are 3 different kinds of attachment styles, ambivalent, secure and avoidance. Some attachment styles work well together and others dont. A social workers assessment in attachment styles is vital especially in adoption. As an ambivalent parent, who is very needy for love, this would clash with an avoidance child, whose reaction would be get away from me. Although Bowlbys theories are widely respected some feel his specification of the care giver being the mother as sexist. However his theory is valid and can be used with any care giver the child has and is vital in social work theory. A number of theorists have reconceptualised Bowlbys internal working model of attachment, which regulates communication with significant others, as a form of regulatory implicit rational memory (Bremmer and Slater, 2004, p208) This shows how Bowlbys attachment theory can be used as a base to support other theorists. Another key theorist for this stage of development is Freud. Freud (1905) believes that from the moment of birth the infants actions are driven by their desire for sexual and bodily pleasure. In infancy there are 3 stages to go through, the oral stage, the anal stage and the phallic stage. The initial oral stage is satisfied through sucking, for feeding. The second anal stage is released through the act of defecation. The final stage in infancy, the phallic stage is released through the infants interest in their sexual organs. Freud himself recognises the universal outrage that his theory was met with. Few of the findings of psychoanalysis have met with such universal contradiction or have aroused such an outburst of indignation as the assertion that the sexual function starts at the beginning of life and reveals its presence by important signs even in childhood. And yet no other findings of analysis can be demonstrated so easily and so completely. (Freud, 1925a: 216-217 cited in Thurschwell, 2009, p40) Looking at all the theorists and the life-span development in general gives you a benchmark of the norm. This enables us through the assessment process of any potential abnormalities that may be occurring. The theories are each relevant as they allow us to view why children exhibit certain behaviours. Theory is an integral part of social work, and the necessary tools needed are knowledge skills and values. Having adequate knowledge means knowing the relevant information, which when skilfully applied makes competent social work practice. Social workers need to be aware of people as ever growing individuals, with a past, present and future. It is vital to understand that service users are constantly changing and adapting to their surrounding environment. Children are not just miniature adults, they are their own individuals with separate wants and needs. We need to take this into account when dealing with children, and not talk around them. When this is not possible their best interests need to be at the heart of every decision made. Much of the distinction that we can make between adult and child owes a lot to how our society and the various cultures within it have constructed notions of what is appropriate for a child as opposed to what is appropriate for an adult. (Thompson and Thompson, 2008, p87-88) Although children need to be treated differently than adults we always need to be aware of the future of possibilities they have in front of them. A lot of who we become is mapped out in our childhood, so behaviours need to be noted and understood to help the individual in later life. One disadvantage the life-span development does not take into account is the world around us. This depending on the specific factor can lead to Anti-Discriminatory Practice (ADP) or Anti-Oppressive Practice (AOP), for example. a lack of understanding and knowledge of different cultural issues. Societal issues have just as much of an effect on infants as on adults. The structure of society often puts people at a disadvantage, for example, societys reaction to disability or race can lead to poverty and even social exclusion. However even with these issues people can sill build up resilience. Resilience enables some individuals to achieve satisfactory outcomes despite their disadvantaged backgrounds. This can be seen through a good school compensating for a delinquent neighbourhood. Even infants show resilience, low birth weight poses a risk to the child, due to the child being unable to grow at the rate required to which in return could affect its immune system, leaving the baby more vulnerable. Therefore overcoming this shows great resilience at a very early age. Another issue this raises is society labelling those who are considered to be outside the norm. Labels tend to influence the way people view and respond to what is labelled. Labelling theory describes the response and expectations of others to an act labelled deviant. This may create a situation in which the labelled person can do no other than respond in the ways expected. (Davies, 2000, p181) The labelling will have an effect on the care giver and therefore on the infant as well. When looking at infants you need to be aware of the surrounding family. Who at this early and vulnerable stage in development will have a significant impact? So although poverty is not something the infant will even be aware of, the care giver will be all too aware. There are a number of circumstances that may affect the way a child is raised; poverty is just one societal implication that can have an effect on the entire family. Any of these circumstances can lead to unnecessary stress which will then also impact on the infant. A different factor that can affect growth and development is disease and illness. One example of a condition that affects a childs development is autism. It is considered that autistic children show a lack of interest in people and therefore fail to show the normal attachment to their care giver. Autistic children have varying degrees of communication problems and because learning through play can be restricted, the childs pattern of development will be affected. In autistic children the overall development is slow and they do not reach the same mental milestones as the child who is normal. However autistic children are known to reach islands of brilliance. For example, although their communication with other children is very limited they may show considerably better powers of memory or drawing skills. So although the development process is very different from the norm, they adapt to their environment as other children do. In the early years it is just a matter of persevering and lea rning to get to know the infant the same as any other care giver would. In the case of an autistic child the life-span development would not be very useful, nor would the theories that have been suggested during this assignment. The social worker working with the infant will have to do their first initial assessment. Here they are laying the foundation for future assessments. They will be looking at the infants development and growth but as mentioned earlier the family will also impact on the infant in various ways. This is where knowledge of the entire lifespan is useful. As every person who is involved with the infant plays a part in their development. So an awareness of what is normal for that person is an advantage. The social worker will also be looking at the social implications that have an effect on the family, both positive and negative. So working with the family as a unit, with the infants well-being at the heart of everything, the social worker can focus on reducing the risk and negative impacts and raising awareness of the positives. This should have a positive affect on the well-being of the child. In conclusion a good knowledge and understanding of the life-span development benefits social workers, as it shows what is considered to be normal development throughout life. This helps social workers recognise when someone is not on target and therefore raises awareness of potential problems. However the disadvantage to this is it doesnt take into account any outside factors that can affect development. These factors include society issues that can lead to ADP and AOP if not taken into account with users and handled appropriately.

Symbolism in the Glass Menagerie Essay -- Theatre, Tennessee Williams

In â€Å"The Glass Menagerie†, written by Tennessee Williams, symbolism is very prevalent throughout the text. Laura’s glass menagerie was the most easily identifiable symbol because of how relatable it was to the world she lived in. The fire escape was also another symbol that made its presence in the play along with the dance hall that was located just outside. The candles and rainbows mentioned also have some symbolic meaning, in my opinion, which could be left to the interpretation of the reader. Each of the symbols that Williams places in the text can be used to express a specific idea or theme as well as a character in a concrete manner. These subtle symbols that Williams provides create a better and more distinguished understanding of the characters relationships with one another. We are introduced to Laura Wingfield at the beginning of play and can gather from her personality throughout the story that she seems to be living the furthest away from reality in comparison to the other characters. She has a glass collection that she takes extensive care of and because of her dedication to this glass menagerie, it’s almost as if she believes that the reality she lives in no longer exists and she can completely escape into this false world that she has made herself believe is real. Because of this belief, it has negated her chance to complete high school and it has also caused her to fail a typing class that she was taking. Laura’s mother also believes that her infatuation with her glass objects and distance from reality is what is keeping any â€Å"gentlemen callers† from contacting her. The nickname, â€Å"Blue Rose†, given to Laura in high school by Jim, is another symbol for her personality. In my opinion, this has symbolic m... ...o their own fantasy worlds. With all the characters, excluding Jim, trying to each escape reality in their own way, escape, or the idea of, was never truly reached by any of them. Based on this outcome, I feel that Williams is trying to say that in life you must face any problems that you have head-on, rather than to run away and avoid them completely. In conclusion, escape and illusion, are two very prominent themes to be taken away from â€Å"The Glass Menagerie†. How these themes are portrayed by the author, though they aren’t blatant, they can be easily interpreted by the reader based on the context of the story. Understanding how the characters each used their own way of dealing with the monotony of their everyday lives by finding their own source of false reality, really attributes to the effectiveness of Tennessee Williams and his unique writing style.

Pierre-Auguste Renoir Essay examples -- Renoir Painter Biography Bio E

Pierre-Auguste Renoir Pierre-Auguste Renoir was born in 1841 to Marguerite Merlet and Là ©onard Renoir. In 1844 his family moved to Paris and by 1854, at the young age of thirteen, began painting flowers on porcelain cups and saucers. Through his parents, he began as a painter for the porcelain industry; his parents felt this was the perfect start for the beginnings of an artist. He came from the town of Limoges, where porcelain became almost a symbol of status and wealth. By 1860 he had left the porcelain factory in favor of becoming a full time painter; he was granted permission to copy paintings in the Lourve where he began to admire the eighteenth century masters. In 1862 he entered the studio of Marc-Gabriel-Charles Gleyre, a Swiss teacher who offered instruction to many upcoming artists, where he met such influences as Claude Monet and Alfred Sisley. Along with this, he began attending the Ecole des Beaux-Arts. Through this he finally developed his unique brush stroke and style that was to be his own. From there, he became part of the Impressionist Era, which gave birth to a splendid era of painting which changed art forever. This new movement began in France which was what became the cultural center of Europe, and later the world. France was an inviting place for an artist in the nineteenth century. A nation which clearly â€Å"offered the necessary conditions for an art form to flourish that was domestic scale, devoted to sensual pleasure and addressed to the private collector.† This all came about during a time when France was establishing itself as one of the cultural centers of the world. This was a peaceful era, that saw a discernible increase in industrial productivity leading to greater middle-class prosperity and freedom. Through all this, increased activity in the art world began to develop. Through a boom in collecting and dealing art, artwork became a commodity that embodied the most positive and realizable value. These factors, together with many more, helped pave the way for the â€Å"impressionist† movement that we so fondly admire today. The idiom â€Å"impressionism† was originally suggested by a critic reviewing Monet’s Impression, Sunrise (1872), who blasted the painting â€Å"as a prime example of the slapdash appearance of the canvases on view at the first Impressionist exhibition.† This radical movement, born in Paris and parts of northern... ...e match. Renoir himself said, â€Å"Why shouldn't art be pretty? There are enough unpleasant things in the world†¦Ã¢â‚¬  Bibliography Arts Council of Great Britain, , et al. Renoir : Hayward Gallery, London, 30 January-21 April 1985, Galeries nationales du Grand palais, Paris, 14 May-2 September 1985, Museum of Fine Arts, Boston, 9 October 1985-5 January 1986.. London: Art Council of Great Britain, 1985. Dumas, Ann, and Monique Noone. Impressionism: Paintings Collected by European Museums. London, England: Phaidon P Limited, 1982. Gaunt, William. Renoir. London, England: Phaidon P Limited, 1982. Gimpel, Renà ©. Journal d'un collectionneur (Diary of an Art Dealer). Paris: Marchandde Tableaux, 1963. 27. Jaukovic, Milan. Auguste Renoir paintings gallery. 1997. Alvilim. 19 Apr. 2004. Kane, D. Renoir. 1999. St. Brigid's College. 1 May 2004. Pioch, Nicolas. WebMuseum: Renoir, Pierre-Auguste. 16 July 2002. WebMuseum, Paris. 19 Apr. 2004. Thomson, Belinda. Impressionism: Origins, Practice, Recption. London, England: Thames & Hudson Ltd., 2000. WetCanvas: Virtual Museum: Individual Artist Gallery: Pierre Auguste Renoir: Painting Gallery. 1998. WebCanvas!. 29 Apr. 2004.

How Does Iago Inspire Fear and a Looming Sense of Tragedy?

Iago, in his soliloquies, informs the audience of his plans to deceive Othello and bring about his fall from grace. It is his use of language, rhythm, length and delivery that cause the greatest impact, instilling fear into the audience and creating a sense of tragic inevitability as Iago’s plans will come to fruition, with no one to stop them. The dangerous thing about Iago is that he not only brings down Othello, but he also wrecks anyone else that he can along the way.A soliloquy is when a character is alone on stage and projects their true inner thoughts or feelings to the audience. This is the case for Iago, as he shows his true state of mind in his soliloquies. It is what he says in them, which create such an overwhelming amount of fear for the reader, with his plans to corrupt and deceive various characters along the way in order to abolish Othello. Many critics also agree that Iago is a character full of pure evil. Shakespearean critic A. C.Bradley said that â€Å"evi l has nowhere else been portrayed with such mastery as in the evil character of Iago. † in â€Å"Shakespearean Tragedy† (p. 169). Iago’s soliloquies are where he reveals how dishonest he is, creating anxiety in the audience, as we are unable to interrupt what Iago plans to do. Moreover, Iago tells the audience of his scheme which involves arranging for Cassio to lose his position as lieutenant, and gradually insinuate to Othello that Desdemona is unfaithful with Cassio.The horrifying thing about Iago is that he is able to talk of carrying out such horrifying events such as sabotaging Othello and Desdemona’s marriage, and the fact that he relishes the moment when he formulates his plan, truly shows his malicious nature, making the audience fear him. We see the lengths Iago will go to destroy Othello. He knows that Othello is a man â€Å"That thinks men honest that but seem to be so†, so he is willing to abuse Othello’s trust and poison him unt il he loses his mind. There are many references in the play to sacred teachings; mainly on heaven and hell. In Act III, Iago is scheming about Othello’s downfall.When he says â€Å"How? How? let’s see:†, the atmosphere is extremely tense as the caesural pause shows that he is planning, and the audience is terrified as Iago is so into his plan that we know he will come up with something immensely evil. His capacity for cruelty seems limitless, and that is what makes him so frightening. Rebecca Warren has said from the York Advanced Notes of Othello that â€Å"his pride is laced with sly vindictiveness† (p. 60). His qualities seem to be like that of the devil. Very suddenly, he says â€Å"I have’t, it is engendered! Hell and night/Must bring this monstrous birth to the world’s light. The juxtaposition between â€Å"Hell and night† and world’s light† shows Iago as being linked with hell and Othello as being linked with heav en, whilst the rhyming couplet and the reference to the â€Å"monstrous birth† draws attention to the unnaturalness and evilness of his plans, which instils fear in the audience and a looming sense of tragedy, as now Iago will bring his plan into action. The broken up iambic pentameter shows how much he relishes his moment. In Act V, Iago tries to show the justification of his actions. He believes that because Othello slept with his wife, he is acceptable in cuckolding Othello.This is shown when he says â€Å"Till I am evened with him, wife for wife†¦Ã¢â‚¬  Here, he is showing the audience that he is so immoral, that he is willing to go as far as corrupting biblical terms, with his play on the teaching â€Å"an eye for an eye†, which he exchanges with â€Å"wife for a wife†¦ †, the ellipsis showing the pace of his speech as he gets worked up into a frenzy. The ellipsis also shows that he is in the thinking process, which also inspires a sense of trag edy as he will come up with more evil plans. In Act VI, Iago has been given the handkerchief and talks of the â€Å"holy writ† and of wanting Othello to â€Å"Burn like the mines of sulphur†.This line is emphatically stressed to show how badly he wants to punish Othello and this will inevitably end in tragedy, and so makes the audience nervous. Another way that he creates fear in the audience is by mocking the audience. In Act V, Iago says of Cassio: â€Å"And what’s he then that says I play the villain? /When this advice is free I give and honest†. Iago enjoys ruining people's lives. He does it with a sense of craftsmanship, as he appreciates the cleverness of a particular step in his scheme as much as its final result: incredible suffering for the people he has chosen.Here he is mocking the audience, by saying that he told Cassio the truth. He is reveling in his Machiavellian role. In Act III, just after he persuades Roderigo to sleep with Desdemona in order to do himself â€Å"a pleasure, (Iago) a sport†, Iago immediately reveals that he is only hanging around â€Å"with such a snipe/But for (his) own sport and profit†, the sibilance here drawing attention to the evil, mocking tone that Iago uses. The prominent Shakespeare scholar Harold Goddard called Iago a man always at war, â€Å"a moral pyromaniac,† in his book ‘The Meaning of Shakespeare’, which shows that Iago almost has a disorder.Using the length of his soliloquies, Iago manages to keep the audience captivated as to his next vindictive plan. The length of his soliloquies could perhaps shows his growing sense of influence and authority within the play, which creates a sense of looming tragedy for the audience as only they know of Iago’s cruel plans. Language can change the mood instantly, and Iago has a very violent tone. This is shown in Act V1 when he uses ‘s’ sibilance throughout the soliloquy, and the repetition of â€Å"poison† shows that he enjoys corrupting Othello, which scares the audience as this is very immoral.In Act V, when he says â€Å"Divinity of hell†, the audience is terrified, as it is unclear whether he is calling the devil or possible saying that he is the devil, as he says that when devils are plotting, they cover up their evil side â€Å"with heavenly shows/As (he) do(es) now. † What is dangerous about Iago is that he doesn’t have a real motive. His motivations are never very clearly expressed and seem to be just an obsessive delight in manipulation and destruction. This view is shared by the critic E. H. Seymour in his remarks†¦ upon the Plays of Shakespeare, where he says â€Å"there are no sufficient motives apparent for this excess of malignity†.However, in Act II, Iago claims that his reason for this cruelness towards Othello is because Othello â€Å"Hath leapt into (Iago’s) seat. † and this very thought â€Å"Doth like a poisonous mineral gnaw (his) inwards† This is only a rumour, but Iago treats it as if it is completely true. His lack of motivation, or his inability or unwillingness to express his true motivation, makes his actions all the more terrifying. He is willing to take revenge on anyone—Othello, Desdemona, Cassio, Roderigo, even Emilia and what alarms the audience more is that he enjoys the pain and damage he causes. He also seems to have a very misogynistic view on women.Rebecca Warren says from the York Advanced Notes on Othello (p. 60) that â€Å"he never says explicitly that he hates women or foreigners,† but seems to have an â€Å"exceedingly low opinion of them, which comes across in many of his speeches†, showing that he is racist and also quite sexist. This is shown in Act III, when he says to Roderigo that Othello is an â€Å"erring Barbarian† and Desdemona, â€Å"a super-subtle Venetian. He is very stereotypical and believes Othello to be a savage because he is black and Desdemona promiscuous because Venice had a â€Å"reputation for sexual licentiousness†, in the Arden Shakespeare version of Othello (p. 1). This makes the audience fear Iago as he is willing to base his plans on these stereotypical views. To conclude, I believe that, in his soliloquies, Iago inspires fear in the audience by the use of violent, negative language such as â€Å"poison†, â€Å"blood†, and â€Å"jealousy†. As well as this, it is the fact that he seems to have no real motive for his actions that truly scares the audience, as he goes to such extreme lengths to ruin Othello, just because of a rumour that the audience has only heard of from Iago himself, or just because Othello appointed Cassio as his lieutenant, instead of him.What additionally adds fear in the audience is his use of vivid imagery of hell and the devil, and also evidence for him actually calling himself the devil. The content of Iago’s s oliloquies is what inspires a looming sense of tragedy as only the audience knows what he is plotting and so nothing can be done to stop Iago from implementing his cruel plan.