The romantic period essays

The sentimental period expositions The Romantic Period/Era created a plenty of extraordinary works. It was a time of incredible change and liberation ( ). While the Classical time had severe laws of parity and limitation, the Romantic time moved away from that by permitting masterful opportunity, experimentation and imagination ( ). Sentimental thoughts revolved around workmanship as motivation, the profound and stylish element of nature, and analogies of natural development. Workmanship, instead of science, Romantics contended, could best communicate generally accepted fact. The Romantics underscored the significance of expressive craftsmanship for the individual and society ( ). The advancement of oneself turned into a significant subject; mindfulness an essential technique. On the off chance that, as indicated by Romantic hypothesis, self and nature were one, mindfulness was not a narrow minded impasse but rather a method of information opening up the universe ( ). On the off chance that ones self were unified with all humankind, at that point the individual had an ethical obligation to change social imbalances and calm human enduring ( ). In contrast to European gatherings, visionaries never gave a declaration. They demanded singular contrasts on the one of a kind perspective of the person. American Transcendentalists Romantics pushed radical independence to the outrageous. It focused on independence, confirmed the estimation of the basic individual, and sought the roused creative mind for its tasteful and moral qualities. Positively the New England TranscendentalistsRalph Waldo Emerson, Henry David Thoreau, and their partners including William Wordsworth and William Butler Yeats were propelled to another idealistic confirmation by the Romantic development ( ). Thoreau was the pioneer for a large portion of the visionaries, his artful culmination Walden, an aftereffect of two years living in a lodge, molded the perspectives on author to come. In Walden, Thoreau not just tests the speculations of Transcendentalism, he re-sanctions the aggregate American experience of the nineteenth century: living on the boondocks. Thoreau f... <!

Nutrition Workout Log Essay Example for Free

Nourishment Workout Log Essay Did you meet your healthful objective? Clarify why you did or why you didn't meet your objective. Indeed I met my objective since I just drank one container of pop for supper in an entire day. Normally I drink around 3 per day, so I’m attempting to bring down my soft drink consumption regular. Clarify why your wholesome objective is essential to look after wellbeing. My wholesome objective is essential to keep up great wellbeing in light of the fact that the corrosive is high in pop. I understood that soft drink eats the inward layer of your stomach and furthermore eats the finish off your teeth. Did you experience any difficulties as you strived to meet your objective? Indeed, It was difficult for me to arrive at my objective in light of the fact that im used to drinking soft drink on various occasions a day. I began drinking more water so it got my brain off of drinking pop. Did seeking after your healthful objective upgrade your physical action in any capacity? Why or why not? Truly, when I drank less soft drink I understood that I wasn’t as worn out, and furthermore wasn’t as eager. At the point when I worked out I had more vitality and rested easy thinking about myself. Wellness Test Comparison: (worth 20 focuses) Repeat the body structure wellness test from the Getting Started exercise. Look at your unique body structure result (weight file or BMI) with your present body arrangement result(body mass record or BMI). Work out your unique score and status, alongside your present score and status. Unique score ___26. 2_______ Current score ___24. 7________ Did your outcomes improve? Why or why not? Truly my outcomes improved since the start. I’ve been turning out to be more and eating more advantageous food to attempt to improve myself off over the long haul. Date Warm-Up Physical Activity Intensity (Light, Medium, or High) Cool-Down Mins 10/17/12 Body extends Running Medium-High

Object Relations Theory and the Mom Factor

Object Relations Theory and the Mom Factor Phobias Causes Print Object Relations Theory and the Mom Factor By Lisa Fritscher Lisa Fritscher is a freelance writer and editor with a deep interest in phobias and other mental health topics. Learn about our editorial policy Lisa Fritscher Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on August 13, 2019 Getty Images / Images by Tang Ming Tung More in Phobias Causes Symptoms and Diagnosis Treatment Types Object relations theory is centered on our relationships with others. According to this theory, our lifelong relationship skills are strongly rooted in our early attachments with our parents, especially our mothers. Objects refer to people, parts of people, or physical items that symbolically represent either a person or part of a person. Object relations, then, are our relationships to those people or items. We explore how you are affected and what your relationship with your mother may say about your future in relationships. An offshoot of Freudian psychoanalytic theory, object relations theory developed during the late 1920s and 1930s  and became extremely popular during the 1970s. Karl Abraham, Margaret Mahler, and Melanie Klein are among those credited with its origination and refinement. Object relations theory is sometimes used in the treatment of phobias, particularly those that focus on people, or our relationships with them. External and Internal Objects An external object is an actual person or thing that someone invests in with emotional energy. A whole object is a person as she actually exists, with all of the positive and negative traits that she embodies. If we successfully move through the stages of development, we are able to relate to others more as a whole and as they truly are. An internal object is our psychological and emotional impression of a person. It is the representation that we hold onto when the person is not physically there, and it influences how we view the person in real life. Consequently, the internal object greatly impacts our relationship with the person that it represents. Different Attachment Styles Object Constancy Object constancy is the ability to recognize that objects do not change simply because we do not see them. Infants begin to learn object constancy when their parents leave for a short time and then return. As children mature, they begin to spend longer periods of time away from their parents. Separation anxiety and fear of abandonment are common in people who have not successfully developed a sense of object constancy. The Mom Factor: Piecing It All Together According to the object relations theory, the way mothers and infants interact plays a crucial role in infant growth and development. If care is adequate or good enough, children are able to develop their true selves, which is the part of the baby that is creative and spontaneous. If the care is inadequate, children create a false self or one that is playing to the needs of others and is based on compliance with others expectations, instead of the childs self. Over time, acceptable parental care that will create the true self includes the following stages: Holding - actual physical affection and holding including cuddling, holding hands, or lap sitting is familiar and regular behavior in satisfactory parental care.Mother and infant living together - experiencing the daily routine of both psychological and physical care such as eating, grooming and interacting through mundane tasks is important for babys proper development.Father, mother and infant, all three living together - as the child grows into relative dependence and later into independence, the importance of witnessing the interaction of the mother and father is essential to teaching the child relational care outside of ones self which they observe between the father and mother. Object relations theory holds that a chink in any of these important steps can cause issues in developing relationships later in life.

Impact Of Management Styles On The Organization - 2588 Words

Impact of Management Styles In any organisation there are managers, they help deliver the company’s objectives and goals by managing the employees. Action Centred Leadership (Adair, 1973) suggests that to achieve maximum productivity and commitment to the organisation, leaders, not managers are required. There are eight major theories of leadership which include; the â€Å"Great Man† theory (About.com, 2014), in which leaders are born and not made, portrayed as heroic and destined to rise to leadership. Situational Leadership Theory (Hersey-Blanchard, 1969) state that focus should be given to environmental variables, determining the style of leadership best suited to a particular situation. Behavioural theories (Adair, 1973 McGregor, 1960) state that leaders can be made and are not born, developing their skills through training and observation of others. Within any project management team there will be a vast array of leadership management styles. At Howarth’s, whilst working on Project Phoenix this became quickly apparent. The HR Manager took an autocratic approach, displaying some of the negative characteristics associated with this management style, such as being a poor listener and a one way communicator. This style of management is seen to be dictatorial, focussing on the production of results through supervision, reward and punishment (About.com, 2014). The Financial Director took a more participative approach, encouraging a sense of purpose and unity to the teamShow MoreRelatedLeadership Culture : A Review Essay1674 Words   |  7 Pagespurpose to an organization. Research into the influences of management on corporate culture include insights from a variety of fields to include business, economics, politics, psychology, and sociology. This review examines the literature on organization design and leadership as influ encers of innovation and change. Specifically, the paper investigates the link among mechanistic and organic structures, leadership, relationship styles, and change management. Transformational leadership style is associatedRead MoreNotes On Life Styles Inventory979 Words   |  4 Pages Life Styles Inventory Jameka S. Carter Ms. Hallcom 9/14/14 â€Æ' Life Styles Inventory Introduction Individuals possess different skills that have an impact on their thinking and management style. The style varies from individual to individual depending on their opinions, perceptions, thoughts, and skills. The Life Style Inventory is a tool, which can be used to analyze and evaluate the management and leadership skills of an individual. The LSI has different styles and individuals can rateRead MoreThe Course Managerial Decision Making For Health Care Organizations952 Words   |  4 PagesMaking in Health Care Organizations, students present critical incidents that have happened in healthcare facilities. 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Immigration And The United States - 1464 Words

Immigration has always been a complex issue in the United States. Previous and current administrations have had great difficulties in setting policies and programs in place to address this problem. During the course of American history, laws were enacted to address such issues. There were numerous legislative milestones in regards to immigration in the United States. In order to understand the current issues regarding immigration, we have to look back at the policies that were in place along with the goals that they intended to serve. According to (Barusch, 2012), the United States had an open immigration policy; which means that anyone could relocate to this country. As a result of this policy, the government had to redefine†¦show more content†¦(Presidential candidate .org). The objective of the immigration policy is to address all issues, not just prevalent issues. Immigration issues have been a problem throughout history. This Society holds different perceptions on the topic. Some people favor the flow of immigrants while others oppose it. Immigration is a social problem that must constantly be reviewed due to the complexity of the problems. In this situation, different factors such as the quality of life for immigrants, how they impact the economy, how the implementation of policies would benefit them, have to be taken into consideration. Immigration policies affect all aspects of today’s society. The key figures in the immigration issue are immigrants, documented/undocumented, political figures. Immigration reform has been an issue in previous and current administrations. Policy makers experience difficulties in setting policies/ programs in place to address the issue. This policy was chosen for analysis because it affects us all. Immigration has always played a central role in the life and growth of the nation. (Civilright .org). In selecting this policy for analysis, I took into consideration that I, too, was an immigrant before I became a naturalized citizen. I was able to benefit from the policies in place at the time of my arrival in this

Views of Childhood A Sociological Perspective Free Essays

Abstract This essays draws on Libby Brooks’ The Story of Childhood in order to examine the social construction of childhood. This essay work analyses three individual aspects of childhood sociology. First, the effects of body image and the media on the cultural examination of childhood. We will write a custom essay sample on Views of Childhood: A Sociological Perspective or any similar topic only for you Order Now Second, the increasingly overt sexualisation and simultaneous consumerisation of children. Finally, it shifts connection between adulthood and childhood that affects modern children in society. Introduction A famous – if controversial – claim was once posited by Phillipe Aries, a social historian from France, who argued that the notion of ‘childhood’ was not in existence during medieval times. Aries emphasised that the ‘idea’ of childhood is to a large extent socially constructed; in different cultures and at various points throughout history, the concept of childhood has taken on a range of meanings, and children have fulfilled a variety of roles and undertaken myriad activities (Aries, 1965: 22). Rather than being a clearly defined stage in human development, childhood is a construct of society. In the Story of Childhood: Growing up in Modern Britain, author Libby Brooks examines nine case studies in order to form a portrait of what childhood is like in this culture, at this time (Brooks, 2006). This essay shall examine three individual aspects of childhood sociology in light of the case studies contained in Brooks’ book: the effects of b ody image and media, the increasingly overt sexualisation and simultaneous consumerisation of children, and shifting connection between adulthood and childhood that affects modern children in society. The Sociology of Childhood- An overview In early adolescence, children come face to face with an interior revolution, both physical and psychological. They become intensely concerned with image and the way in which they are seen by others, particularly their peers. This concern leads to a battle for self-identification and self-portrayal (Corsaro, 2010: 35). Children of this age are prone to forming false adversaries and idols in the people around them. The ego is being constructed and tested; it is often dependent on a precarious sense of sameness and continuity with others. In this phase, there is a danger that roles in society might be confused (Erikson in Bowman, 1973: 85). When a child or teenager’s sense of identity is weak or not fully formed, particularly in terms of sexual identity, it is common for anti-social or delinquent ‘acting out’ to occur. However, this is contested by Marxist theory, which states that delinquency stems from an economic superstructure that promotes relative scarcity (Co hen, 2005: 216). Often, the role confusion is rooted in societal perceptions. A relevant example would be that of Laura, in The Story of Childhood. Although Laura is described as being a very attractive young teen, her sense of identity is severely distorted by her experience of society and her peers. She longs to return to an earlier stage of childhood: â€Å"When you’re younger, you’re kept happy all the time. But when you’re a teenager, it’s not so easy.† (Brooks, 2006: 194) Laura is tormented by a group of girls at her school to the extent that she becomes suicidal and eventually attempts to take her own life. Charles Lemert points out that when incidents such as Laura’s suicidal moods and depression are identified, addressed and treated in the proper manner, they need not have the same lasting and often fatal impact that they might have for adults (Lemert, 2011: 144). The treatment of Laura by her peers is far from unusual. Majid is another child who suffers bullying, often violent, in The Story of Childhood. He shows off his bruises, from being beat up by other children (Brooks, 2006: 241). Children and adolescents can be extremely clannish, and very cruel in the ways in which they attempt, and often manage, to exclude such individuals who are in any way ‘different’. The difference might manifest through cultural heritage (as in the case of Majid), skin color, language, accent, disabilities, or even more trivial variations such as dress style, gestures, hobbies or music preferences, as in the case of Laura. Frequently, an ‘in group’ of peers determines what aspects of style or taste are the signs of being an ‘in-grouper’, or as in Laura’s situation, an ‘out-grouper’. This designation of ‘in’ and ‘out’ is almost always temporary and arbitrary in nature, although it is of course influenced by pop culture, pop stars, sports stars, etc (Palladino, 1996: 42). Conceptualisation of children In examining childhood from a sociological perspective, it is vital to acknowledge that these forms of intolerance and persecution are essential in terms of defending the group and individual child against the perception or experience of identity confusion. Teenagers do not only assist each other overcome a great deal of discomfort, albeit temporarily, through the formation of cliques, and by applying stereotypes to themselves and others, but they also explore and test the limits of their capacity for fidelity and consistency within the group (Lemert, 1999: 327). The willingness for this type of testing within teenage society also goes some way towards offering an explanation for the immense attraction that simplistic and cruel totalitarian systems have for groups of youth within nations and classes that have a diminished, or diminishing sense of group identity, e.g. tribal, feudal, national and agrarian countries that experience industrialisation, technology or communication on a br oader scale. This identity-forming phase generally extends from the pre-teen years into the early twenties (Cote and Levine, 2002: 82) In applying these truths of adolescent identity to societal constructions of childhood in modern-day Britain, one must turn again to Phillippe Aries. He observed that in the middle age, and extending nearly to modern times, children lived side by side with adults. Once children grew beyond infancy, they engaged in the community around them, working alongside their adult counterparts. They lacked any distinctive way of dress or behavior that might set them apart from adults. Over time, middle-class male children were extended special treatment, through the opportunity for education. Over several hundred years, this opportunity was then offered to bourgeois girls, as well, and finally to the children of the working class. Unlike in modern society, it was not expected that children would spend their teenage years seeking to develop an ego identity. Such a notion simply did not exist. In the modern era, teens such as Laura are confronted with the reality of cliques and intolerant factio ns that are seeking to delineate a notion of identity (Aries, 1965: 75). Children were once participatory agents in the economy around them. They worked in factories, or on family farms, from a very young age. However, modern society has shifted and now creates a degree of separation between children and the work force. Western society imposes academic study on children as a way of preparing them to be useful member of the work force in the future; this is becoming a global phenomenon. Rather than being structured around work, the daily schedules and lives of children center around schoolwork and learning that is formalised. Older children and teenagers may work part-time; however, the main task allotted to them is to complete their education, in order to move into the labour force. At this stage, for Western societies, the capacity of an individual, or their level of competence, is assessed in accordance with the level of their educational accomplishments (Hutchby and Moran-Ellis in Hutchby and Moran-Ellis, 1997: 15). The power of the consumer market is pervasive. In terms of the interplay between the market and children, consumption can be explained as a way in which children can share a culture with friends and classmates, as well as create their own sense of community. Brooks writes: Nowadays†¦consumption is rising exponentially, and one extreme is swiftly superseded by the next: the toy of the film, the yoghurt of the cartoon, the padded bra of the doll. In the worst light, the industry looks like a monstrous behemoth, pushing sex and saturated fats, creating a generation of obese, promiscuous, celebrity-obsessed automatons, dependent on brands for identity, bullying the poor few who cannot afford the right trainers, unable to appreciate gratification that is anything other than instant† (Brooks, 2006: 151). Attitudes to children The consumerisation of children can begin very early in childhood. Steinberg points out that for those who care to see it, an insidious message of consumerism lies beneath the veneer of one of the most prolific and pervasive companies in the entertainment industry: Disney. While masquerading as innocent and harmless entertainment, some critics have posited that this harmless-seeming gaiety is a facade for ruthless marketing techniques and an agenda that is geared towards turning children into rapacious consumers (Steinberg in Steinberg (ed.), 2011: 8). In fact, Disney is active in constructing popular notions of childhood in a way that harmonises childhood completely with consumerism. Even more insidious is the pervasive view that Disney’s harmless products are not liable for the myriad ways in which they construct a view of reality for children, influencing concepts of personal identity, history, and culture (DeCordova in Smoddin, 1994: 208). When, in The Story of Childhood, Rosie recounts her fantasy stories of princesses and magic carpets (Brooks, 2006: 40), they are visions that are clearly informed by the Disney cartoon versions. Disney’s representation of buxom, beautiful princesses, innocent as it seems, contributes further to the mixing of consumerism and sex. The sexualisation of children, while not entirely new, is paired with consumerism in society, creating a paradigm peculiar to our current era. When describing the experiences of Lauren, a 16-year-old single mother, Brooks wonders if Lauren’s teen pregnancy, along with many others, can be attributed to a ‘grossly sexualised culture’ (Brooks, 2006: 305). It is little girls who inevitably bear the brunt of this unholy union. The fascination with innocence being eroticised and the concept of the erotic child as a whole is one that is profoundly gendered. This bias extends back through history, with Higonnet noting the sexualised depictions of pre-pubescent girls in the time of the Victorians (Higonnet, 1998: 42). More recently, very young girls are commodified in society as sexual performers, as well as sexual consumers and a lucrative market to be tapped. In contemporary society, it is young girls, rather than young boys, whose innocence is turned into eroticism (Renold, 2005: 71). This societal trend towards young girls being viewed as erotic objects is cause for grave concern. In early 2003, The Sun ran a tabloid campaign to stop the sale of ‘sexy’ lingerie-type underwear to pre-adolescent girls. This underwear ranged from thongs and push-up bras to t-shirts with a motif that read ‘Little Miss Naughty’ (Brooks, 2006). This protest, of course, originated with a paper that dresses up its Page 3 women as little girls, as a way of promoting female sexuality. Feminist theory has noted for many years that there is a constant blurring of the lines between the categories and labels of ‘girl’ and ‘woman’, a lack of distinction that has given rise to the term of ‘woman-child’ (Burman, 1995: 46). Historically speaking, markers of childhood have been construed as having sexual allure, with the result that grown women make attempts to be perceived as more childlike, and even take on symbols of childhood, such as toys, school uniforms, sweets, etc. Female sexuality becomes synonymous with infantilisation. (Brooks, 2003: 15) It seems that modern society creates the overly-sexualised idea of the ‘woman-child’ and then pretends to agonize over it. As we progress through the twenty-first century, the anxieties of society center around notions of a girl that is ‘proto-sexual’ (Walkerdine, Lucey and Melody in Mahony and Zmroczek (eds.), 1999: 51). The proto-sexual girl is a young girl who has be pathologised and who actively imitates and manifests strong representations of more mature female sexualities. These manifestations might be push-up bras and thong underwear, erotic and provocative dancing, or beauty pageants. Whereas a young male pathology is generally centered around violence, the female pathology, in the form of the overly sexual young girl that falls outside what might be considered normal in childhood. The way children are studied In many ways, the modern sexualisation of young children, particularly girls, is a grotesque echo of societal notions of ‘childhood’ in the past. Aries presented a famous argument, suggesting that based on a thorough review of literary and artistic images and presentations of young people in France throughout the 16th to 19th centuries, our contemporary view of children is unique. In medieval times, children were perceived as miniature versions of adults. Our current understanding of ‘childhood’ simply did not exist, in many ways. In fact, adults were less prone to sentimentalisation of children or to seeing them as being more special or valuable than their adult counterparts (Mintz, 2006: 49). In juxtaposition to the generally sexualised and permissive attitude that society sends to young girls, in most developed countries in the West, as well as increasingly throughout the global community, the reality of teenage single parents is seen as a problem, and th e sexuality of these individuals as something to be managed and controlled. This contradiction highlights the potent social mores that are exerted on notions of childhood, and how these societal norms fluctuate according to time and place. Where once teenage mother Lauren would have been completely ostracised from polite society, her motherhood at the age of 16 is tolerated. Lauren concedes that motherhood has not ‘†¦defined me, but it has defined my life.† (Brooks, 2006: 310). However, the definition is less from external societal pressures and more from the practicalities and difficulties of raising a child alone. A third area in which notions of childhood are informed and affected by society is within the context of the impermanent nature of human relationships. All human issues can be viewed and experienced as engagements with others within a milieu of society (Finkelstein, Children and Youth in Limbo). It is impossible to exist outside the sphere of ‘relationship’ all human beings function within the framework of both and internal relationship, with self, and an external relationship, with society and others. It should be acknowledged that children, and their experiences, are produced by a culture that is mixed, by necessity, and consists of values, communications, messages, and rules that are often in conflict. This conflict exists on a societal level, and when the messages given are incompatible, it becomes more difficult for a child to integrate his or her identity (Finkelstein, 1991: 66). Professional intervention in children’s lives Society still has much work to do in addressing these inconsistent messages. The work to do partially reflects conservative attitudes that are still inherent in much of modern society, as well as the field of early childhood education. This area has been heavily dependent on the existent literature available in terms of making decisions regarding school programs, curricula, and other educational matters. Educators have shown a reliance on empirical research, along with conceptual research, that places children at a distance from adults and from the material world of the adult. This view leads to a gross underestimation of the ability of children to grasp and comprehend social issues that are complex and intricate. Furthermore, the distance between the notion of ‘childhood’ and ‘adulthood’ depends on the popular image in modern society of young children as being innocent (Wyness, 2006: 16). Images and portrayals of innocence in childhood are very often connec ted to notions of simultaneous ignorance. Adults, including both parents and teachers, tend to try to shield children from knowledge about society, knowledge which they, the adults, may find disquieting. It is all too easy to forget that what signifies change in the adult world does not necessarily translate into the same change for children. For example, a large number of children in today’s society have never lived in a world that did not have same-sex couples and families. Society falsely perceives children to be overly naive and blind to what happens in the broader world around them (Silin, 1995: 3). Contrary to popular idealisations of childhood, this stage in life has never been a time of pure unadulterated innocence. Brooks suggests that adults need to take a much closer look in order to analyse the reasons behind our own tendency to project a false innocence onto children. She goes on to argue that an ideological shift is needed away from the modern concept of childre n as ‘needy and incapable’ (Brooks, 2006: 333) Society’s sense of children being vulnerable and innocent is encapusulated in the story of ten-year-old Lois, in The Story of Childhood. Lois’s mother captures her daughter in a series of photographs, and even exhibits them in an art exhibition (Brooks, 2006: 54). The mother, Sue, is doing what many adults in modern society attempt to do: she is trying to encapsulate and memorialise what she, as an adult, believes childhood to be. As societal ideas of childhood have shifted in the last century, children have lost their economic value to society at large, as they are no longer permitted to participate in labour. Rather, adults now see children as being ‘priceless’, special beings who give emotional meaning and depth to the lives of their parents (Zelizer, 1985: 38). Perhaps an awareness of this false expectation is what causes some children to shy away from adults, as young Allana does. We are told that she prefers to be away from adult eyes (Brooks, 2006: 113). Societal notions of adulthood and childhood continue to shift. While adulthood could once be seen as a set point in development that everyone understood and perceived in the same way, the state of childhood could be clearly defined when set in relation to the certain point of ‘adulthood’. In this way, children have frequently been defined as what adults are not (Lee, 2001: 24). While adults could be seen to maintain some sort of stability, and changed little over a set period of time, children underwent huge changes, very rapidly. This caused them to be perceived as unstable and lacking in completion. The relative stability of adults permits them to act and move through society, to engage at an independent level with social arenas such as politics and labour. In contrast, children are perceived to be incomplete and still in a state of dynamic development; they are also the recipients, albeit passively, of the actions carried out by adults. This contrast between the two s tates of being, one of which is more of a state of ‘becoming’, has for the last century or so, made it more difficult to view children as persons, in the same way that adults were viewed as fully formed persons. However, this is quickly shifting. The boundaries are increasingly blurred, as the permanent aspects of adult life, such as jobs and relationships, become more and more rare. Suddenly adult life is far less distinguishable from the life of a child. This is more of a return to older, historical views of childhood in which children were perceived as miniature adults (Wyness, 2006: 56). Adults in the 21st century must be flexible in a world that contains both the guarantee of rapid flux and change, both in the labour market and in terms of an individual’s personal life. A new sense of ‘incompleteness’ and change has emerged in adulthood as a replacement for the old standards of stability and a level of completeness. In this sense, one of the pri mary foundations for the clear delineation between the stages of adulthood and childhood is shifting and eroding. The goalpost and end point is moving further out of grasp and therefore cannot be used as a way to comprehend childhood and the transition to adulthood. This shift and its implications are extremely vital in addressing and grasping modern interactions of power the relationship of authority that exists between children and adults (Lee, 2001: 34). This shift can be seen more clearly in urban areas, where it is much slower to occur in rural communities. Adam, in The Story of Childhood, illustrates that the clear delineation of childhood and adulthood still exists in a few isolated instances. With parents who restrict his access to TV and technology, Adam maintains a degree of separateness, with his identity as a child remaining distinct from that of his parents, the adults. Tellingly, he frequently refers to his parents as the ‘others’ (Brooks, 2006: 182). Conclusion In conclusion, it is apparent that ideas of childhood, as well as experiences of childhood, are malleable and vary depending on a range of factors, such as cultural background, ethnicity, religion, gender and nationality. Children’s experiences are not necessarily determined by social constructions, but they are certainly influenced by them, as this social framework determines the expectations, possibilities, and the limits of what is appropriate. As in the case of Laura, the societal framework extends to peer groups. Through media portrayals of image, these peer groups attempt to exert a sense of identity through creating an ‘in group’, and an ‘out group’. Ideas of childhood are also moulded by a consumer-driven society that seeks to sexualise children, particularly young girls, and use them as a way to sell products. Lois’s mother takes advantage of this when she turns Lois into a commodity to be photographed and sold. Furthermore, notions o f adulthood and childhood continue to shift and blur. The story of Lauren as a teenage mother is an example of changing attitudes to childhood that harken back to earlier historical notions of children as simply being smaller, younger versions of adults. Children continue to be somewhat constrained by the societal frameworks in which they find themselves, including families, schools, churches, peer groups and geographical location. These factors mould the experience of being a child for a particular individual. The cases outlined by Libby Brooks in The Story of Childhood represent modern attitudes and experiences towards childhood in modern UK society and also highly how these attitudes shift and change throughout different periods in time. Bibliography Aries, P. (1965) Centuries of Childhood: A Social History of Family Life, Vintage, London Erikson, E. (1973) Eight Ages of Man in Bowman, C. Humanistic Sociology Readings, Meredith Corporation, New York, NY Brooks, L. (2006) Story of Childhood: Growing Up, Bloomsbury, London Burman, E. (1995) Challenging Women: Psychology’s Exclusions, Feminist Possibilities, Open University Press, Buckingham Cohen, G. (2005) Karl Marx’s Theory Of History: A Defence, Oxford University Press, Oxford Corsaro W. (2010) The Sociology of Childhood, SAGE Publications, Thousand Oaks, CA Cote, J. and Levine, C. (2002) Identity Formation, Agency, and Culture: A Social Psychological Synthesis, Lawrence Erlbaum Associates, Mahwah, NJ DeCordova, R. (1994) The Mickey in Macy’s Window: Childhood, Consumerism and Disney Animation in Smoodin, E. Disney Discourse: Producing the Magic Kingdom Routledge, Routledge, London Finkelstein, N. (1991) Children and Youth in Limbo: A Search for Connections, Praeger, Santa Barbara, CA Higonnet, A. (1998) Pictures of Innocence: The History and Crisis of Ideal Childhood , Thames Hudson, London Hutchby, I. and Moran-Ellis, J. (1997) Situating Children’s Social Competence in Hutchby, I. and Moran-Ellis, J. (eds.) Children And Social Competence: Arenas Of Action: Arena of Action, Routledge, London Lee, N. (2001) Childhood and Society: Growing Up in an Age of Uncertainty, Open University Press, Philadelphia, PA Lemert, C. (1999) Social Theory: The Multicultural and Classic Readings Westview Press, Boulder, CO Lemert, C. (2011) Social Things: An Introduction to the Sociological Life, Rowman Littlefield Publishers, London Mintz, S. (2006) Huck’s Raft: A History of American Childhood, Harvard University Press, Cambridge, MA Palladino, G. (1996) Teenagers: An American History, Basic Books, New York, NY Renold, E. (2005) Girls, Boys, and Junior Sexualities: Exploring Children’s Gender and Sexual Relations in the Primary School, Routledge, London Silin, J. (1995) Sex, Death, and the Education of Children: Our Passion for Ignorance in the Age of AIDS, Teachers College Press, New York, NY Steinberg, S., (2011) Kinderculture: mediating, simulacrizing, and pathologizing the new childhood in Steinberg, S. (Ed.) Kinderculture: the Corporate Construction of Childhood, Westview Press, Booulder, CO Walkerdine, V., Lucey, H. and Melody, J., (1999) Class, attainment and sexuality in late 20th century Britain in Mahony, P. and Zmroczek, C., (eds.) Women and Social Class – International Feminist Perspectives, Taylor and Francis, London, Wyness, M. (2006) Childhood and Society: An Introduction to the Sociology of Childhood, Palgrave Macmillan, NY Zelizer, V. (1994) Pricing the Priceless Child: The Changing Social Value of Children Princeton University Press, Princeton, NJ How to cite Views of Childhood: A Sociological Perspective, Essay examples

Portrayal of colonisers and the colonised in Joseph Conrads Heart of Darkness Essay Example For Students

Portrayal of colonisers and the colonised in Joseph Conrads Heart of Darkness Essay Joseph Conrads novella Heart of Darkness was published 1902, after first being a three-part series in magazines. This book is one of the most influential books in world literature, it has made a huge impact on other authors and some of them have even written a whole book about this book. For example the Swedish author Olof Lagercrantz has written a whole book Fà ¯Ã‚ ¿Ã‚ ½rd med Mà ¯Ã‚ ¿Ã‚ ½rkrets Hjà ¯Ã‚ ¿Ã‚ ½rta (eng: Walk with Heart of Darkness), where he analyses Conrads work. The book has also been made in to a movie (Heart of Darkness), and inspired a making of another film, Apocalypse Now. The book is about colonisation and can be refer to any colonisation at any time. During the entire book Marlowe, the main character, is retelling the story. In short, the book is about how far the human can go for money and power and also how easily a human being can forget what is right and what is wrong when he is put in unfamiliar environment. In the beginning of the book a story is being told about a Danish man who got killed by the natives after he had attacked them. The reason was because of a misunderstanding about some hence. The Danish man is, or rather was, described as the gentlest, quietest creature that ever walked on two legs. This statement makes it even more clear how much the coloniser was marked by being in a colony and how many of them went from being absolutely normal to become crazy. Another example of this can be exemplified by the doctor who examines Marlowe when he is going out to work in the colony. He says that most of the men he examines never return, that they disappears out there. He even asks Marlowe if he has any madness in his family. There you can see the doctors point of the whole colonisation that you have to be insane to go out there. Before Marlowe leaves, the doctor tells Marlowe Du calme, du calme. Adieu. Here the doctor is warning Marlowe about the dangerous life out there and if he is going to have any chance of survival he better keep calm. Another interesting thing to notice is the natives reactions when they had killed the Danish man. Even though the natives killed him in self-defence they felt so bad about their action that the whole population escaped. They were also so frightened over their action. They could not stand to live there after what they had done.. Something to have in mind here is did they coloniser feel the same after killing one man? Well obviously not, because otherwise they would not keep doing it. Already here, in the beginning of the book you feel that there is a huge gulf between the coloniser and the colonised. At one point Marlowe describes the colonised as lively people, they shouted and sang and they wanted no excuse for being there. Because it was their country, of course you dont need an excuse for being in your own country. It were their country that they had grown up in and then suddenly some white people came and took all their rights away from them. The colonisers treated them like animals, described them as dusty niggers, enemies and criminals. The following two quotes point at a very distinct different between the two groups. The black man is being described as I could see every rib, the joints of their limbs were like knots in a rope; each had an iron collar on his neck, and all were connected together with a chain whose bights swung between them, rhythmically clinking. Meanwhile the white man is being described like this I took him for a sort of vision. I saw a high starched collar, white cuffs, I light alpaca jacket, snowy trousers, a clear necktie, and varnished boots. No hat. Hair parted, brushed, oiled, under a green-lined parasol held in a big white hand. He was amazing, and had a penholder behind his ear. There is a big difference in the description of the two men, the white man is being portrayed as amazing. While the black man is being portrayed as far away from amazing as possible. He his being described as if he has done something terrible and that he is pretty much worthless. Marlowe also describes the colonised man as if he could see every rib in his body, compared to the white man as which he describes as having a big white hand. My point is that Marlowe didnt have to mention that his hand was big, he could have said parasol held in a white hand. But I think big has a purpose in this context, that he really wants to mark the big difference between the colonised and the coloniser. Not just that the white people had more powe r, but also that they look so different and that they lived a wealthy life in the colony with good food and drinks. Meanwhile the colonised, whose ribs you could even see, almost were starving to death. .udb22380247871badaa517374f4757d15 , .udb22380247871badaa517374f4757d15 .postImageUrl , .udb22380247871badaa517374f4757d15 .centered-text-area { min-height: 80px; position: relative; } .udb22380247871badaa517374f4757d15 , .udb22380247871badaa517374f4757d15:hover , .udb22380247871badaa517374f4757d15:visited , .udb22380247871badaa517374f4757d15:active { border:0!important; } .udb22380247871badaa517374f4757d15 .clearfix:after { content: ""; display: table; clear: both; } .udb22380247871badaa517374f4757d15 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udb22380247871badaa517374f4757d15:active , .udb22380247871badaa517374f4757d15:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udb22380247871badaa517374f4757d15 .centered-text-area { width: 100%; position: relative ; } .udb22380247871badaa517374f4757d15 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udb22380247871badaa517374f4757d15 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udb22380247871badaa517374f4757d15 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udb22380247871badaa517374f4757d15:hover .ctaButton { background-color: #34495E!important; } .udb22380247871badaa517374f4757d15 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udb22380247871badaa517374f4757d15 .udb22380247871badaa517374f4757d15-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udb22380247871badaa517374f4757d15:after { content: ""; display: block; clear: both; } READ: Against Interpretation By Susan Sontag EssayOne strong scene in the book is when the coloniser blamed a black man for starting a fire, as punishment they beat him so hard that he almost died and then they left him alone in a corner. Later the white man discussed the incident with Marlowe and the white man says Serve him rightThats the only way. This will prevent all conflagrations for the future According to the white man this was the only right thing to do. They didnt try to find out what happen and who or what started the fire, and they didnt even considered to solve it without violence. This scene says pretty much everything about the colonisers ruthlessness against the colonised. At the same time Marlow later on makes a point about the colonised not being enemies, he shows sympathy towards black people. As if he knows that everything that goes on there are wrong, but he and nobody else dares to say something about it. They are afraid to stand out, maybe they will loose their jobs if they would, which means that they dont have the money to bring home to their family. But the more we read the book it gets clearer and clearer that the white people only are there for the money. For example Mr Kurtz is being described as a great person. Why? Because he sends in as much ivory as all the other. The more money you get and the crueller you are, the greater you are. I have also noticed that in the part when a man asks Marlowe to tell Mr Kurtz everything here is very satisfactory. he finishes with that he doesnt like to send messages because you never know who will get hold of your letter. The point here is that they didnt trust anyone else but themselves. They didnt ev en trust their own people. Almost like the white see the whole colonisation as one big competition and they dont want to share their success with others. An interesting change in the book is when Marlowe, after a twenty-mile walk, finally meat the manager at the station. Now Marlowe is the one who is being treated like he was less worthy. The manager is being extremely nonchalant and cold to him. After a walk of twenty mile the least you expect is to being offered to sit down, which the man didnt do to Marlowe. Marlowe also talks about the manager as if he had neither learning nor intelligence. Which makes you wonder why is he there? How did he come there without learning or intelligence? According to my reflection he came to the colony because he is ice cold. A quote that really proves his heartlessness is this one Men who come out here should have no entrails. I interpret this as the colonisers dont really care about who comes and work for them in the colony, as long as he is willing to do all the missions he is given. While the story is told Marlow is sailing on the Thames, which is located in a part of London that once were colonised by the Romans. Thames is the only real place that we know for sure is being described in the book. But we do know that the story Marlow is telling is about an unnamed European colony in Africa. Marlowe describes the Thames as is has been one of the darkest places on the earth. In the book we also being located somewhere that really sounds as the Congo River in Africa. Then we can relate Thames as the Congo River, but we can also make parallels between London and Congo. The point is that the white people treat the black people just as bad as the Romans treated them. Which is a bit of a paradox. .ube5e60f38edf6343019da109d262cd4c , .ube5e60f38edf6343019da109d262cd4c .postImageUrl , .ube5e60f38edf6343019da109d262cd4c .centered-text-area { min-height: 80px; position: relative; } .ube5e60f38edf6343019da109d262cd4c , .ube5e60f38edf6343019da109d262cd4c:hover , .ube5e60f38edf6343019da109d262cd4c:visited , .ube5e60f38edf6343019da109d262cd4c:active { border:0!important; } .ube5e60f38edf6343019da109d262cd4c .clearfix:after { content: ""; display: table; clear: both; } .ube5e60f38edf6343019da109d262cd4c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ube5e60f38edf6343019da109d262cd4c:active , .ube5e60f38edf6343019da109d262cd4c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ube5e60f38edf6343019da109d262cd4c .centered-text-area { width: 100%; position: relative ; } .ube5e60f38edf6343019da109d262cd4c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ube5e60f38edf6343019da109d262cd4c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ube5e60f38edf6343019da109d262cd4c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ube5e60f38edf6343019da109d262cd4c:hover .ctaButton { background-color: #34495E!important; } .ube5e60f38edf6343019da109d262cd4c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ube5e60f38edf6343019da109d262cd4c .ube5e60f38edf6343019da109d262cd4c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ube5e60f38edf6343019da109d262cd4c:after { content: ""; display: block; clear: both; } READ: The Great Gatsby, Fitzgerald EssaySo what is Conrad trying to say about the title Heart of Darkness? Is he trying to make a point how horrible the colonisation really where for everyone, not just the natives. Or is he trying to show how the dark people literally were pushed down by the white people, wanting to make it even clearer that they hadnt done anything wrong and showing how helpless they were? Maybe his point is to show us the darkness in the white peoples heart? Conrad is perhaps talking about the geographical darkness? That the jungle is one of the darkest place, for instance that the river is one of the darkest places in the book. Because the river is the reason why the black people are there, without the river they wouldnt have anything to do- no river-no trading.