Macbeth Apperance vs Reality Essay Example for Free

Macbeth Apperance vs Reality Essay The world is governed more by appearances than by realities. Throughout society people are judged based on their appearance. This is unfortunate because appearance can be deceiving. In William Shakespeare’s play Macbeth appearances are not what they seem. Some people may change because they think that their true self does not fit in society while others pretend to be something they are not. In the theme of appearance versus reality Macbeth and Lady Macbeth have an image but as the time passes by their true personalities began to show. Macbeth portrays himself differently from his true inner self. He pretends to be a strong and intelligent person but from inside he is weak and indecisive. When Macbeth first confronts the witches’ prophecies he says, â€Å"Come what may, time and the hour runs through the roughest day† (1. 3. 152-153). Macbeth is leaving his future to ‘chance’. He wants to appear noble and strong but in the end he refutes his statement by killing Duncan and Banquo to get to the throne. Also, when Lady Macbeth explains the plan to Macbeth he asks â€Å"If we should fail? † (1. 7. 59). He is still afraid of the consequences of his actions. His actions look pungent but he does not have any reason to kill Duncan. Macbeth has a debate within himself to murder King Duncan or to spare his life. Macbeth hesitation to kill Duncan proves in realty he is a weak man. Lady Macbeth represents herself as a beautiful and powerful woman in society but she is as weak as her husband Macbeth. To convince Macbeth to follow the plan she says â€Å"I have given suck, and know how tender ’tis to love the babe that milks me. I would, while it was smiling in my face, have plucked my nipple from his boneless gums and dashed the brains out, had I so sworn† (1. 7. 54-58). Macbeth asks for her help, but she responds by being harsh to him to keep up her appearances. Even when Macbeth sees Banquo’s ghost, instead of helping him, she tells him to go to bed and stop imagining weird things. Lady Macbeth appears heartless toward others. However, one night a gentlewomen and a doctor see her sleep waking and mumbling â€Å"Out, damned spot! Out, I say! (5. 1. 25). She appears to be wide awake but she is unconsciously revealing her true self. Her guilty conscious leads to her downfall through suicide. In this scene her appearance crumbles. She seemed powerful and unsympathetic, but in reality her guilt of Duncan’s murder driver her crazy proving she has become weak. In Macbeth the theme of appearance versus reality is shown through the characters of Macbeth and Lady Macbeth. They both revealed a fictitious picture of their personality even though on the inside they are different people. Macbeth’s indecisive personality leads to his destruction. The iron lady, Lady Macbeth appears to be a tough woman, who feels no guilt. But in the ending she shatters to pieces because of her guilt-ridden conscious. No matter what one appears to be reality will defeat appearance. People can put disguise on reality for time being but in the end truth reveals itself.

Impacts of Increased Tuition Fees

Impacts of Increased Tuition Fees In times of economic uncertainty, questions on the purpose, value, and investment of higher education (HE) come to the fore. Such questions have a particular relevance in the study â€Å"The decision-making and changing behavioural dynamics of potential higher education students: the impacts of increasing tuition fees in England† (2013) written by Stephen Wilkins, Farshid Shams, and Jeroen Huisman. One of the major challenges of higher education is funding and how the government is providing the needs of the students. Due to inadequate funds, raising tuition fees becomes inevitable (Wilkins, Shams, & Husiman, 2013, p. 126).  This article focuses on the changes in the English tuition fee policies and how it correlates to student choice for higher education institutions (p. 125). Research confirms that financial considerations are the most important factors in the student-decision process when choosing a HEI (Maringe et al. 2006). Higher Education in the UK is no longer just a public good, but a public good with a private cost. Since 2006, all university students in the UK have been charged a tuition fee and each following year tuition fees have increased (Wilkins, Shams, & Husiman 2013, p. 126). By 2012, the UK government decided on a  £9000 tuition cap in England (Business Innovation & Skills [BIS] 2011). With the recent changes in the global economies and rising unemployment rates the question arises: how are students understanding and responding to increases in tuition fees? The study examines three scenarios as the possible outcomes of the increase in tuition fees: 1) not entering HE; 2) going abroad; and 3) looking for a cheaper alternative in the UK (Wilkins, Shams, & Husiman, 2013, p. 129). The central focus of the study is to evaluate whether financial factors take a first priority in students’ choice of applying to higher education institutions (HEIs). A survey was used to collect data amongst students in their final year of secondary school, specifically students who were following a General Certificate of Education Advanced Level programme (A-levels) in England (Wilkins, Shams, & Husiman, 2013, p. 131). To supplement the survey, two focus group discussions were conducted, each lasting one hour. According to the study, the first group â€Å"consisted of five year 12/13 students who were studying A-levels at a school sixth form, while the second group had four students from a further education college† (Wilkins, Shams, & Husiman, 2013, p. 131). The researchers do not go into depth as to why they choose this selective group of students. It makes one think of the potential biases of selecting these students and if their perceptions were tailored to match the propositions. By only conducting a discussion with nine students the study cannot fully capture the diversity of choice within the student body. Wilkins, Shams, and Husiman (2013) assess the impacts of the tuition fee increase by presenting the following six propositions: Proposition 1: Facing substantially higher tuition fees, financial issues will become the key influencer determining a student’s higher education choices.Proposition 2: Facing substantially higher tuition fees, working-class students will be the most likely to consider not entering higher education. Proposition 3: Facing substantially higher tuition fees, working-class students will be the most likely to seek cheaper higher education opportunities. Proposition 4: Facing substantially higher tuition fees, females will be more likely than males to be influenced by financial issues when making decisions about higher education.Proposition 5: Facing substantially higher tuition fees, students in England are still not likely to consider studying at higher education institutions (HEIs) abroad. Proposition 6: Facing substantially higher tuition fees, students who take at least one modern foreign language at A-level will be more likely to consider studying at HEIs abroad. (language inf luences). (p. 129-31) The six propositions have a focus on gender, language,   socioeconomic status, and geographic considerations. However, a potential flaw within the propositions is not considering ethnicity. Student ethnicity is not considered within the study nor the impacts of ethnic background on students choosing a HEI. This is a potential limitation when considering student choice of HEIs in the United States, specially the historically black colleges including Howard University, Spelman College, and Hapmton University. Since these schools do not have large endowments in comparison to large prestigious HEIs such as Harvard University, with an endowment of 36 billion dollars (Mulvey, J., and Holen, M., 2016), they cannot offer as much financial aid. Therefore, many students decide to attend a different HEI which can offer a more attractive financial aid package, but at the cost of sacrificing the opportunity of being part of a unparalleled cultural experience at a historically black college (Gasman, M., 2009). In the United States, endowments are the universities’ largest financial asset and serves a major determinant in student choice in HEIs. This study would benefit by having a comparative approach to HEIs in the United States if time and word limit permitted. A further point of tension within the study is the ambiguity of terms. Firstly, two out of the six propositions (ie. propositions two and six) did not provide a description which puts into question the validity of the study. Furthermore, the phrase â€Å"not entering HE† occurred nine times throughout the study. The researchers did not specify in any of those sentences what it means by â€Å"not entering HE.† An important question to ask is whether â€Å"not entering HE† refers to students taking a gap year and eventually returning to higher education or entering the labour market and never pursuing HE. This is a significant distinction because if students are taking a gap year but will return to HE it shows that they are impacted by the economy and having financial stability is an important consideration for them before starting their studies. There are no statistics in the study to outline the percentage of students not pursuing HE and no words to explain their decision. These are important considerations to help build depth within the study.    The epistemological assumptions of this study help us to understand student choice of HEIs by hypothesizing and testing empirical approaches through a natural science lens. On the other hand, the ontological assumption concerns the natural world, taking in account the effects of the global financial crisis in 2008, and the human behavior within the global HE context (Pring 2005, p. 232). Wilkins, Shams, and Husiman embrace quantitative methods approach to the study, using SPSS software to generalize the findings and test the propositions. Since the data is in a numeric form, statistical tests are applied in making statements about the data.  Quantitative studies help to produce data that is descriptive but difficulties arise when it comes to their interpretation. For instance, it is helpful that the study includes the demographics and socioeconomic statuses of the participants, but the study would have more depth if it integrated a qualitative approach in addition to the quantitative research. The students had a one hour discussion on the questionnaire yet there is no student voice, only statistics from SPSS. With group discussion responses we can have a qualitative measure of analysis of the data caption. Without properly interpreting the data behind these numbers, it is difficult to say  why  students choose HEIs based on financial considerations. In conclusion, the rise of tuition fees in England has altered the ways in which students choose to enter HE and if so, which HEIs. Wilkins, Shams, and Husiman mention that this study is not intended for policy reform (p. 137); however, it calls attention to the pressures placed on students in determining to enter HEIs and brings awareness to the major factors of student choice. An important consideration for restructuring this study is incorporating a mixed methods approach, by utilizing qualitative and quantitative methods. Without the necessary qualitative data, there is no authentic way to determine why students are choosing a certain HEI. If Wilkins, Shams, and Husiman used an interpretive paradigm and observations from the discussion groups to investigate the issues on the increase tuition fees it would create a more holistic picture of the student experience and behaviors with statistical data to prove the point.   Lastly, the data used in this study was gathered before the increase in fees in 2012 (Wilkins, Shams, & Husiman, 2013, p. 129). Students were aware of the fee increase but it was not a real determining factor for them at that point in time. It would be most helpful to have a follow-up study at the same colleges from which the data for this study was collected, using the questionnaires, and group discussion in order to compare and contrast student opinions and choice patterns overtime.   References Business Innovation & Skills (BIS). (2010). The impact of higher education finance on university participation in the UK. BIS Research Paper No. 11. London: Department for Business, Innovation and Skills. Foskett, N., D. Roberts, and F. Maringe. (2006). Changing fee regimes and their impact on student attitudes to higher education. University of Southampton. Gasman, M. (2009). Historically Black Colleges and Universities in a Time of Economic Crisis.  Academe,  95(6), 26-28. Heller, D. 1997. Student price response in higher education: An update to Leslie and Brinkman. Journal of Higher Education, 68 (6), 624–59. Leslie, L., and Brinkman, P. (1987). Student price response in higher education: The student demand studies. Journal of Higher Education, 58 (2), 181–204. Mazzarol, T., and G.N. Soutar. 2002. ‘Push-pull’ factors influencing international student destination choice. The International Journal of Educational Management, 16 (2), 82–90. Mulvey, J., and Holen, Margaret (2016). The Evolution of Asset Classes: Lessons from University Endowments. Journal of Investment Consulting, 17 (2), 48-58. Pring, R (2005) Philosophy of Education: Aims, Theory, Common Sense and Research. London: Continuum. Wilkins, S., Shams, F., & Huisman, J. (2013). The decision-making and changing behavioural dynamics of potential higher education students: the impacts of increasing tuition fees in England.  Educational Studies,  39 (2), 125-141.

Threats to the Modern State

Threats to the Modern State Do you agree that in modern liberal democratic societies the state is now reduced to being ‘one actor amongst many? Whether or not the role of the modern state has changed in modern times is a contentious issue. Some argue that the state remains to be the most powerful actor in the system, holding ultimate authority on decisions. Others however, argue that the state is now just one actor amongst many. With this we can assert that there are other institutions that hold more influence over the state. It is important the role of the state is assessed under different power theories. These include Pluralism, Marxism and Elitism, whilst also looking at the theories of Zero and Positive sum politics. In this essay the internal and external threats to the states power will be assessed. These include, New Public Management, The New Right and also the impact of both globalisation and Europeanisation. Ultimately, it seems that the state has been reduced to being one amongst many actors; however, it can still remain a dominant figure within that system. Firstly, it is apt to discuss what we mean by â€Å"The Modern State.† Max Weber was an early writer about the modern state, he concluded that, ‘a state is a human community that (successfully) claims the monopoly of the legitimate use of physical force within a given territory’[1] He also linked this in with two other vital traits that are taxation and legitimacy. It is important that the modern state is built upon and within a democratic system that includes the people within its boundaries. The Modern State can also be linked with various theories of power. The first theory that the state can be assessed under is Pluralism. Schwarzmantel outlines Pluralism in his text. ‘A system where there are competing parties, a network of pressure groups and associations, a â€Å"separation of powers† in some form.’[2] This may be linked heavily with how the state has become on amongst many actors. Also important to analysis is Elitism. This theory argues that power is more concentrated and not dispersed as Pluralism assumes. ‘Elite theorists argued that whatever the ostensible form of government, an elite minority always rule.’[3] Again, this may be linked with the state; however, this theory argues that the state is still dominant. This leads onto the theories of Zero and Positive sum, these may be more accurate in describing the gaining or loss of power for the state. Zero sum argues that power is a finite resource and when it is given away, the s tate loses it to the other actor. Linking with the argument of the state power being reduced. On the other hand, Positive sum argues that power is infinite and when shared, it comes to the benefit of all parties involved, including the state. This theory may be linked with both the Pluralist interpretation of power and also the argument that the state can remain a dominant actor within a system of many actors. Internal challenges to the state have been highly important and allow us to assess the role of the modern state. The internal challenges include The New Right and the growth of New Public Management in both the UK and the USA from the 1970’s onwards. Figure-Headed by the then leaders, Margaret Thatcher and Ronald Reagan, the New Right grew in conjunction with the apparent failure of the Keynesian welfare state.[4] With this, the emphasis was switched from major involvement in welfare and economics, to the rolling back of the state into a more limited form. The New Right looked to do this in various ways. The economy provided an important area where the New Right could stamp their new methods of governance onto society. To move away from Keynesianism, it was seen that government needed to cut all involvement in the economy, leaving market forces to dictate the variables such as inflation and unemployment. Richards and Smith highlight this. ‘The state had to be cut, in order to create conditions where business could prosper.’[5] This is important when we consider the UK. There were over 50 companies and industries that were privatised, both under and after Margaret Thatcher’s premiership.[6] This had a significant impact on the state. Having given away some power from denationalising major industries, it may be argued that under the Zero Sum assumption, the state had lost power to the other actors that had been brought into the frame, as they were able to exert more influence over society and over the UK government. The New Right also has links with the new phenomenon that grew during the 1980’s and 1990’s, New Public Management. These developments go hand in hand with the privatisation policies previously mentioned. Klijn comments on the growth of New Public Management. ‘NPM leads to a proliferation of separate bodies, comprised of actors focussing on their specific task.’[7] Again, this supports the notion that the state has now become one actor amongst many. Ultimately, big-business and other organisations have become much more powerful and have more influence now, than they did before the 1980’s. NPM also has links with the rolling back of state bureaucracy. Interestingly, this can be seen with the reduction in the amount of civil servants working in the UK. In 1979, there were 732,000; this figure was reduced to 472,412 in 1997, at the conclusion of Conservative rule in Britain.[8] The influence of both privatisation and the New Public Management can be see n heavily through-out UK society today, with the current government carrying on these policies. Along with the rise of New Public Management came the rise of regulation under The New Right. At first glance, we may see the states role as minimal after privatisation, linking with the Zero Sum model of power, where the state has lost significant power to other institutions. However, dig deeper into the political system and assess regulation and you find that the state actually keeps quite a lot of power, by monitoring those institutions to which it has given its power previously. Hague and Harrop note that within nearly all Liberal Democracies, regulatory agencies are on the rise.[9] With this, the government is able to take a less active role, in the knowledge that they are able to step in and take charge when needed to. ‘Britain has embraced regulatory agencies with particular gusto; over 140 agencies, from the Food Standards Agency to Ofcom’[10] have been formed. With this, we may argue that the state may fit more into the Positive Sum model of power. Although they have given power away to other institutions, they keep their dominance through regulation and still remain to be the most powerful actor in a pool of many. Ultimately, in this light, the state remains to be very powerful. External Challenges can be equally important when assessing the changing role and position of the modern state. Under the external threats come Globalisation and Europeanisation. Importantly both seem to show the move away from the dominant state, into a new role where it is simply one amongst many actors in the political system. Globalisation is the first external challenge to be assessed. It is important to understand that globalisation is very contentious issue in itself, sparking much debate about the history and validity of globalisation theory. For the purposes of this essay, we will assume that globalisation has made a significant difference to world we live in. ‘Globalisation came to be seen as more than simply a way of doing business, or running financial markets it became a process.’[11] Importantly, the process became a change in the way governments had to run and forced states to adapt to the changing nature of governing. The establishment and growth of the United Nations is key to seeing the increase in globalisation. Established in 1945, just after World War II, the UN has grown since then and had 193 nations within it in 2011.[12] Along with this, economic globalisation has been key in showing us the decreasing role of the modern state. This has been seen as a result of the worldwide economic recession of 2007. Starting in the USA, the domino effect of economic downturn quickly spread to each corner of the developed world. Larry Elliot, writing in The Guardian, talked about the role of the state during the economic crisis. ‘One response to last weeks meltdown was the announcement of talks between the G7 – the US, the UK, Germany, Italy, France, Canada and Japan – but while this would have been appropriate 20 years ago it is not going to calm markets today.’[13] Taking this into account, Elliot demonstrates the weakening power of the individual state. From this, we can infer that globalisation and increased interdependence between countries led to the lack of action states could take to prevent and ease the damage caused by the recession. Even the most powerful states, the UK; USA and Germany were limited in the actions they could take. With this, we could argue that the states dominance has been in decline and globalisation has played a major part in this change. The state is simply one amongst many in the world and is seemingly at mercy with the financial markets around the world. Banks and financial institutions hold a significant strong-hold on power, something the individual states have looked to regulate since the 2007 decline. The other external challenge is Europeanisation. This suggests that countries in Europe have become more integrated and heavily interdependent on each other. With this issue, we can see that the European Union, at least theoretically, has led to a decline in the dominance of the individual state. The European Union has become a major actor in the modern system and this can also be assessed in economic terms. ‘Economic factors were also fundamental. European economies needed to be re-built after 1945 and then, in order to achieve the benefits of scale, integrated into a large, single market.’[14] The financial crisis gives an indication of the states power. Bulmer and Paterson comment on this. ‘EU politicians are consequently more likely to be at the mercy of the financial markets.’[15] With this in mind, we can see that there are definitely other actors in the frame when it comes to the role of the state and in the case of European economics, we may say that the state isn’t able to dominate. In some ways however, the process of Europeanisation and the power of the European Union is limited. This may be seen as states, especially the more powerful ones, can ignore EU laws and policies without much or any sanction. This has particularly been seen in the case of Anti-Terror laws in the UK. ‘Most controversially, the Terrorism Act 2006†¦ provided for terrorism suspects to be held without charge for 28 days.’[16] These laws were passed in the UK, much to the contrary to what the European Union suggests. The EU claims that these laws are against the human rights of those suspected of crimes. In this sense, the EU and the process of Europeanisation is limited in that the state always seems to keep the majority of power and dominance within the modern system. Overall, the position of the state has without doubt changed in the last 30 years. All the factors discussed lead to the conclusion that the state is now reduced to being one actor amongst many in the system, however, we can conclude that the state is the most dominant of these actors. Although the state has taken a more limited role on, in all areas, it seems to always be there to step in when needed to. With this then, the state can be seen to fit perfectly with the Positive Sum power theory where there are many actors involved, but the state doesn’t lose any power. It may also be linked with Elitism in the system, as the state always remains the most powerful and dominant figure. [2199 Words] Bibliography Bulmer, Simon and Paterson, William (2013). ‘Germany as the EU’s Reluctant Hegemon? Of Economic Strengths and Political Constraints’, Journal of European Public Policy 20, pp.1387-1405. Cobain, Ian (2010). ‘London Bombings: The Day the Anti-Terrorism Rules Changed, 7 July 2010. http://www.theguardian.com/uk/2010/jul/07/london-bombings-anti-terrorism Dryzek, John and Dunleavy, Patrick (2009). Theories of the Democratic State (Basingstoke: Palgrave MacMillan). Elliot, Larry (2011). ‘Global Financial Crisis: Five Key Stages’, 7 August 2011. http://www.theguardian.com/business/2011/aug/07/global-financial-crisis-key-stages accessed on 30.03.2014. Klijn, Erik-Hans (2012). ‘New Public Management and Governance: A Comparison’, in David Levi-Faur (ed.), The Oxford Handbook of Governance (Oxford: Oxford University Press). Hague, Rod and Harrop, Martin (2013). Comparative Government and Politics (Basingstoke: Palgrave MacMillan). Jeffery, Simon (2002). ‘What is Globalisation?’, 31 October 2002. http://www.theguardian.com/world/2002/oct/31/globalisation.simonjeffery accessed on 28.03.2014. Osborne, Alistair (2013). ‘Margaret Thatcher: One Policy That Led To More Than 50 Companies Being Sold or Privatised’, The Telegraph, 8th April 2013. Richards, David and Smith, Martin J (2002). Governance and Public Policy in the United Kingdom (Oxford: Oxford University Press). Schwarzmantel, John (1987). Structures of Power: An Introduction to Politics (Brighton: Wheatsheaf Books). [1] Rod Hague and Martin Harrop (2013). Comparative Government and Politics (Basingstoke: Palgrave MacMillan). p.13. [2] John Schwarzmantel (1987). Structures of Power: An Introduction to Politics (Brighton: Wheatsheaf Books). p.17. [3] John Dryzek and Patrick Dunleavy (2009). Theories of the Democratic State (Basingstoke: Palgrave MacMillan). p.57. [4] David Richards and Martin J Smith (2002). Governance and Public Policy in the United Kingdom (Oxford: Oxford University Press). p.93. [5] Richards and Smith, Governance and Public Policy, p.97. [6] Alistair Osborne (2013). ‘Margaret Thatcher: One Policy That Led To More Than 50 Companies Being Sold or Privatised’, The Telegraph, 8th April 2013. [7] Erik-Hans Klijn (2012). ‘New Public Management and Governance: A Comparison’, in David Levi-Faur (ed.), The Oxford Handbook of Governance (Oxford: Oxford University Press). p.202. [8] Richards and Smith, Governance and Public Policy, p.98. [9] Hague and Harrop, Comparative Government and Politics, p.332. [10] Hague and Harrop, Comparative Government and Politics, p.332. [11] Simon Jeffery (2002). ‘What is Globalisation?’, 31 October 2002. http://www.theguardian.com/world/2002/oct/31/globalisation.simonjeffery accessed on 28.03.2014. [12] Hague and Harrop, Comparative Government and Politics, p.365. [13] Larry Elliot (2011). ‘Global Financial Crisis: Five Key Stages’, 7 August 2011. http://www.theguardian.com/business/2011/aug/07/global-financial-crisis-key-stages accessed on 30.03.2014. [14] Hague and Harrop, Comparative Government and Politics, p.160. [15] Simon Bulmer and William Paterson (2013). ‘Germany as the EU’s Reluctant Hegemon? Of Economic Strengths and Political Constraints’, Journal of European Public Policy 20. p.1401. [16] Ian Cobain (2010). ‘London Bombings: The Day the Anti-Terrorism Rules Changed, 7 July 2010. http://www.theguardian.com/uk/2010/jul/07/london-bombings-anti-terrorism

Themes of Wuthering Heights Essay -- Emily Bronte

The novel Wuthering Heights is written by Emily Bronte. The narrative is non-linear, involving several flashbacks, and involves two major narrators - Mr. Lockwood and Ellen "Nelly" Dean. The novel opens in 1801, with Lockwood arriving at Thrushcross Grange, a house on the Yorkshire moors he is renting from the impolite Heathcliff, who lives at nearby Wuthering Heights. Lockwood spends the night at Wuthering Heights and has a terrifying dream: the ghost of Catherine Earnshaw, pleading to be admitted to the house from outside. Intrigued, Lockwood asks the housekeeper Nelly Dean to tell the story of Heathcliff and Wuthering Heights while he is staying at the Grange recovering from a cold. Some of the important themes in Wuthering Heights are, revenge, reciprocated and unreciprocated love, obsession, selfishness, and responsibility. Bronte mainly focuses on the love between Catherine and Healthcliff. The difference between the feeling that Catherine has for Heathcliff and the one she feels for Edgar is that Heathcliff is part of her nature, he is like her soul mate. While on the other hand she only marries Edgar as a means improving her status rather than for genuine love. Revenge is the most dominant theme in the book, although at the end Heathcliff abandons his plan for revenge. For Heathcliff revenge started when Hindley used to abuse him when they were younger. He started to hate him and wanted to seek revenge. After he came back from his journey he made Hindley’s life miserable.Heathcliff also wanted revenge on Edgar who married the woman he loves. In the last chapter Heathcliff first believes that if he can avenge the death of Catherine that he will somehow grow closer to her. Though the exact opposite happens. When Hea... ...there are certain tensions, contradictions, and ambiguities present in Chapter 34 that establish the true intensity Heathcliff's feelings towards Catherine, feelings so intense that they border on a jealous obsession. On the other hand Edgar Linton Edgar represents gentlemanliness. He is viewed as a resident of Thrushcross Grange and he does not relocate throughout his life but is raised and dies here. As his wife, Catherine must move to the Grange, where Edgar is the master and patriarch. His inheritance, unlike that of Heathcliff, is legitimate and he is an educated man. In many ways, Edgar is governed by materialism, we need only examine the description of Thrushcross grange to appreciate the environment which characterises him. He is defined as ‘a doll’, and a ‘spoiled child’. His character is consistent and his love for Catherine devoted and traditional. Themes of Wuthering Heights Essay -- Emily Bronte The novel Wuthering Heights is written by Emily Bronte. The narrative is non-linear, involving several flashbacks, and involves two major narrators - Mr. Lockwood and Ellen "Nelly" Dean. The novel opens in 1801, with Lockwood arriving at Thrushcross Grange, a house on the Yorkshire moors he is renting from the impolite Heathcliff, who lives at nearby Wuthering Heights. Lockwood spends the night at Wuthering Heights and has a terrifying dream: the ghost of Catherine Earnshaw, pleading to be admitted to the house from outside. Intrigued, Lockwood asks the housekeeper Nelly Dean to tell the story of Heathcliff and Wuthering Heights while he is staying at the Grange recovering from a cold. Some of the important themes in Wuthering Heights are, revenge, reciprocated and unreciprocated love, obsession, selfishness, and responsibility. Bronte mainly focuses on the love between Catherine and Healthcliff. The difference between the feeling that Catherine has for Heathcliff and the one she feels for Edgar is that Heathcliff is part of her nature, he is like her soul mate. While on the other hand she only marries Edgar as a means improving her status rather than for genuine love. Revenge is the most dominant theme in the book, although at the end Heathcliff abandons his plan for revenge. For Heathcliff revenge started when Hindley used to abuse him when they were younger. He started to hate him and wanted to seek revenge. After he came back from his journey he made Hindley’s life miserable.Heathcliff also wanted revenge on Edgar who married the woman he loves. In the last chapter Heathcliff first believes that if he can avenge the death of Catherine that he will somehow grow closer to her. Though the exact opposite happens. When Hea... ...there are certain tensions, contradictions, and ambiguities present in Chapter 34 that establish the true intensity Heathcliff's feelings towards Catherine, feelings so intense that they border on a jealous obsession. On the other hand Edgar Linton Edgar represents gentlemanliness. He is viewed as a resident of Thrushcross Grange and he does not relocate throughout his life but is raised and dies here. As his wife, Catherine must move to the Grange, where Edgar is the master and patriarch. His inheritance, unlike that of Heathcliff, is legitimate and he is an educated man. In many ways, Edgar is governed by materialism, we need only examine the description of Thrushcross grange to appreciate the environment which characterises him. He is defined as ‘a doll’, and a ‘spoiled child’. His character is consistent and his love for Catherine devoted and traditional.

Florida State, First Impression :: Essays Papers

Florida State, First Impression When I decided to come to Florida State, surprisingly enough it wasn't for the parties. I was actually excited about coming here and studying (don't ask me why). Every other school I looked at I judged them according to how much of a party school they were and what the girls looked like. Then I end up at the #1 party school with a 5:1 ratio of girls to guys. In fact when I came here I wasn't even planning on rushing a Fraternity. When I got here though it was a whole different story. I can remember the week before school started, walking down the hall of my dorm and seeing newspaper clippings on all the doors. After a few days I got curious and decided to read one of them. It was an article about how our University was named the #1 party school for 1999-2000. The last time we had this title was in 1996. Our school has ranked in the top five biggest party schools four times in the last six years, and in 1996 it was ranked #1. For those first one or two weeks of school, everyone was making a big deal about it. I even saw it brought up on MTV News, and Comedy Central. Both shows were ripping on Sandy D'Alemberte about the comments he had tried to make to save the face of his school. His comments about the title were that it was unfair because it was not done in any type of scientifically correct manner. Another one of his arguments was that an interviewer from the Princeton Review had not been to the campus since 1997 so there was no definite way th at they could have information from students about the present social life at the school. The only information the media had to judge this on was feedback they got from student surveys, which are not the most dependable way to get information. So how exactly is this title decided? Does someone go around to different parties and decide it based on how good the parties are? Is it decided by the number of kegs bought in a set amount of time in Tallahassee?

Computer Class

You are writing a research paper for your history class and have found a photo on the Web that you would like to use. You are cautious about using photos on the Web because of copyright Issues and photos that have been altered digitally. How might you verify the validity of a photo on the Web? When using a source for a research paper It Is always very Important to verify the book, website, photo, etc.In order to verify the validity of a photo on the Web, people need to check the source as to wear It came from, If the website Is not a website with absentia validation, then the photo Is not a resource that they should use In their paper. Also there Is now a Google â€Å"Search by Images† page. This allows people to copy and paste the picture Into the search engine and see where It came from. If the sources that come up do not have accurate validation of the photo then It Is not an appropriate resource that person should be using for his or her paper. Work Password Management: Yo u must remember multiple user names and passwords to access various computer resources within your company. Each time your company introduces a new system, you must remember a new user name and password, some of which you are unable to customize. What steps will you take to manage your passwords? When managing passwords and user names that you were given by your company always make sure to write it down on a certain piece of paper and put it in a safe place.Nowadays there are so many things that you need to have a user name and password for. Work is one of the main things. When introducing a new system, and receiving a new user name and password create a paper that ash the rest of your swords and user names on there with a brief description of what the website is about. This will allow you to remember the website, but also have your user name and password handy.One more thing is that when creating this paper you must find a safe place to put it so that no one can use the paper to lo gin to your account. Make sure you know where the paper is and do not tell anyone because if they find out where the paper is, other workers can have the potential to mess up or change your career. Computer Class By ambassadors using photos on the Web because of copyright issues and photos that have been When using a source for a research paper it is always very important to verify the book, website, photo, etc. N order to verify the validity of a photo on the Web, people need to check the source as to wear it came from, if the website is not a website with substantial validation, then the photo is not a resource that they should use in their paper. Also there is now a Google â€Å"Search by Images† page.

Things Are Not Always What They Seem

Thursday, September , 2011. This marks the start date of the Class of 2011's first and last full year at Oxbow Prairie Horizons School (OPHS), the new K-12 school in Oxbow, Saskatchewan. It's an absolutely gorgeous facility, complete with a large gym (equipped with top-of-the-line sound and lighting systems), integrated program for the functionally challenged students, large foyer, kitchen and even an extra gym. The building is plenty big and even has removable classrooms, but every rose has its thorn, right? Or in OPHS' case, thorns. Shortly after starting the 2011-2012 school term, and even shortly after moving into the school in March? of 2011, many staff and students have noticed a few glitches (so to speak) in the system. At first, small, piddly details that we can easily deal with (overcome? ). Like the room design of the biology, chemistry and physics labs where bulletin boards are blocked by the teachers' desk and computer or even by entire counters. Like in the canteen, we were lucky enough to have beautiful cupboards installed to store our merchandise, but when it came time to actually sell it/them, students were unable to see the products anyways. So, in turn, the cupboard doors were taken off completely. Eventually, the small problems began to arise more suspicions and more noticeable and elaborate ones were recognized. Toilets in the washrooms began to constantly flush, some having to be manuallly shut off. The office in the shop has no windows, it is just a small room enclosed of cement. The parking lot is poorly designed. Trying to see around parked vehicles to hitting oncoming ones is hard and it is nearly impossible to maneuver large vehicles around at all. The buses drop students off half a block from the main entrances and when students do enter the school, depending on the weather, are required to move outdoor shoes because the parking lot is either muddy, full of water, or both. Which is not only a bother to our janitors but also to visitors, who trip over shoes trying to enter the building. Wireless internet was the first of many large problems to be noticed by the students. They were told that if you have a class where you will be using laptops and it is a larger class, to bring a personal laptop to work on as there may not be enough laptops for everyone. So, some did, until they told that the principal wasn't given a password to the school's public Wi-Fi network and they were unable to do homework and sassingments anyways. Even now, after Mr. Petlak has been given the password and used it on student's computers, they are unable to access certain sites due to them being blocked. Sites that students use to complete and accomplish tasks and assignments. Why? Because staff at OPHS are unable to control this. It is government workers in either Weyburn or Regina that do. The base temperature of OPHS is, put simply, freezing. During September, where it can be twenty degrees celsius and above, most staff and students were already wearing sweaters and jackets to class. Which, in retrospect, is not uncommon for Oxbow. In the old high school, anyone working in the building would be wearing jackets, touques and mittens, unless you were in the science labs or the main office. There you would wear shorts, tank tops and flip flops. But with the excitment of the Horizons School close to being fully built, came the realization that we could actually wear seasonal appropriate clothing to school. Or so we thought. Now, in the new school, we freeze pretty well everywhere. With the exception of the Sr. Computer Lab, main office and the canteen (which are all normal temperatures), staff and students are still needing to wear layers and even haul blankets form class to class. Why? This is because of the poor commmunictation between our school and Weyburn, where they then decide whether or not to contact Regina to turn up the heat in jsut one particular room. Which, after the first few attmepts of doing so, we were told to use the thermostats located in each classroom. These allow teachers the ability to raise or lower the room temperature by 3 degrees. That's it. In one area of the school there is actually cold air being blown throughout its rooms. But for us to fix this, we must flip a breaker. Instead of simply pushing a button on a thermostat to raise the temperature, we are required to issue a complaint to the Weyburn office, who then decide whether it is a big enough deal to report to the office in Regina. And apparently, it isn't a problem for us to freeze. All of these problems can relate back to the fact that Oxbow has no power against the authority offices in Regina and Weyburn. We are not able to decide the climate of our classrooms, who has access to use our internet or even who is allowed put a screw in the wall to hang a picture. We are by no means, allowed to. A government office in that is 150-250 kilometers away makes the decision of what is and is not allowed. People who have no idea what goes on in our school, who attends or works there, what we are like or even where Oxbow is, has that discretion. Yes, our old school's had a very large laundry list: plumbing, heating, electrical and just overall renovating. This article is not set out to complain about our new school. We were in much need of a new facility and are greatly appreciative for the effort, time and hard work that were pput into building it. But, with that said, I find it hard to comprehend how certain, seemingly common sense issues are ignored. The new school in Oxbow has heightened the school's many previous strengths such as atheletics, drama, academics and even the staff and students as individuals. This school also has its negative effects though. And it is the students that are being effected. The future depends on them. So why does it have to be such a struggle to give them a proper learning environment? Teagan Loppe