Essay on Steinbecks The Grapes of Wrath vs. Sinclair’s...

Steinbecks The Grapes of Wrath vs. Sinclair’s The Jungle The global appeal of the so-called American dream of happiness and success has drawn many people to the â€Å"promised land† for hundreds of years. Although the American government preached equality for all on paper, it was driven primarily by money. Both Upton Sinclair and John Steinbeck recognized this and used literature to convey the flaws of capitalism. Sinclair’s The Jungle satirized America’s wage slavery at the turn of the century and forty years later, Steinbeck’s novel The Grapes of Wrath criticized the commercialism of American farming. These two books, often viewed as propagandistic, employ similar persuasive strategies: strong imagery, heavy symbolism, biting†¦show more content†¦Steinbeck also uses intense imagery to depict the lives of Dust Bowl migrants. His descriptions usually occur in the intercalary chapters interspersed with the story of the Joads. A poetic quality pervades these short chapters, like when he describes th e wind racing across the land and digging â€Å"cunningly among the rootlets of the corn.† Often these vignettes personify the land, describing how â€Å"the earth whispered under the beat of the rain.† The intercalary segments portray the relationship of the migrants and the land. By showing the depth of connection between a farmer and his land in lyrical prose, Steinbeck appeals to the emotions of the reader. By approximating this situation to his own life, the reader identifies with the story and its cause. In this same way, symbolism also attempts to render concepts more tangible for the reader. Symbolism is prevalent throughout The Jungle. From the beginning, Sinclair elaborates on two extended metaphors, the jungle and the machine. He also infuses animal analogies throughout the work. Jurgis possesses the â€Å"appetite of a wolf,† and he fights through a blizzard â€Å"plunging like a wounded buffalo.† The similes likening people to animals contribute to the jungle metaphor. Sinclair equates the city under capitalism to a forest, where â€Å"the branches of the trees do battle for

The Leadership Style of Walt Disney - 3476 Words

The leadership style of Walt Disney 1. Introduction Walter Elias Disney (1901-1966) was the man who brought entertainment for the entire family into the homes of the people across the globe. He was both an entertainer and an entrepreneur, ensuring the long term success of his business and his entertainment efforts. Through today, Walt Disney remains a symbol of film making, creation and entertainment innovation. 2. Leadership situation At the age of 31, Walt Disney and his brother, Roy Disney, founded the Disney Brothers Cartoon Studio (currently known as the Walt Disney Company), which became the industry leaders in the creation of cartoons. Gradually, the company expanded to also produce motion pictures and provide entrainment services through cable services or its theme parks. As co-founder of this company, Walt Disney received numerous awards and recognitions for his work. He is mostly remembered as the creator of the lovable Mickey Mouse figure, but also as the creator of the Disneyland, considered the most popular theme park in the world (Leadership with You). 3. Decision making As a business leader and a decision maker, Walter Disney developed a comprehensive approach, which considered a multitude of variables to making final calls. He as such welcomed feedback, and even strengthened the corporate culture at the company so that the employees were encouraged to provide their feedback to the managers, and as such support the decision makingShow MoreRelatedLeadership Skills And Organization Of Walt Disney969 Words   |  4 Pages WALT DISNEY LEADERSHIP AND STRATEGY SUBJECT NAME : MGMT20131 Organizational and Governance Leadership GROUP MEMBERS : SHAIK AZHARUDDIN(s0273889) GAYAM SESHI REDDY(s0280903) SAI KIRAN PALLIKONDA(s0278967) SIVAPRAVEEN SIVASANKAR(s0277212) LECTURER NAME :Read MoreWalt Disney-Leader Essay example1494 Words   |  6 PagesLeader-Walt Disney Walt Disney is the prolific creator and leader of The Walt Disney Company. Disney is most recognized for his gallant efforts which created the Disney empire, yet his leadership style is one that has melded into a company culture and a prescribed way of organizational leadership. Disney is a man of many words and accomplishments which has led the Disney organization to extensive success. Throughout his 43 year career in film and television, Disney was the personification ofRead MoreOrganizational Commitment and Communications Paper1151 Words   |  5 Pagesorganization is Walt Disney Company. In this paper the subject to discuss is how different leadership styles affect group communication, analyze different sources of power and the affects on group and organizational communication, identify the motivational theories effective within the culture of the company and the role of communication as an element of these theories, and the commitment of the workforce to the organization and their relationship to the organization’s communication. Walt Disney himselfRead MoreWalt Disney Company1069 Words   |  5 Pagesï » ¿ Effects of Leadership Style In The Walt Disney Company if there was an authoritarian leader it would affect group communication immensely because the employees need to be creative and because authoritarian leaders â€Å"make decisions, give the orders, and generally control all activities† (Beebe Masterson, 2009, P. 290) this does not allow creative communication. When a leader dictates techniques to a group it does not allow constructive communication, and ideal sharing, and this would not beRead MoreThe Euro Disneyland Case Essay999 Words   |  4 PagesAfter the massive success that the Walt Disney Company has achieved in Tokyo, the company suffered a big failure in the next overseas expansion venture which was named Euro Disneyland. The failure’s main reason was the lack of the emotional intelligence that should be present in effective leaders. 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As a man sat in front of an easel, bursting with excitement, the pencil hitting the paper began to emulate the imagination of the exquisite Walt Disney. Although, the journey to success was changing and overwhelming, at times. Walt Disney’s legacy has sustained to be held in high regard by many people today in leadership positions. Thus, Mr. Disney had animating jobs before developing his company, which revolved around the infamous Mickey Mouse, he was even forced back into animation afterRead MoreFamous Leadership of Walt Disney and Bill Gates1244 Words   |  5 Pagestwo most leaders who fit all these descriptions would be Walt Disney and Bill gates, even thought they have a lot in common, their leadership style was completely different. Walter Elias Disney also known as Walt Disney is known for his imagination that changed the world. He is an inspiring person who is known for never giving up and always dreaming. He created the well-known character Mickey Mouse and he was the founder of Walt Disney Corporation. Although of al the challenged in his life, heRead MoreWhat Type Of Leadership Style Fits Us Best?1450 Words   |  6 PagesDiscovering My Leadership Style Finding a leadership style is like finding the dress or suit that fits just right. It may take several attempts, but once you find the one that fits, it is usually the one you will keep. For this class, we were asked to take a 50 question survey from Kent University to help us figure out what type of leadership style fits us best. From the results provided from the test, my leadership style was typed as participative. When reading more about participative leadership, I sawRead MoreWalter Elias Disney Had A Great Impact On American Television And Entertainment All Over The World Essay1138 Words   |  5 Pages Walter Elias Disney had a great impact on American television and entertainment all over the world. Walt Disney was born on December 5, 1901 just outside of Chicago, Illinois (â€Å"Walt Disney Biography†). Walt Disney moved to Missouri when he was five years old, where he began to develop a love for drawing (â€Å"Walt Disney’s Life†). When Disney was s ixteen, he dropped out of school and was sent to France with the American Red Cross (Nix, Elizabeth). In 1919, Disney moved to Kansas City to become a newspaper

Describe What Montessori Meant free essay sample

Describe what Montessori meant by’ New Education’ Dr. Maria Montessori is the creator for the Montessori Education Method for a new world who devoted her life to improve children’s education excellence. Her educational method is widely used in schools or at home for children 3 t0 6 years old. Maria Montessori lived through one of the traumatic time eras of the world history, which changed everybody’s lives including children. It was the time of anxiety, cruelty, death, family separation and children facing starvation. Maria Montessori felt the best solution to overcome endless, war, violence and poverty is education. Therefore, Maria Montessori believed educating the next generation will improve children’s live and future of the entire community. Maria Montessori felt through education every child could reach his or her potential and become a logical thinker and learn things like, tolerance, cooperation and communication. Thus, she reformed the education system by creating this whole new method of education for a brilliant next new generation. †Truly there is an urgent need today of reforming the methods of instruction and education and he who aims at such a renewal is struggling for the next generation of mankind† (The discovery of the child, Topic 1, p. 0) Montessori believed that education should be taught to children naturally and spontaneously. She felt the current education system is very teacher- centered approach rather than child-centered approach. If the education is to be reformed, it has to be child-centered approach meaning the education is focused on the child which gives importance to the child. She wanted children to have the freedom to explore their surroundings and to learn, make choices, connections and communicate. Therefore, she felt it’s time to introduce a new education system that will be focusing on the child. In order to reform the education system, there are changes that need to be done. The first step would be to make society not to underestimate children and change their perception towards them. The society have to trust children and give them freedom to learn because the society feels if children are given the freedom to do what they want they afraid children might go off the rails. She felt this was the major failure on the education system back in her era where adults failed to understand the child. † The adult has not understood the child or the adolescent and therefore is in continual strife with him. The remedy is not that the adult should learn something intellectually, or complete a deficient culture. He must find a different starting point. The adult must find himself the hitherto unknown error that prevents him from seeing the child as he is† (The discovery of the child, Topic 1, p. 11) Montessori felt parents and teachers should approach child should be passive and communicate in a passive manner in order for a child to thrive, grow and develop. They must know their role as a secondary one and approaching them with humility into knowing how and when to meet childrens needs and offering appropriate support at different times. Montessori said the new education will give the children as an active learner a chance to feel independent, happy, secure and organized within themselves. Therefore she wanted nurture the young’s to be peace loving and to create a non-violence and fearlessness next new generation. She felt that ‘child is not an empty vessel to which the adults can feed their knowledge and experiences to mold and shape them to be the next new generation. She said it is vital for the children gain knowledge naturally on their own experiences, make choices and give them the freedom to be an independent thinker. Montessori felt adults should realize that children develop and learn through their own pace. Every child has a natural process which he/she develops spontaneously. A child is so inquisitive, he or she explores the environment learning new things and having new experiences. They will work constantly to aim to improve themselves. Through work a child will achieve good work habit, concentration skills, fine motor skill, being self sufficient and boosting their self esteem. Furthermore a child will grow and develop in the same order that are extraordinary and the progress in their own natural rhythm. The education system back in her era focused on teaching the children to memorise word to word from books and posters and Children sat in rows at desks at the classroom learning from a blackboard and slates. This method of education wasn’t stimulating and exciting for children. Nevertheless through her experience Montessori discovered children want to learn, and they will do it in their own time frame and they shouldn’t be forced. The â€Å"new education† that she invented will make learning fun, spontaneous and challenging. She diminished the traditional method of teaching by starting her children with writing. She felt the traditional method of teaching was very teacher-oriented and it lacks the role of children in education. The teacher dominates the class and gives instructions to the whole class. The children’s role is to sit, listen and absorb the information from teacher’s traditional academic instruction. Teachers sets the Curriculum materials themselves at a rapid pace plus the materials are not catered for individual needs. They are treated in a same manner; therefore teachers are not being able to address each child’s individual academic strengths and needs. Maria Montessori believed because of children’s inquisitiveness and their individual creativity, they can teach both themselves and others. She said a child has the natural urge to learn through their own experiences and discoveries about their world and people in it. They will learn spontaneously by exploring their environment using their senses the just same way they taught themselves naturally to walk and talk. â€Å"Education is a natural process spontaneously carried out by the human individual and is acquired not by listening to words, but by experiences in the environment. , (Education for New World, Chapter 1, Pg. 2) Montessori discovered that the child has a creative intelligence that exists in his unconscious mental stage. There are different developmental changes children go through. They develop in the same order that are extraordinary and the progress in their own rhythm. These periods are from birth to six years of age. Through Maria Montessori’s observat ion she noticed that despite of the different period of a child’s development, the type of the mind is the same. She noticed that, at this stage, the child is naturally endowed with a different unique power. A child will be able to learn from birth, they can hear smell, taste, see and feel. By using their senses, the child explores and experiments the things going on around him that will guide his learning processes and shapes himself for the future. Maria Montessori felt parents and teachers should understand how a child’s mind works before educating him. There is no point forcing a child to study in the way that’s suitable to an adult mind because it won’t make any sense to the child. From Montessori’s observation she said he child’s understanding and the experience he gets from his environment, not only stimulates a childs mind, but they become incarnated since the child has the eagerness and the ability to learn naturally as well as spontaneously by absorbing knowledge from his/her/ environment. Maria Montessori called this type of mind â€Å"The Absorbent Mind†. Therefore through her curriculum method of ‘new education’ Maria Montessori aimed upon using children’s true constructive energy to create the new world of generation that will build a better world. Dr. Maria Montessori found every child is born with their different personality traits. By allowing children to make choices without restricting or controlling them they will learn themselves and develop a sense of independency with their own personality as well as interests. Maria Montessori observed every child has a â€Å"sensitive period† which is vital for a child’s development. For example, children will be really obsessed with routine. They will be delighted in telling us what’s going to happen next, and to tell us what we are supposed to do next. They will be interested to undress himself/herself, and wants no instruction from the adults. These significant sensitive periods are connected with the need for order in the environment, sense of language, social skills, cultural awareness, movement and coordination. Dr Montessori developed her famous teaching method and materials based on each childs stage of growth and development by understanding the unique aspects of each child. The Montessori method of education also focused children’s sensitive period at different phases of their development years. She focused each child as a whole by ensuring that each childs development is being closely monitored and tracked, helping them reach their highest potential. Montessoris new education method based on her scientific observation and experimentation of children’s behavior. She personally observed children with special needs each in the asylums and formed these principles on the very best way for a child to learn and help them to reach their true potential. â€Å"My method is scientific, both in its substance and in its aim†, (Dr. Montessori’s Own Handbook, Pg. 36). She believed that education should be child-centered, where children should be provided with plenty of space and time to explore and discover new things about the world around them and allow to gain knowledge through experience. She felt the children should be exploring an activity freely without any interruption. They should be engage with a wide range of free play activities indoor and outdoor according to their age and needs and have the freedom to choose, set their own pace, explore and play. These needs being based on each childs stage of growth and development. Therefore, it is crucial to understand the unique aspects of each child and allowing young children to learn, enjoy themselves and make progress rather than forcing a child to learn and make him feel as if learning is a punishment. This is what Dr Montessori meant by ‘new education’ and through her education method she made the world a better place for young children to gain knowledge, confidence plus success and to become the next great generation.

Heart Of Darkness By Conrad Essay Research free essay sample

Heart Of Darkness By Conrad Essay, Research Paper Heart of Darkness, written by Joseph Conrad, holds thematically a broad scope of mentions to jobs of political relations, morality and societal order. It was written in a period when European development of Africa was at a ghastly tallness. Conrad utilizations dual oblique narrative. A flame storyteller reports the narrative as told by Marlow, assigned to the bid of a river steamboat scheduled to transport an researching expedition. Kurtz is a first-agent at an of import trading station of tusk, located in the inside of the Congo. Both Marlow and Kertz found the world through their work in Africa. Marlow felt great outrage with people in the sepulchral metropolis after his journey to the Congo part because he discovered, through his work, the world of the existence, such as the great virtuousness of efficiency, the darkness in society and persons and the surface world. When Kurtz found himself on his deathbed and he said # 1027 ; gThe horror, The horror mentioning to his life in inner Africa, which caused him decomposition. Marlow emphasized the virtuousness of # 1027 ; gefficiency # 1027 ; H throughout the narrative because he thought of it as the lone manner to last in the wilderness. After seeing the deceasing indigens in the wood of the outer station, Marlow described them as # 1027 ; ginefficient. # 1027 ; h Under # 1027 ; gthe devotedness to efficiency, # 1027 ; h unqualified people were excluded from society. Merely efficient people can last. For illustration, since Kurtz was the most efficient agent, with respects to bring forthing tusk, his employers respected his accomplishment and regarded him as an indispensable individual. However, one time he fell into decomposition, he was considered no more the than deceasing indigens and therefore was treated as if he were dead. He was so buried in the darkness. The symbol of inefficiency was the colour viridity. Marlow illustrated a image of deceasing indigens, when he said, # 1027 ; g [ They were ] black shadows of disease and famishment prevarication confusedly in the light-green somberness # 1027 ; H ( 20 ) . Another illustration of inefficiency is shown in the description of the organic structure of Marlow # 1027 ; degree Fahrenheit predecessor as # 1027 ; gThe grass turning through his ribs was tall plenty to conceal his castanetss # 1027 ; H ( 13 ) . Marlow realized the existent darkness did non existed in Africa but in Europe, and non in Africans but in Europeans who engaged in colonial development, including Kurtz. Due to the indigens # 1027 ; f physical characteristics and imposts like cannibalism, Marlow defined Africans as the darkness. On the other manus, he considered Europeans as the visible radiation because of his semblances of civilisation. After witnessing the evil patterns of the colonisers in the Congo, Marlow discovered the moral darkness in Whites. European encroachers in Africa dehumanized indigens under the name of enlightenment for the interest of net income. They practiced no moral Torahs and inflicted indurate and barbarian inhuman treatment on autochthonal people. Marlow # 1027 ; fs description of the Company # 1027 ; fs offices in Paris revealed his find: A narrow and abandoned street in deep shadow, high houses, countless Windowss with Venetian blinds, a dead silence, grass germination between the rocks, enforcing passenger car archways right and left, huge two-base hit doors standing ponderously ajar # 1027 ; H ( 13 ) . Furthermore, the older adult female at the offices was like a gatekeeper of # 1027 ; gDarkness. # 1027 ; h These descriptions indicated that the existent darkness was in greedy Whites, who were without moral lt ; /p > sense, therefore colored indigens were victims of darkness of Whites. Through his work in the Congo, Marlow found merely # 1027 ; gsurface truths, # 1027 ; H which had been adulterated and concealed by European civilization, non core truths. The ground why # 1027 ; gthe significance of episode [ for him is ] non inside like a meat but outside # 1027 ; H ( 9 ) was that Marlow # 1027 ; fs point of view was trapped in these surface truths. He could non touch the interior of the meat because he did non travel deep plenty. Furthermore, he merely watched and judged things from the exterior. Marlow expressed, # 1027 ; htruth stripped of its cloak of clip # 1027 ; c -the adult male knows and can look on without a blink of an eye. But he must run into at least be every bit much as of a adult male as these on the shore. He must run into that truth with his ain true stuff-with his ain congenital strength # 1027 ; H ( 38 ) . Not merely did he hold a fright of indigens, but besides he refused to be like them. Since indigens were, for Marlow, barbarian and mean-spirited chaps, he would non corrupt himself. Marlow used work as a stalking-horse. Mowever, he acquired # 1027 ; gsurface truths # 1027 ; h in the Congo part by managing the steamboat in the # 1027 ; gfiendish row. # 1027 ; h On the other manus, Kurts went to indigens and found the bosom of darkness in him, which was the cardinal world of a deeper part of his head. Kurtz brought moral thoughts to the wilderness. He said early in his work, # 1027 ; gEach station should be like a beacon on the route towards better things, a centre for trade of class but besides for humanising, bettering, teaching # 1027 ; H ( 34 ) . However, he found immorality of Europeans in Africa. Moral thoughts, which formed Kurtz # 1027 ; degree Fahrenheit individuality, were destroyed. He lost his personality and rejected his humanity and the philistinism of the West. Shoes symbolized Western civilisation: Kurtz used a shoe lace to bind letters together. It showed that Kurtz renounced things related to the West. As a consequence, he became egocentric and ivory-obsessed. In add-on, his life became nonmeaningful and empty. Bing hollow at his nucleus, Kurtz was fascinated by # 1027 ; gthe heavy deaf-and-dumb person enchantment of the wilderness that seemed to pull him to its pitiless chest by the waking up of forgotten and barbarous inherent aptitudes by the memory of gratified and monstrous passion ( 65 ) . The wilderness has power to bend Kurtz # 1027 ; fs bosom black. Kertz made a treaty with devilish forces, which lurk within the jungle and so became perverse and deranged. Although he could non be wholly evil, he massacred autochthonal people and stole tusk from them without restraint. He alternated between being evil and fighting his former idealism. On his deathbed, Kurtz realized what he did to indigens and himself and found himself as an incarnate of greed that lacked temperateness. Hence, Kurtz cried # 1027 ; gThe horror, The horror. # 1027 ; h The # 1027 ; gdarkness # 1027 ; H of this novel # 1027 ; fs rubric refers to many sort of darkness: moral corruptness, ignorance, savageness. In the bosom of darkness in Africa, Marlow found the sordid development of haughtiness Europeans. They were non merely mere covetous but inefficient people in the jungle. Marlow did non happen truths, the darkness in him, whereas Kurtz discovered it. Although the find of such world was # 1027 ; gpaid for by countless lickings, by detestable panics, by detestable satisfactions ( 70 ) , as Marlow said. Kurts personified the evil latent in adult male. Under immorality and the diabolic force fortunes, the darkness of one # 1027 ; degree Fahrenheit head can be unleashed.

The Significance of Lily Barts Death free essay sample

You should consider the implications both for the protagonist’s social milieu and for women in general at this point in American history. The significance of Lily Bart’s death. As a writer looking towards the twentieth century Wharton faced the challenge of telling the history of women past the age of thirty. The age of thirty was established as the threshold by nineteenth-century conventions. The conventions of ‘girlhood’ and marriage ability; a psychological observation about the formation of the female identity. Wharton shared Freud’s pessimism about the difficulties of change for women. In his essay ‘femininity’, Sigmund Freud (1933) claimed that women’s psyches and personalities became fixed by the time they reached thirty. 1 The House of Mirth begins in New York’s grandiose gateway that is Grand Central Station; it ends in a dark, shabby hall bedroom. Twenty-nine year old Lily is poised between worlds – a staid old society and unknown new one. We will write a custom essay sample on The Significance of Lily Barts Death or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page She slowly descends by class, and dies by suicide. Wharton lightens this melodramatic ending by not quite allowing Lily to actually commit suicide, instead she is portrayed as simply not caring enough about life to count her sleeping drops correctly. 2 Lily Bart is neither the educated, socially conscious or rebellious New Woman. She does not find meaning for her life in solitude and creativity. Her skills and morality are those of the Perfect Lady. She rises to the occasion quite superbly whenever there is a crisis – when her aunt disinherits her, Simon Rosedale rejects her and Bertha Dorset insults her. Her would-be New Man Lawrence Selden is who she turns to for friendship and faith. Selden criticises her for being ‘perfect’ to ‘everyone’; but demands extra moral perfection that can only ultimately be fulfilled by Lily dying. 3 Lily’s story progresses against a paradigm of what was expected of the ‘proper’ young lady. The conventional arrangements for a leisure-class lady were a social debut, followed by courtship, engagement and a wedding. However, the novel opens with ‘tea at a bachelor’s flat’ which at first may ppear quite trivial, yet, it is the start of a fatal sequence. Such things were warned of in etiquette books, even in the new twentieth century. Lawrence Selden assures Lily at the beginning of the novel, ‘Oh, I’m not dangerous’ (p. 6). However, by judging her, behaving intimately then distancing himself and interfering every time she is about to act upon securing her future welfare, he turns out to be quite dangerous. Somewhat indirectly, Selden could ultimately be considered responsible for Lily’s death. Selden does not realise that Lily could have saved her failing reputation by simply disclosing Bertha Dorset’s letters to him. He never does know that she possessed and destroyed them. In Lily’s death he has lost forever the opportunity to learn that she may have sacrificed herself in order to preserve his reputation and his memory of her. 5 We can almost see through Lily’s uniqueness, the lonely quest of ladylike manners in the midst of crudeness and spite; making us feel that she is the last lady in New York, the ‘lone and solitary’ survivor of a bygone age. Wharton decides that Lily cannot survive, that the upper-class lady has to die in order to make way for the modern woman who will work, love and give birth. Lily’s ladylike self-silencing reminds us of her incapability to rise above the evasions that confine her conversations with Selden. In her search for a husband it is, in a sense, an effort to be ‘spoken for’. However, she has the opposite effect and is ‘spoken of’ by men. Although Lily has such a great desire to tell Selden the truth about herself, she is only capable of making hints which he is unable to comprehend. All of her tears, body language and gestures are wasted on him. Even as she is on her deathbed, drifting into unconsciousness, Lily struggles with the effort to speak, ‘she said to herself that there was something she must tell Selden if she could only remember it everything would be well. ’ (p. 283) However, she dies with this word on her lips. 6 Lily lacks self-ownership because of her unmarried status. She cannot fully possess herself – could this be the meaning behind the word that is left unsaid? Could the word she wanted to tell Selden be ‘freedom’? Earlier in the novel when walking with Selden in the park, Lily listens as he defines what ‘success’ means for him, ‘My idea of success, is personal freedom from everything – from money, from poverty from all the material accidents’ (p. 60). It appears that both Lily and Selden were too late in realising that it was in fact this freedom they both desired. The withholding of the word ultimately denies the reader access to Lily’s dying thoughts. However, it is this switch from omniscient narration to free indirect discourse that allows the reader to fill this â€Å"textual space†. Wharton manages to position the novel as psychological realism bordering on modernism. 7 Lily is repeatedly defeated. The aunt who should be there to rescue her disinherits her; her friend Bertha Dorset should be there for her, yet she throws her out in order to protect her own reputation; the man who should have faith in her, cannot trust her long enough to overcome his own emotional meticulousness. We see Lily being taken from the heights to her death in an unrelenting fall. 8 Lily realises that her status as a lady does not exempt her from the sufferings of womanhood. We see this in her awareness of her own body as its ornamental features begin to weaken, her luxuriant hair begins to thin, her glowing features will become ‘dull and colourless’ in the millinery workshop (p. 247). Her hands are at first described as ‘polished as a bit of old ivory’ (p. 7). Yet, in her altercation with Gus Trenor, Lily becomes aware that these lovely hands are also ‘helpless’ and ‘useless’ (p. 30). She realises that her hands are now that of a working woman, ungraceful and clumsy. 9 Lily lives in a society so insistently materialistic and self-serving that it carelessly destroys what is most beautiful and blameless within it. Lily is a heroine who is competent at making decisions and dealing with the consequences, yet, at the same time defenceless against an array of internal and external forces that constrict choice. Wharton conveys the source of Lily’s troubles not only in her personality, but also in the society that produced her. This society discourages women like Lily from becoming independent identities, instead making them out to be nothing more than aesthetic objects. We see this in Lily’s performance in the tableau vivant scene. The scene underlines Lily’s creative potential but proves to be more problematic than victorious. She attracts the attention of Selden but at the same time she excites the aggressive sexual hunger of Gus Trenor, who later tries to gain sexual favours as repayment for the load she accepted from him. 10 The shifts in Lily’s personal fortunes parallel disruptions in society as shifting values and behaviours form new patterns of social inclusion and exclusion. After the Civil War, urbanisation, industrialisation and commercialisation – along with the arrival of new moneyed industrialists and entrepreneurs – Old New York’s social demography became altered. Lily struggles to settle in such an adjusted social landscape in which her assets – beauty and status – can not compete with her escalating social and financial debts. Without any funds or wealthy husband it is inevitable that Lily can only descend the social ladder whilst the newly wealthy, can only climb. 11 In her meeting with Nettie Struther Lily sees herself emulated in her and her baby – Nettie’s accomplishments seem beyond any she had imagined for herself. Lily gives in to the desire for physical connection by holding her baby (p. 276). The scene of Lily on her deathbed hallucinating about holding the baby can be seen as both sentimental and regressive, or even as a sign of Lily’s retreat in to the safety of infantilism. Moreover, the hallucination could speak for Lily’s stimulated sense of loving solidarity and community. We see how far Lily has come even in her death. She is an honestly awakened woman; she recognises her own position in the community of women workers. Her enlightenment is slow and distressing, ‘It was as though a great blaze of electric light had been turned on in her head She had not imagined that such a multiplication of wakefulness was possible: her whole past was re-enacting itself at a hundred different points of consciousness’ (p. 82). 12 It is women like Nettie who represent the new working women of the future, women with independent needs to survive. The fact that Nettie’s baby is a girl may signify that the future not only rests with a woman like Nettie, but more so in the new hope for the future for her baby. When Lily returns to her lonely room, she realises with ‘intense clearness’ her separation from the ‘solidarity of life’ from true association with others, that she is ‘mere spin-drift of the whirling surface of existence’ p. 279). Lily is strong enough to face deep realisation about her individuality, yet exhausted by what she has been through, she shrinks from ‘the glare of thought as instinctively as eyes contract in a blaze of light – darkness, darkness was what she must have at any cost. ’ (p. 282). Chloral brings Lily passiveness; it dulls and then eliminates the truth she has reached about her separate identity and connections she has never attained with others. As a sense of ‘complete subjugation’ comes over her, Lily loses what Claire Kahane refers to as the â€Å"tenuous and fundamentally ambivalent struggle for a separate identity, the struggle with the maternal self that figures ‘the forces of life and death’†. 13 Throughout the novel we see that Lily never actually owns anything, apart from a diminishing supply of personal adornments. She always lives in borrowed spaces, and dies of ‘isolation’. Even Lily’s own room is a space that is owned, furnished and maintained by others. 14 Lily has class without money and thus manners without the social position connected to them. It seems Lily is the only person with true class, everyone who has money has no manners. The result is devastating; Lily has to die among the people who disregard manners, and thus herself. 15 Lily’s end is as ambiguous as her beginning, with its double binds and sterile ideals. On one level her death serves to condemn a legal and social order that refuses women the â€Å"inviolable personalities† possessed by men. The fragmentation that accompanies Lily’s death implies that the â€Å"real Lily Bart† may be nothing more than a fiction – a version of â€Å"personality† from which both the heroine and Wharton seek shelter. 6 One could see Lily’s death as a complete surrender, yielding to be nothing more than beautiful; she dies untouched, symbolically, as the flower whose name she bears. It is the wealth and status that Lily has so passionately desired which finally destroy her. She has not only become a victim of her society but an icon, symbolic of its essential cruelty and contradictions.

3 Tips for Writing Your Williams College Supplement

3 Tips for Writing Your Williams College Supplement SAT / ACT Prep Online Guides and Tips Williams is among the most selective colleges in the country, with an acceptance rate of 15 percent. As part of your Williams application, you’ll need to respond to the Williams writing supplement. In this article, we’ll cover the three questions that make up the Williams writing supplement, offer suggestions for what to write about in your essay, and give you tips for crafting the best essay possible. The Williams Writing Supplement There are three different questions on the Williams writing supplement. You need to respond to one of them as part of your application. 1. At Williams we believe that bringing together students and professors in small groups produces extraordinary academic outcomes. Our distinctive Oxford-style tutorial classes- in which two students are guided by a professor in deep exploration of a single topic- are a prime example. Each week the students take turns developing independent work- an essay, a problem set, a piece of art- and critiquing their partner’s work. Focused on close reading, writing and oral defense of ideas, more than 60 tutorials a year are offered across the curriculum, with titles like Aesthetic Outrage, Financial Crises: Causes and Cures, and Genome Sciences: At the Cutting Edge. Imagine yourself in a tutorial at Williams. Of anyone in the world, whom would you choose to be your partner in the class, and why? 2. Each Sunday night, in a tradition called Storytime, students, faculty and staff gather to hear a fellow community member relate a brief story from their life (and to munch on the storyteller’s favorite homemade cookies). What story would you share? What lessons have you drawn from that story, and how would those lessons inform your time at Williams? 3. Every first-year student at Williams lives in an Entry- a thoughtfully constructed microcosm of the student community that’s a defining part of the Williams experience. From the moment they arrive, students find themselves in what’s likely the most diverse collection of backgrounds, perspectives and interests they’ve ever encountered. What might differentiate you from the 19 other first-year students in an entry? What perspective(s) would you add to the conversation with your peers? Each question has the same instructions: respond to the prompt in 300 words or fewer. Writing the Williams writing supplement is optional, so you can choose whether you want to answer a question or not. Should I Write an Essay for the Williams Writing Supplement? When you’re working on your Williams College application, you might notice that the Williams Writing Supplement is entirely optional. So should you write an essay? Or skip it altogether? It would be a huge mistake to not write the Williams College supplement. While the instructions do say optional, the statement isn’t really optional. Choosing not to write an essay will make you look like you don’t care that much about being accepted to Williams. Along the same lines, your Williams writing supplement is a great way to show the admissions committee aspects of your personality that aren’t highlighted in the rest of your application. Take that opportunity! Show the admissions committee why you belong on Williams’ campus. What Should I Write About in My Williams College Supplement? Let’s take a look at each of the Williams College supplement questions and discuss what you could write about in each. At Williams we believe that bringing together students and professors in small groups produces extraordinary academic outcomes. Our distinctive Oxford-style tutorial classes- in which two students are guided by a professor in deep exploration of a single topic- are a prime example. Each week the students take turns developing independent work- an essay, a problem set, a piece of art- and critiquing their partner’s work. Focused on close reading, writing and oral defense of ideas, more than 60 tutorials a year are offered across the curriculum, with titles like Aesthetic Outrage, Financial Crises: Causes and Cures, and Genome Sciences: At the Cutting Edge. Imagine yourself in a tutorial at Williams. Of anyone in the world, whom would you choose to be your partner in the class, and why? While it may seem like there are endless ways to answer this question, there are really only two real options: you can pick someone you know personally or you can pick someone you’ve never met, but have always wanted to. Whichever direction you go in, you should make sure to have a specific reason for choosing that person. If you pick someone you know personally, you can use this essay as an opportunity to talk about experiences you’ve had that have greatly affected you. You could, for instance, choose someone you met on a service trip who taught you about hard work or the director of a musical that you participated in that taught you a lot about self confidence. In either of these examples, you’ll be able to talk not only about the influential figure, but about an important part of your life (the service trip or the musical). If you decide to go the celebrity or famous person route, you should make sure to have a real reason why you want to meet that person - a reason that reflects how they influence you. Love isn’t the same as influence - you can love a celebrity but that doesn’t mean they’ve had a huge impact on your life. It’s fine to pick Chrissy Teigen, but only if you talk about how you’d really like her help dissecting a tutorial on social media. If you’re struggling to pick a person, it can be helpful to come up with a tutorial topic that you’d like to participate in first. Having parameters like class topic can be useful for giving you ideas for how to answer the question. Each Sunday night, in a tradition called Storytime, students, faculty and staff gather to hear a fellow community member relate a brief story from their life (and to munch on the storyteller’s favorite homemade cookies). What story would you share? What lessons have you drawn from that story, and how would those lessons inform your time at Williams? While this prompt talks a Williams-specific tradition, Storytime, the question itself is a common one in admissions essays: sharing about a time when you learned an important lesson. To master this prompt, you need to pick a specific experience. It doesn’t need to be earth-shattering or impressive, but it does need to have real significance in your life. You should pick an authentic experience that you actually had - don’t make something up or exaggerate to try to seem more important. Your essay should have a clear narrative arc with a beginning, middle, and end. Make sure to include your takeaways and reflections in the end of the response. Every first-year student at Williams lives in an Entry- a thoughtfully constructed microcosm of the student community that’s a defining part of the Williams experience. From the moment they arrive, students find themselves in what’s likely the most diverse collection of backgrounds, perspectives and interests they’ve ever encountered. What might differentiate you from the 19 other first-year students in an entry? What perspective(s) would you add to the conversation with your peers? This Williams College supplement prompt gives you an opportunity to share more about what makes you unique. Don’t fall into the trap, though, of sharing too much! Pick one specific trait or identity to talk about. You don’t need to talk about every single thing you’ve ever done or liked. In your essay, be sure to talk about how the trait or identity you chose has affected your perspective. Maybe being introverted has let you observe more about other people. Maybe being a member of the LGBTQ+ community has taught you about the importance of respecting others’ differences. Whatever you choose, make sure to fully flesh out how and why that trait has affected your perspective and why that perspective would be valuable to the Williams community. Tips for Writing a Strong Williams College Supplement Essay Writing a strong Williams College supplement essay isn’t just about picking the right prompt to answer. You need to make sure your essay is the best possible example of your work in order to wow the admissions committee. Follow these three tips for writing an amazing Williams supplement essay. #1: Be Authentic The point of a college essay is for the admissions committee to have the chance to get to know you beyond your test scores, grades, and honors. Your admissions essays are your opportunity to make yourself come alive for the essay readers and to present yourself as a fully fleshed out person. You should, then, make sure that the person you’re presenting in your college essays is yourself. Don’t try to emulate what you think the committee wants to hear or try to act like someone you’re not. If you lie or exaggerate, your essay will come across as insincere, which will diminish its effectiveness. Stick to telling real stories about the person you really are, not who you think Williams wants you to be. #2: Play With Form The Williams College supplement essays leave a lot of room open for creative expression - use that! You don’t need to stick to a five paragraph essay structure here. You can play with the length and style of your sentences - you could even dabble in poetry if that makes sense! Whichever form you pick, make sure it fits with the story you’re trying to tell and how you want to express yourself. #3: Proofread and Polish Your Essay Your Williams essay should be the strongest example of your work possible. Before you turn in your application, make sure to edit and proofread your essays. Your work should be free of spelling and grammar errors. Make sure to run your essays through a spelling and grammar check before you submit. It’s a good idea to have someone else read your Williams College supplement essay, too. You can seek a second opinion on your work from a parent, teacher, or friend. Ask them whether your work represents you as a student and person. Have them check and make sure you haven’t missed any small writing errors. Having a second opinion will help your work be the best it possibly can be. Final Thoughts While the Williams College supplement says it’s optional, it’s not really! You should answer the essay as part of your application. When writing your Williams College supplement response, DO: Be authentic and true to yourself. Tell stories that are meaningful to your identity and experience. DON’T: Lie or exaggerate to seem more important. Forget to proofread or polish your essay. What’s Next? Wondering how to ace the Common Application? No problem! We’ve got you covered with tips and tricks to make your application stand out from the crowd. Starting your essay is often the hardest part.If you're unsure where to begin, check out this guide to starting a college essay perfectly, and don't be afraid to just dive right in! If you're applying to Williams College, you're likely applying to other colleges on the East Coast, too. Check out our expert guides to the Duke essay, the Tufts essays, and the Harvard essay. Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

Risk Assessment and Management Plan Essay Example | Topics and Well Written Essays - 1750 words

Risk Assessment and Management Plan - Essay Example People suffering physical disabilities as well as having psychiatric problems are among the main sufferers of domestic violence. Furthermore, children are also directly or indirectly influenced by domestic violence (Iowa State University of Science and Technology, 2011). In accordance with the case, Janice, who is the mother of two and a half year child Sam was observed to be suffering from a problem of mental health i.e. bipolar disorder. Janice was least caring about the nutrition as well as the medical needs of Sam. Subsequently, Sam was removed from the care of Janice. After three months when Janice’s condition stabilised through medication, Sam’s care was restored to Janice. Moreover, for two years Janice and her partner Doug was together as well as had another child named Jessie but there were various incidents of domestic violence among them. Due to the stoppage of medication, Janice’s conditions worsened which led to further extreme violence among them. However, the partners were majorly concerned about their children. Domestic violence worker is required to support Janice in order to protect her goals and facilitate her to be able to take care of her children. The Mental Health Service is concerned about Janice and her children as she missed her two group support meeting consecutively. Moreover, it was observed in the last meeting that Janice was asking for money from other members of the group. The Police had approached o the Department of Child Safety in order to discuss about this family in the SCAN (Suspected Child Abuse and Neglect) meeting. The meeting was organised as they were concerned about the safety of children. The disability service provider and Child Health Clinic were concerned about the health of Evelyn and Jessie respectively. The Educational or School Counsellor was concerned about Sam who was negatively impacted by the acts of domestic violence, results of which were seen in his behavioural aspects towards the other