Fairchild v Glenhaven Funeral Services Ltd Essay

Fairchild v Glenhaven Funeral Services Ltd - Essay Example The purchase and installation were conducted and within a few days of ordinary usage and subsequent airing, the flue overheated and ignited some nearby towels starting a fire. Expert evidence (see the annexed report by Robert Brown) that the flue failed to comply with British Standard specifications, and that the defendant was negligent in fitting the flue in the claimant’s cupboard thereby exposing the flue to the accumulation of dangerous temperatures. The defendants basically admit these failures only remarking that they had discharged their responsibility to the plaintiff by warning of the danger of using the flue in close proximity to articles of clothing. By virtue of Rule 24 of the Civil Procedure Code 1998 the claimant’s application for summary judgment is required to show that the defendant’s answer to the claim contains a) no real prospect of success; and b) there is no other substantial or compelling reason why the case should be disposed of in a trial.1 By virtue of Practice Direction 24, summary judgment can be obtained in one of the following three situations:- It is important to note that the court will make its determination based on ‘the evidence which can reasonably be expected to be available at trial or the lack of it’.3 Since the defendant purports to be relying only on the strength of the contract itself in evidence, it will have no evidence capable of contradicting the claimants charge that the flue and its subsequent was negligent. The basis of this claim is founded on the principles enshrined in the tort of negligence rather than any contractual terms and is tantamount to no defense at all.

Theories of Criminology and the Departed Essay Example for Free

Theories of Criminology and the Departed Essay Theories of Criminology and The Departed Martin Scorceses film, The Departed, gives a great depiction of contrasting theories of the origins of crime, and how they may be applied to each character. Each of the four major theories, Choice Theory, Trait Theory, Social Structure Theory, and Social Process Theory can be seen to be accurate at one or more points in the film, but the film ultimately advocates for Choice Theory. Each of the major characters has the opportunity to choose who they ultimately want to be. From the moment that the over-arching villain of the film, Frank Costello, is introduced it is apparent how he understand his place in the framework of things. He states, l dont want to be a product of my environment. I want my environment to be a product of me. In this one statement he refutes the effect of Social Structure and Social Process theories on himself, and advocates for Choice Theory. He has made the choice to become who he is, and to engage in criminal activities. He did not have it dictated to him because of his environment, or his exposure to criminal ctivities. It was a choice. This is contrasted with the two central figures in the film, undercover state police officer Billy Costigan, and Costellos mole on the inside of the state police, Colin Sullivan. Fresh out of the police academy Costigan is confronted not only with his past and upbringing, as a two parent, two accent, mixture of North shore and South Boston, but also with his family connections with South Boston organized crime through his fathers side of the family. He has the family traits to Justify his being nvolved in criminal activities, but lacked the poor upbringing (Social Structure) that could have been expected for someone with his connections. It isnt until he is sent undercover, through the prison system and his low level criminal cousin, that he exposed to criminal activities in a major way (Social Process). Even as he becomes more involved in the day to day criminal activities of the Costello organization, he makes a choice to remain a loyal state police officer and completes his assignment, ven to the point where it leads to his death. Sullivan is the opposite story. He was raised in the poor area of South Boston, that was under the sway of the Costello organization (Social Structure), but did not have the family connections of Costigan. He was groomed into the inner circles of the organization by Costello himself from a very early age, getting frequent and early exposure to criminal activities (Social Process), with the ultimate idea that he would become an informant on the inside of the state police. He grows up being completely oyal to the organization that he grew up in, but when presented with the chance to stop functioning in the criminal enterprise, and become legitimate upon Costellos death, he makes the attempt to. He chooses to leave crime behind until he is confronted and threatened by Costigans undercover work. Each of these major characters could have been explained by competing theories of criminology, but ultimately the film portrays a situation where they are all making a choice of who they are and what theyll do. Theories of Criminology and the Departed By macbezz

The Beginnings Of Prescriptive Rules In English

The Beginnings Of Prescriptive Rules In English This research paper traces the beginnings of prescriptive grammar in the English language. It shows how the beginning of prescriptivism is closely connected with the changes in the society of the seventeenth and eighteenth centuries. The invention of printing press, better social mobility and better education, in one way or another helped bring English to its standard level. Prescriptive efforts of the above mentioned centuries were also helpful in codifying the English language and setting this language as the standard one. INTRODUCTION My research paper traces the beginnings of prescriptive rules in the English language. The thesis is that prescriptive rules came into existence in the nineteenth century. However, after reading above mentioned works, I discovered that its beginnings could be traced before this time. Furthermore, the other assumption is that the rise of prescriptivism has been set into motion by changes in philosophy and economy, and subsequently in society, and we shall try to prove this assumption to be right throughout this essay. Also, some of the rules most commonly known as prescriptive rules will be mentioned. PRESCRIPTIVE AND DESCRIPTIVE In this introduction we will define what prescriptive rules are, and point out its counterpart decriptivism (agreement). These terms are used in linguistics and both have (not only prescriptive and descriptive rules, but also prescriptive and descriptive grammars) avid supporters, for instance R.A. Lafferty and David Foster Wallace, respectively. In linguistics, prescription can refer both to the codification and the enforcement of rules governing the usage of a particular language. These rules can cover such topics as standards for spelling and grammar or syntax, or rules regarding what is deemed socially or politically correct. Prescription includes the mechanisms for establishing and maintaining an interregional language or a standardized spelling system. It can also include declarations of what particular groups consider to be good taste. If that taste is conservative, prescription may be resistant to language change. If it is radical, prescription may be productive of neologisms. Prescription can also include recommendations for effective language usage. As already mentioned, prescriptivism has its counterpart descriptivism. Descriptive methods observe and record how language is used in practice, which is the basis of all linguistic research. scholarly descriptive work is usually based on text or corpus analysis, or on field studies. However, the term description includes each individuals observations of their own language usage. Descriptive linguistics eschews value judgments and makes no recommendations. In short, descriptive linguists do not think that something can be deemed wrong in language usage. These approaches to language are seen by many as opposites because one declares what language should be like, while the other states how language really functions in everyday society. We can also claim that they are complementary, because popular debates around language issues revolve around the question how to balance them. THE STUDY As mentioned above, my original thesis was that prescriptivism first appeared in the nineteenth century. I based this thesis on the fact that the nineteenth century, or more precisely the Victorian period, was the time of great social change, which led to greater social mobility. My interest in this period and some previous essays I wrote about the mentioned period had led me to take this stand. Studies conducted by Dr. Shadya A.N. Cole (The Rise of Prescriptivism) and Laura Wright (The Development of Standard English), made me think otherwise. Different events, historical and social, contributed to the rise of prescriptivism, which means that prescriptivism did not develop outside society. Cole states that most prescriptive rules were made between 1650 and 1800 (Cole 2003:119). This covers a big time span to consider, but this was an era that saw some of the most interesting changes take place. In that time frame, the UK witnessed change in the political arena. The absolute monarchy was transformed into constitutional monarchy  [1]  . This was the result and a sign of the growing power of the middle class. Power of the middle class could best be seen in the English Civil War (1642-1651), also known as the Puritan Revolution, and by the establishment of the Commonwealth. One of the things that also had a significant impact on the dawn of prescriptivism was the expansion of the colonies, which provided the Kingdom with vast amounts of money and resources needed for industry, and also made the middle class more affluent. All of these events led to social mobility, which was something that had not been seen before (Cole 2003: 119). The new emerging middle-class was formed and it strived for social betterment. This betterment, along with good etiquette, included language. In search of such modes of behavior, which characterized the nobility, the middle class had to look outside their own customs. It might be advisable to mention here William Caxton and the year 1476. This is the starting point of the English printing press. It carries importance because it opened the doors to vernacular works, which were designed for the middle class and nobility, and also provides a precise beginning for the tracing of orthographic reform during the late fifteenth, sixteenth, and seventeenth centuries. One of the most important works of that time was the printing of the Bible into the vernacular language and that, consequently, opened the doors to preaching in the vernacular. Printing press, without any doubt, helped to diffuse knowledge much faster and in all levels of the society. At this point all kinds of printed material became available, from newspapers, journals, pamphlets, to books. Along with this rose the number of literate people. As commercial middle-class came into prominence, it spread literate education through wider circles of society and encouraged the study of modern foreign languages (Cole 2003: 121). The separation of the Anglican Church from the Church of Rome in 1533-34 made significant changes in the characteristics of the universities. Before, universities had been the professional schools of the clergy, but now education expended into the sciences and humanities. Latin and Greek were still the languages needed to be learnt, but demand for the English language to be taught was also growing. The demand for learning English marks a turning point. Before that time, the upper-classes insisted on their children being fluent in Greek and Latin along with French. On the other hand, with the rise of the middle-class the tide started to turn because English was getting appraisal and education was aimed at producing speakers of correct English (Cole 2003: 121). Again, this demand can be traced to the changes in the society. As the middle-class grew, two sub-classes started to emerge. Those were the more genteel merchant class and the less genteel trading class. The decisive factor in their separation was the way they spoke and wrote. Thus, the teaching of the English language became necessary for the acceptance into genteel society. Philosophy and the current way of thinking considerably impacted linguistic research. The influential new stream in philosophy was rationalism which was manifested in the tendency to attempt to settle disputes by using logic and it became dominant in the language usage. English language started to gain prominence. Variations, that had arisen through years were no longer being looked at with as great tolerance as before. Latin and Greek still carried a great importance. They were the languages on which English grammar was modeled. However, Latin had more influence over English than any other language. Latin conventions and examples were carried over into English to make it more appealing. One of the reasons for this was that Latin grammar was seen as an appropriate pattern upon which to model an English grammar (Cole 2003: 119). The early books written in English were textbooks for the instruction of a foreign language or books that provided a basis for the study of Latin. Now that books were being written for the instruction of English, the authors basically applied the same pattern as they did for Latin. Linguists were trying to force English into a linguistic mold that was no longer suitable for a living language. They wanted to have the same logi c, clarity and force in English as they had when they were using Latin. British writers were worried that English would bring chaos and instability, and would destroy the ease of communication afforded by the stable classical language. One of the early proponents of the call for the authorative regularization of English was John Dryden  [2]  . Eventually, this regularization led to the common acceptance of prescriptive outlook on the language and the rules of correctness. From what was said before regarding the new middle-class, we can conclude that the popularity of the authoritarian movement was due to the popular demand of the middle class for guidance on how to use English properly. Elizabeth Bohnert claims that the need for the proper usage of English also affected speech patterns. What she argues is that the speech patterns of the educated and aristocratic in the capital were naturally considered to be superior throughout the 16th and 17th centuries (Bohnert 2008: 1). It w as not until the age of prescriptivism that certain accents began to be considered faulty. As the middle-class increased in wealth, they desired to have the education and the manners of the ruling class. Their basic assumption was that variation in language was undesirable and printers catered to the need of the wealthy by producing various handbooks. Since material possessions no longer carried the stigma of class, the manner of speaking, pronunciation and grammar became useful in making distinctions among classes. In the late 18th century a few writers from diverse linguistic backgrounds took it upon themselves to distinguish between proper and improper pronunciation, which was a way to instruct the provincials on how to imitate the speech of Londoners. Latin influence eventually became more widespread, which decreased the freedom and individuality of English. English style and elegance reflected those of classical Latin. If there were differences found between the two languages, English was always referred to as faulty, because Latin was after all a classical language. What Latin offered was the definite rules that writers could appeal to and rely on (Cole 2003: 121). English was not reliable because it had no grammar, or at least that was the common assumption. Some writers, when writing in English, had to transform their thoughts or ideas first into Latin so that they could see what the best way of converting them into English was. Borrowing of Latin words greatly enriched English vocabulary, even though this was not something new. However, there were those who thought that such words were redundant. This led to the famous inkhorn  [3]  controversy. This controversy came at the time when English was replacing Latin as the mai n language of science and learning in England. Inkhorns were new words that were being introduced into the language by writers, often self-consciously borrowing from Classical literature. Critics regarded these words as useless as they required knowledge of Latin or Greek to be understood. They also contended that there were words with identical meaning already in English. Many of these so-called inkhorn terms, such as dismiss, celebrate, encyclopedia, or ingenious stayed in the language and are nowadays commonly used. We must stress here that even today Latin and Greek words can be found in formal and scientific writing, but as Cole said those are polysyllabic words (Cole 2003: 122). As English gained prominence, a new fear emerged among learned people. They thought that making English more linguistically rich would lead to ineloquent, imprecise, and ambiguous communication (Cole 2003: 123). The assumption was that English had no codified grammar, which made learned people uneasy, but at the same time gave them a new goal to reach to define English by a set of rules. These rules, for instance about sentence structure and world choice, would be agreed upon by all. However, usage differed very greatly because every writer had his own individual judgment on what was correct and what was not. In spite of their differences, linguists did agree on one fact, which was that English had a prior age when it was pure. It was thought that this former pure state could be restored. However, this turned to be more difficult because every writer had his own period which he considered pure. Some considered Chaucers writing as ideal, some Shakespeares or Swifts. In the 15th century there was an attempt to establish an English Academy, which would deal with linguistic problems. This academy would be modeled on the French academy. The suggestion for setting up such an institution was made by John Barret in the preface of his dictionary. The greatest proponent of this idea was Jonathan Swift. He claimed that language usage could and should be governed by an arbitrary authoritarian body (Cole 2003: 125). Likewise, this proposal brought objections. Some, like John Oldmixon (a poet), though that such an academy would impose its ideas of the language usage on others. Many contemporaries thought the same and the interest slowly waned. Nonetheless, the desire for the language to be ascertained, refined and fixed remained a popular sentiment. Now, the idea of private dictionaries came to be popular. The idea was to make a dictionary that would include all the words of English and a grammar that would detail the proper usage of such words. The two most important works were created in the second part of the 18th century: those were Samuel Johnsons Dictionary of the English Language (1755) and Robert Lowths Short Introduction to English Grammar (1762). Decisions about what to put in a dictionary and what to exclude were based on a lexicographers ideology. And every lexicographer has got/had one. One thing that directly comes to mind while going through these linguistic beginnings is that most of the writers sought ways to petrify a language in a certain time. Almost all of them were afraid that their works would not be read by future generations because they would not know how. They could not grasp the fact that it is quite normal for a language to change through time and in contact with other languages. There were attempts for English syntax to be explained. The handbooks were the work of individuals who believed that reforms were necessary and that they were the ones to make them. Most of the reformers had no particular training or qualifications other than the belief that they had a right do declare what was right and wrong about the English language. Some of them were members of the clergy and had knowledge of Latin, Greek, and Hebrew. Because they were all classically trained, they forced English into a classical mold. However, there were exceptions, like Joseph Priestleys The Rudiments of English Grammar. In it Priestley recognized the usage of reputable writers as the standard for linguistic propriety. The eighteenth-century grammarians wanted to prove that English was capable of being described systematically. They did not allow any variations in usage and were strictly against any uncertainty. Many of them based their pronouncements upon their personal preferences. Whenever Latin could not settle any disputed points in the grammar, they would turn to the authority of usage. It is safe to say that they were part prescriptive and part descriptive. By the 18th century, most grammarians agreed that usage must be the factor governing correctness in language. However, they could not agree whose usage should be standard. One that seems to stand out is George Campbell. He wrote Philosophy of Rhetoric in 1776, and in it he defined English as reputable, national and present. He then explains what he means by these definitions. National means that language is neither rural nor foreign (he means Latin or French). Present usage means not the usage of the moment, but it is the usage of the recent past, which has stood the test of time. Reputable means the usage of the best writers. Some of the most notorious prescriptive rules came from this period. Examples of these are the usage of pronouns, It is I or It is me (the correct form is It is I because verb to be always has a nominative case after it). Other rules would be the difference between verbs lie and lay. Lie is a verb that does not require an object, whereas lay requires an object. Users were discouraged from using the modal verbs shall and will interchangeably. Shall should be used only with first person singular and first person plural, and will with second and third persons. The eighteenth century is responsible for the final stamp of disapproval on multiple or double negatives (Cole 2003: 138). Lowth explicitly stated the rule that two negatives are equivalent to an affirmative (We dont need no education). Another rule was that of ending a sentence with a preposition. It was John Dryden, the 17th-century poet and dramatist, who first promulgated the doctrine that a preposition may not be used at the end a sentence. Grammarians in the 18th century refined the doctrine, and the rule has since become one of the most venerated maxims of schoolroom grammar. But sentences ending with prepositions can be found in the works of most of the great writers since the Renaissance. In fact, English syntax not only allows but sometimes even requires final placement of the preposition, as in We have much to be thankful for or That depends on what you believe in. Efforts to rewrite such sentences to place the preposition elsewhere can have comical results, as Winston Churchill demonstrated when he objected to the doctrine by saying This is the sort of English up with which I cannot put. Split infinitives have been condemned as ungrammatical for nearly 200 years, but it is hard to see what exactly is wrong with saying to boldly go (The American Heritage ® Book of English Usage.). In fact, the split infinitive is distinguished both by its length of use and the greatness of its users. People have been splitting infinitives since the 14th century, and some of them include John Donne, Daniel Defoe, Benjamin Franklin, Samuel Johnson, William Wordsworth, Abraham Lincoln, George Eliot and Henry James. The only rationale for condemning the construction is based on a false analogy with Latin. The belief is that because the Latin infinitive is a single word, the English infinitive should be treated as if it were a single unit. But English is not Latin, and people split infinitives all the time without giving it a thought. I have already mentioned that prescriptivism also impacted the way people spoke. By the late 19th century prescriptivism had transformed into an effort to expunge any hint of accent that would betray regional distinction, including that of London. This created an environment of linguistic anxiety. During this time the term Cockney transformed into the most condemning term for improper speech in the 19th century. It came to denote somebody who is vulgar and ignorant. The whole 19th century London was riddled with Cockneyism. Prescriptivists described the Cockneys as the prime culprits of language degeneration, and a threat to all gentility and grace. Today, many linguists agree that this were mostly scare tactics aimed at the middle-classes, whose social insecurities made them a ready market for prescriptive coercion. Some such rules governing pronunciation were /h/ dropping (improper /h / usage was associated with the uneducated and illiterate, as proper usage required a knowledge of where h was made in spelling), /h/ insertion (came about as the hypercorrection of /h/ dropping), or post-vocalic /r/. The spate of books, magazines and newspapers that began flowing to the newly developed and fast growing class of literate readers accelerated stabilization and by the beginning of the 20th century the process of standardization of English was stabile. The 20th century gave many manuals written by authors of sufficient scholarship to make those manuals authoritative. One such example is The Kings English (1906) by the Fowler brothers and this was followed by Modern English Usage (1926). CONCLUSION The most important consequence of prescriptive grammar was that people could no longer claim that English had no rules. In addition to that, the distinction between the standard and non-standard usage was made visible. Standard usage is the one we still learn in schools today. Prescriptive grammarians fixed a number of disputed usages in language, even though they started off very indecisive on what the correct form was. Grammarians of that period emphasized rules that are still highly regarded today. Rules like the usage of pronouns I and me, double negation, or splitting the infinitive. After the invention of the printing press, English was promoted as a common language and some attempts at assigning formal structures to the language began to appear. Prescriptive rules have their ultimate justification in the communitys need to make their language meaningful. By making it meaningful, linguists tried to mirror English on the languages they thought were the most appropriate. They thought that classical languages were the best choice. In the end this led to some outrageous rules. The rule against split infinitives, for instance, is a consequence of the peculiar fact that English grammar is modeled on Latin even though Latin is a synthetic language and English is an analytic language. Nevertheless, the linguist of the seventeenth and eighteenth centuries helped lead English into a codified and standard position by showing that it had grammar and rules that need to be obeyed.

Essay --

Potato across Countries The cultivation of Potato has increased in the last fifty years all around the world. However, its consumption has decreased considerably for the past twenty years because in the developed countries. This is because these some of these developed countries have more abundant proteinous foods rather than depend on starchy food for survival. In the subsequent parts of this paper, the comparative analysis of potato in the China and France will be explored. It is believed that the Dutch introduced Potato in China around 1600. It has since been grown in the mountainous areas of western and northern China. It was not perceived with much vitality and its cultivation in China was not so important until the early years of the twentieth century. New varieties of exceedingly-yielding Potatoes and new technologies for harvesting and processing of the crop has substantially increased. The government of China began experimenting with Potato in the year 1914. Since then, improved varieties of Potato and advanced breeding methods have been discovered and put in to practice in China. Potato finally became of a highly important crop in China around the Second World War. This was a time when the nationalists and communists parties of the country and also the invading army of Japan discovered the advantages of a crop that can be grown easily, stored for considerable months and more easy to be transported. After the war ended, Potato cultivation exceed ingly increased all around China; most especially in â€Å"Ganzu, Guizhou, Inner part of Mongolia, Yunnan and Sichuan†. The crop could be cultivated over the winter even in the warmer region of the southern part of China. Consequently, in 1950 the production of Potato had the attained... ...rop became more abundant and relatively nutritious causing it to be grown by more sections of the French society. Potato helped support large families and population explosion in France just like in China. The French have their own Potato which differs from that of the Chinese and they are namely; White Wine Smashed Potatoes, Three-Cheese Potato Gratin and Potatoes Fondantes. Today, Potato is still grown mainly in the Southern region of France. New varieties are being planted with modernized farming equipment just like in China. Work Cited Smith, Andrew F. Potato: A Global History. London: Reaktion, 2011. Print. â€Å"Early History of the Potato in France.† The American Farmer; Devoted to Agriculture, Horticulture etc.(1881-1897) Jan 15 1893: 7. ProQuest. Web. 10 Nov. 2013. Reader, John. Potato: A History of the Propitious Esculent. New Haven: Yale UP, 2009. Print.

Comparison of Setting between Wuthering Heights and Jane Eyre Essay

In two literary works, Wuthering Heights by Emily Bronte and Jane Eyre by Charlotte Bronte, setting plays an important role. Setting can be described as the time [http://www.ntsearch.com/search.php?q=time&%3Bv=56] and place in which an event occurs. It helps the reader to understand the story and where the character is coming from. Both the authors associate setting to the characters in the story. In Wuthering Heights, the setting represents the nature or characteristics of the characters; while in Jane Eyre, the setting has a function to show the character’s development throughout the story. Throughout the novel Wuthering Heights, Emily Bronte effectively uses weather [http://www.ntsearch.com/search.php?q=weather&%3Bv=56] and setting to give the reader the inside of the personal [http://www.ntsearch.com/search.php?q=personal&%3Bv=56] feeling of the characters. The setting used throughout the novel, helps to set the mood to describe the characters. There are two main settings in Wuthering Heights: the houses [http://www.ntsearch.com/search.php?q=houses&%3Bv=56] of Wuthering Heights and Thrushcross Grange. Each house represents its inhabitants. The wild, uncivilized manner of Wuthering Heights and the high cultured, civilized nature of Thrushcross Grange are reflected in the characters who inhabit them. Wuthering Heights is a house [http://www.ntsearch.com/search.php?q=house&%3Bv=56] set high upon a hill where is exposed to extreme weather [http://www.ntsearch.com/search.php?q=weather&%3Bv=56] conditions. The name of the place itself is symbolic of its nature, â€Å"Wuthering being a significant provincial adjective, descriptive of the atmospheric tumult to which its station is exposed in stormy weather [http://www.ntsearch.com/search.php?q=weather&%3Bv=56].† (page 2). Heights is a bleak, thick-walled farmhouse surrounded by wild, windy moors. The Heights is â€Å"strong,† â€Å"built with narrow windows [http://www.ntsearch.com/search.php?q=windows&%3Bv=56] and jutting  cornerstones,† and is â€Å"fortified to withstand harsh conditions† (page 2). The path that is nearest to the Heights is long and winding, with â€Å"many pits, at least, were filled to a level; and entire ranges of mounds, the refuse of the quarries . . . blotted from the chart† (page 19). The description of, â€Å"a few stunted firs at the end of the house [http://www.ntsearch.com/search.php?q=house&%3Bv=56],† and, â€Å"a range of gaunt thorns all stretching their limbs one way, as if craving alms of the sun.† (page 2) proves that even the vegetation surrounding the structure conjures images that lack warmth and happiness.[1] Moreover, as the story goes on, the image of â€Å"a range of gaunt thorns all stretching their limbs one way, as if craving alms of the sun† is similar to the condition of Heathcliff (the thorn) as he tries to ‘reach’ Catherine (the sun) The Heights’ appearance is wild, untamed, disordered, and hard. The characters at Heights tend to be strong, wild, and passionate, much like the house [http://www.ntsearch.com/search.php?q=house&%3Bv=56] itself. Heathcliff is Wuthering Height’s human incarnation. He is abusive, brutal and cruel, and as wild and dark as the moors surrounding Heights.[2] Catherine is stubborn, mischievous, wild, impulsive, and arrogant; Hindley is wild, uncontrollable, jealous and revengeful. In Heights, everyone shouts; pinching, slapping and hair [http://www.ntsearch.com/search.php?q=hair&%3Bv=56] pulling occur constantly. Catherine, instead of shaking her gently, wakes Nelly Dean up by pulling her hair [http://www.ntsearch.com/search.php?q=hair&%3Bv=56].[1] â€Å"The bleak and harsh nature of the Yorkshire hills is not a geographic accident. It mirrors the roughness of those who live there†[2] As a whole, Heights symbolizes hate, anger, and jealousy. Opposite of Wuthering Heights, Thrushcross Grange is set within a lush, protected valley and is covered by a high stonewall. It is filled with light and warmth â€Å"Unlike Wuthering Heights, it is elegant and comfortable-‘a splendid place carpeted with crimson, and crimson covered chairs and tables, and a pure white ceiling bordered by gold’.†[1] It is surrounded by neat, orderly parks and gardens. The Grange is extremely luxurious and beautiful; filled with music [http://www.ntsearch.com/search.php?q=music&%3Bv=56],  books [http://www.ntsearch.com/search.php?q=books&%3Bv=56], and other lovely objects which express a civilized, controlled atmosphere. The house [http://www.ntsearch.com/search.php?q=house&%3Bv=56] is neat and orderly, comfortable and refined, and there is always an abundance of light.[2] The characters at the Grange are passive, civilized, and calm, which personifies the house [http://www.ntsearch.com/search.php?q=house&%3Bv=56] they live in. The Lintons are all very polite, respectable people [http://www.ntsearch.com/search.php?q=people&%3Bv=56]. They are characterized as having, â€Å"pure, pale skin,† and â€Å"light hair [http://www.ntsearch.com/search.php?q=hair&%3Bv=56].† The residents of this house [http://www.ntsearch.com/search.php?q=house&%3Bv=56] have much lighter-sounding names than those in Heights — Edgar and Isabella. Isabella and Edgar Linton are well behaved and gentle, as refined and civilized as the Grange; Catherine Linton is energetic and warm-hearted, relating to the bright, cheery air of the Grange.[2] In contrast, Heights is governed by natural elements, especially wind, water [http://www.ntsearch.com/search.php?q=water&%3Bv=56], fire, and animals. The world at Grange, however, revolves around reason, formality, and money [http://www.ntsearch.com/search.php?q=money&%3Bv=56].[2] Heathcliff and Catherine belong to the natural and immaterial world while the Lintons live in a purely material society. Moreover, the inhabitants of Heights were working-class, while those of the Grange were upper-class society. All of the characters in the novel also reflect the masculine and feminine values of the places they live in. Heights is extremely masculine in that it is strong, wild, and primitive, whereas the Grange is seen as more feminine with marked decadence and gentility.[2] Catherine Earnshaw is willful, wild, and strong (masculine) while Edgar Linton is described as weak person (feminine). Heathcliff is always out of place at Grange because he is absolutely masculine. The Lintons are a contrast to Catherine and Heathcliff in that they are safe, spoiled, and cowardly as opposed to being self-willed, strong, and rebellious.[2] When Edgar Linton insults  Heathcliff, Heathcliff throws a bowl of hot applesauce on Edgar, and in response Edgar whines and cries instead of fighting back. While Heights was always full of activity, sometimes to the point of chaos, life at the Grange always seemed peaceful. Heights was always in a state of storminess while Grange always seemed calm.[1] Brontà « made Heathcliff and Wuthering Heights as one, making them both cold, dark, and menacing, similar to a storm. She also made Thrushcross Grange parallel with the Lintons, which has more of a welcoming, peaceful setting. The marriage of Edgar and Catherine is doomed from the very beginning not only because she does not love [http://www.ntsearch.com/search.php?q=love&%3Bv=56] him, but also because each one is so strongly associated with the values of his or her home [http://www.ntsearch.com/search.php?q=home&%3Bv=56]. Only Hareton and Catherine Linton can sustain a successful mutual relationship because each embodies the psychological characteristics of both Heights and Grange.[2] Catherine appears to display more Linton characteristics than Earnshaw, but her desire to explore the wilderness outside of the Grange links her strongly to the wild Heights people [http://www.ntsearch.com/search.php?q=people&%3Bv=56]. Hareton is rough on the edges because of the influence Heathcliff has had on him, but he has a kind and gentle heart as well as a desire to learn and better himself, which makes for an interesting combination of the characteristics of each household. At the end of the story, the garden that Cathy Linton planted is filled with twisted fir trees and domestic plant. These two kinds of plants joining together represent her personality very well. She has wildness, as the twisted fir tree like her mother, and civility as the domestic plants like her father.[2] Emily Bronte also uses weather [http://www.ntsearch.com/search.php?q=weather&%3Bv=56] and seasons to create atmosphere and reflect the feelings of the characters. For example, after Heathcliff runs away: â€Å"There was a violent wind, as well as thunder† and a â€Å"storm came rattling over the Heights in full fury† (page 53). This  emphasizes the storm of feelings in the characters concerned.[3] Bronte is able to allow the outer weather [http://www.ntsearch.com/search.php?q=weather&%3Bv=56] to symbolize the inner emotional state of Catherine.[4] Other example of changes in the weather [http://www.ntsearch.com/search.php?q=weather&%3Bv=56] is when Cathy’s mood changes after her meeting with Heathcliff: â€Å"The rain began to drive through the moaning branches of the trees, and warned us to avoid delay†¦Catherine’s heart was clouded now in double darkness† (page 148).[3] Toward the end of the novel, around the time [http://www.ntsearch.com/search.php?q=time&%3Bv=56] of Lockwood’s return to visit Heights, the weather [http://www.ntsearch.com/search.php?q=weather&%3Bv=56] suddenly becomes kinder and the setting is friendlier[4] â€Å"It was sweet, warm weather† (page 192). There was â€Å"a fragrance of stocks [http://www.ntsearch.com/search.php?q=stocks&%3Bv=56] and wall flowers [http://www.ntsearch.com/search.php?q=flowers&%3Bv=56], [that] wafted on the air, from amongst them homely fruit trees†. This represents the peaceful in the Heights. Fundamentally, Bronte’s Wuthering Heights is a tale of two very different households that produce two very different types of people [http://www.ntsearch.com/search.php?q=people&%3Bv=56]. As its name suggests, Wuthering Heights is exposed to the wildness of the elements, and it first generation characters are associated with the ‘heights’ of passion. Thruscross Grange has gentler, more cultivated, perhaps Christian (‘cross’) connotations, and it first generation characters are more civilized. In the second generation, the contrast becomes blurred, as Cathy and Hareton plant flowers [http://www.ntsearch.com/search.php?q=flowers&%3Bv=56] from the Grange in their garden at the Heights, and finally move to the Grange.[3] Connecting the setting with the time [http://www.ntsearch.com/search.php?q=time&%3Bv=56] the novel was written, the contrast between the houses [http://www.ntsearch.com/search.php?q=houses&%3Bv=56] portrays the death or decline of Romanticism. Heights is representative of Romantic excess;  wild, passionate, hard. Romantics worshipped nature and were quick to show emotion and/or passion. The Heights is Romanticism taken to excess. Grange, on the other hand, represents the predominant Victorian values of the time–repression of emotions, education [http://www.ntsearch.com/search.php?q=education&%3Bv=56], and money [http://www.ntsearch.com/search.php?q=money&%3Bv=56]. The end of Wuthering Heights (Cathy and Hareton abandoning Heights and moving [http://www.ntsearch.com/search.php?q=moving&%3Bv=56] to Grange) represents the end of Romanticism, and the ultimate dominance of Victorian values.[5] For Jane Eyre, the settings describe the development in Jane’s life. Charlotte Bronte sets her story in the 1840’s, a time [http://www.ntsearch.com/search.php?q=time&%3Bv=56] often referred as the Victorian age. By doing this, the reader can get a sense of how women were treated, and what responsibilities they were required to maintain in society. Jane lives in a world and in a time [http://www.ntsearch.com/search.php?q=time&%3Bv=56] where society thought women were too fragile to ponder. Women at the time [http://www.ntsearch.com/search.php?q=time&%3Bv=56] have barely any rights at all and are not allowed prominent positions.[6] Jane was a very strong woman for her time [http://www.ntsearch.com/search.php?q=time&%3Bv=56], as she did not allow people [http://www.ntsearch.com/search.php?q=people&%3Bv=56] to mistreat her. She is on a constant search [http://www.ntsearch.com/search.php?q=search&%3Bv=56] for love [http://www.ntsearch.com/search.php?q=love&%3Bv=56] and goes to many places to find it. Throughout Jane Eyre, as Jane herself moves from one physical location to another (Gateshead Hall, Lowood Institution, Thornfield Manor, Moor House [http://www.ntsearch.com/search.php?q=House&%3Bv=56], and Ferndean Manor), the settings match the conflicting circumstances Jane finds herself in at each. â€Å"Each time [http://www.ntsearch.com/search.php?q=time&%3Bv=56] Jane moves from one locale to another the narrative breaks to set the scene and stress [http://www.ntsearch.com/search.php?q=stress&%3Bv=56] that this setting  will form a new stage in Jane’s life†[7] As Jane grows older and her hopes and dreams change, the settings she finds herself in are perfectly accustomed to her state of mind, but her circumstances are always defined by the walls, real and figurative, around her.[8] As a young girl, she is essentially trapped in Gateshead. Her life as a child is sharply delineated by the walls of the house [http://www.ntsearch.com/search.php?q=house&%3Bv=56]. She is not made to feel wanted within them and her emotional needs were ignored. Another place, Lowood, is bounded by high walls that sharply define Jane’s world. Except for Sunday services, the girls of Lowood never leave the limits of those walls. Jane has always lived within physical walls and even as a teacher at Lowood had to get permission to leave. Thornfield is in the open country and Jane is free [http://www.ntsearch.com/search.php?q=free&%3Bv=56] from restrictions on her movements. She is still restricted, in a sense, but now she is living with relative freedom.[8] This home [http://www.ntsearch.com/search.php?q=home&%3Bv=56] was a turning point in Jane’s life because it was the place that major maturing took place in Jane’s life. She finally was able to feel true love [http://www.ntsearch.com/search.php?q=love&%3Bv=56] and be loved back, and the love that she had was true love. At Moor House [http://www.ntsearch.com/search.php?q=House&%3Bv=56], the walls that Jane finds herself within are attractive because of the companionship of Mary and Diana. In the end, she returns to Rochester at Ferndean and, she thinks, to the walls that suit her best. All the walls that had restricted her are gone. She has moved beyond the walls and can be the person that she truly is.[8] This home [http://www.ntsearch.com/search.php?q=home&%3Bv=56] was very different than the other ones that Jane lived in; it was the one that she was truly happy in although it was just a simple home [http://www.ntsearch.com/search.php?q=home&%3Bv=56]. Each setting is dominated by different tone. At Gateshead, the tone is passionate, superstitious, and wild. This shows us the irrational elements in Jane’s character. The tone at Lowood is cold, hard, and constrained and reflects the limitations placed on young women by religious thought and social convention. At Thornfield, the setting is personal [http://www.ntsearch.com/search.php?q=personal&%3Bv=56] and symbolic, for instance the house [http://www.ntsearch.com/search.php?q=house&%3Bv=56] itself is identified with Rochester.[7] At Moor House [http://www.ntsearch.com/search.php?q=House&%3Bv=56] the tone again becomes more stifling and oppressive as Jane slips back into a more conventional way of behaving, and begin to feel the limitations of St John’s urge to self-sacrifice.[7] When we finally reach Ferndean, we move at last from fear and anticipation to delight. The novel therefore swings between the irrational – Gateshead and Thornfield – and the ratio nal – Lowood and Moor House [http://www.ntsearch.com/search.php?q=House&%3Bv=56] – reflecting the division within Jane herself, until resolution is achieved at Ferndean.[7] Here, we can see that Bronte uses setting as an important role in the search [http://www.ntsearch.com/search.php?q=search&%3Bv=56] for domesticity. Instead of returning to her childhood home [http://www.ntsearch.com/search.php?q=home&%3Bv=56] to find domesticity, Jane cannot find home [http://www.ntsearch.com/search.php?q=home&%3Bv=56] until she moves to a totally different place. Setting plays an equally important role as she moves from Gateshead Hall to Lowood to Thornfield to Moor House [http://www.ntsearch.com/search.php?q=House&%3Bv=56], and finally to Freudian Manor. She cannot find her native ideal at Gateshead Hall, the site of her childhood torment; or Lowood, a boarding school; or Thornfield, where Rochester hid his first wife and almost became a bigamist; or Moor House [http://www.ntsearch.com/search.php?q=House&%3Bv=56], where St. John’s presence constantly reminds her of true love [http://www.ntsearch.com/search.php?q=love&%3Bv=56] rarity. She and Rochester can on ly create their own domestic haven in a totally new and fresh setting. Consequently, by allowing Jane to go through so many different settings, Bronte is showing the growth that she undergoes. This growth is from a temperamental young girl to a strong married woman. From those two novels discussed here, we can see that both authors use setting as an important mean in building the characters. If in Wuthering Heights the setting has a function to tell about the character’s nature; where each character distinctly represents the house [http://www.ntsearch.com/search.php?q=house&%3Bv=56] he or she lives in and the values associated with it; then Jane Eyre uses setting to show the development happens in the character’s life. From here, we can see that the setting seems to mimic the feeling of the individuals that are within the novel.

Lessons from Invictus

Invictus: Lessons about Leadership The movie Invictus provides a plethora of lessons about good leadership. First, the movie teaches us about how a good leader leads by example. This is because he/she know how important it is to people look up to them. An example set by the leader helps to drive people ahead when they see that what they are being told to do is in fact possible. The second lesson that the movie teaches about leadership is that a leader does not delve in to the self-serving act of revenge. This is because he/she recognize that the needs of the many must come before his.The third lesson is that a leader has a lot of belief in the goodness of others. He/she truly believe that given a fair chance people can reform and turn for the good. The forth lesson that the movie teaches us is that a leader must have a lot of self-belief. As a result when faced with adversity a leader will never back down. In fact he/she will further strengthen their resolve a push forward even harde r. The fifth lesson is that a leader know that he/she can alone work towards the fulfillment of the vision. Thus, when the need arises, a leader learns to trust the abilities of those who work for him by delegating.The sixth lesson that the movie teaches us is that a good leader give due importance to every one of his followers, no matter how seemingly small their role might be. This is because he/she know that every little bit matters and thus each individual must be give respect. The seventh lesson is that a leader must combine his /her vision with action as the leader realizes that a vision without it is impotent. The eight lesson the movie teaches is that a leader has a very clear vision about where he/she wants to go.This results in high self-belief and at times results in leaps of faith, when the situation demands it. The ninth lesson that the movie teaches us is that a leader is humble both in victory and defeat. This is particularly true in victory where he/she never claims the victory for him/her self but rather a victory for all. The final lesson that I have learned from this movie is that a true leader is truly passionate about his/her vision. Thus a leader is all about self-sacrifice for the fulfillment of his/her goals, despite all odds and adversities.

black forest German I project Essays

black forest German I project Essays black forest German I project Essay black forest German I project Essay Reson for name: The black forest used to be a thick forest of conifers blocking out the light. Aproximate size: 5,000 sq miles Changes in black forest: The black forest has changed due to logging and increased demand for lumber. Products associated with the Black Forest: Cucko clocks are a product of the black forest trees. Cucko clacks are made with the black forest trees. 3 facts about markets: Markets are avalible in towns once a week. You can buy fresh products at reasonable pricing. It is easier for the farmers and growers to go and sell n markets so they dont have to buy store front. important considerations for hiking in Germany: First time round is better to hike with a guide. Where good hiking shoes or boots. Steep and bumpy trails are the hiking in Germany. 3 facts about German eating establishments: Geustheuses are Inn type reastraunts offer the best specialties in the region. Geustheuse are often kept in the family for many generations. Many langer Geustheuse are homes to the family owning the Geustheuse. 3 important tips for eating in a German restaurant: The menus are utside the window so you can already know what to order and how much to pay. You can go into reastrounts in Germany and pick your own table and only rarely are there hosts or hostests that will seat you. Germans take their time eating at restaurants. The black forest is in germany and is aproximatly 5,000 sq miles. The name Black forest is from the forest being so thick that it was dark. It often was home to smugglers and other criminal type people. The forest used to be thick with conifers and the trees would block the light from coming in the forest. Due to loging and the ncreased demand for lumber, the black forest has gotten less dense and thick. Products that come from the Black forest are things like cucko clocks which are very famouse in Germany. When hiking, we came across our first town with a market. Markets are avalible in towns once a week. You can buy fresh products at reasonable prices. Mankets amke it easier for famers and local grows because they dont have to buy store front spacing to sell their products. When we left the market and continued on our hike we reviewed some important tips for hiking in Germany. It is important to ike with a guide the first time round the trail even though the trails are labeled well. The trails are often steep and bumpy when hiking in Germany. It is also important To wear good hiking boots or shoes when hiking in Germany. When we reached our destination at the end of the trail, we learned three facts about German eating establishments. Geustheuses are Inn type reastraunts offer the best specialties in the region. Geustheuse are often kept in the family for many generations. Many langer Geustheuse are homes to the family owning the Geustheuse. When we went o a restaurant, we learned many other important facts as well. The menus are restaurants. The Black forest was a fun hiking trip. We learned many important facts about the blakc forest. We also learned the history of the black forest like that the black forest was thought to be home nomes and faeries. We learned the important need-knows about hiking in Germany and facts about markets in towns. The restaurants are very different from America and we learned tips for making changes when dining in a German restaurant. Sources: blackforestinfo. com/ regions/regions. html