Critical Theory in Wuthering Heights - 1443 Words

In Emily Bronte’s Wuthering Heights, readers are introduced to a variety of conflicts and clashing characteristics. Even though this is common in many novels, many of these conflicts take place within one character then progress into external conflicts between characters. For example what caused Catherine to pick Edgar over Heathcliff? Did she love Edgar more? Or was her love for him forged by her superego as defined in Sigmund Freud’s The Interpretation of Dreams? Even the character herself is unsure of her true desires, which leads to the major conflicts within her, others, and between characters. This is just one of the numerous examples of issues which ensue throughout the course of this novel. In order to properly analyze the†¦show more content†¦That will do to explain my secret, as well as the other. Ive no more business to marry Edgar Linton than I have to be in heaven; and if the wicked man in there had not brought Heathcliff so low, I shouldnt have thought of it.† (Bronte 329) This is an excellent example of Catherine’s unconscious exposing itself through her dreams. This dream shows that she knows that she has no right to marry Edgar, who is approximated with heaven, while, at the same time, showing that her true home is at Wuthering Heights, with Heathcliff. In a way, her unconscious was telling her that she belongs with Heathcliff, yet she chose to ignore it. She picked Edgar mostly based on his power and money, which was the most important thing to her at this point. The unconscious is never directly shown but tends to be seen in passive aggressive behavior. In Wuthering Heights, Heathcliff was pretty much always the bottom of the totem pole. This seems to be the main motive of his revenge. There is a possibility that Heathcliff is suffering from a strange form of Oedipus Complex, because after Mr. Earnshaw died, Hindley seemed to take over the role as male caretaker (even though he never really cared for Heathcliff) which seemed to in a sense, harbor Heathcliff’s hatred and desire to remove Hindley from this role so he could take over as head of the household as well as claim Catherine as his own. However, his low standings make itShow MoreRelatedThe Uncanny And Emily Bronte s Wuthering Heights1746 Words   |  7 PagesAssessment 1: Critical Commentary Freud’s The Uncanny and Emily Brontà ©Ã¢â‚¬â„¢s Wuthering Heights The principal idea in Sigmund Freud’s interpretation of The Uncanny theory centres around the Heimlich, translating to ‘homely’ and thus, what is familiar, and the Unheimlich, which is often translated to what is ‘Uncanny’ defined as ‘what is [†¦] frightening precisely because it is not known and familiar’ (Freud, 1919) or later described as something that is ‘secretly familiar which has undergone repression’Read MoreCritical Commentary On Freud s The Dream Work 1966 Words   |  8 PagesCritical Commentary From Sigmund Freud’s The Dream-work, in Introductory lectures on psychoanalysis The main focus of Freud’s essay centres on the idea that there are two forms the dream can take, the manifest dream, and the latent dream. The process by which the latent dream transforms into the manifest dream is called the ‘dream-work’, and the opposite is the individual’s ‘work of interpretation’. He explains that the ‘dream-work’ consists of four main elements that allow the individual to formRead More Vengeance in Shakespeare’s Hamlet and Emily Bronte’s Wuthering Heights2442 Words   |  10 PagesVengeance in Shakespeare’s Hamlet and Emily Bronte’s Wuthering Heights Love, betrayal and revenge play leading roles in both Shakespeare’s Hamlet and Emily Bronte’s â€Å"Wuthering Heights.† Both works feature doomed relationships, a ghostly haunting, and death. The court at Elsinore, despite its luxurious setting, almost mirrors the seclusion of the Yorkshire moors of Wuthering Heights — making both settings almost prison like. But, it is not setting that makes both works interesting: it is theRead MoreJane Bronte s Wuthering Heights2486 Words   |  10 PagesThis essay will discuss the way in which the themes of Romance and the Gothic are portrayed heavily in Brontà «Ã¢â‚¬â„¢s novel, Wuthering Heights, while also being juxtaposed with dogged Realism, in a way that makes Brontà «Ã¢â‚¬â„¢s work significant and unprecedented. It aims to highlight how contemporary interpretations of the text as a timeless love story have undermined the powerful realism put forth by Brontà «, in her deliberate language and refusal of societa l conventions. It will also analyse the extent to whichRead MoreAnalysis Of Wuthering Heights And The Poisonwood Bible1468 Words   |  6 Pagesâ€Å"underdog† mold, for they are unable to stand against the wrongs dealt unto them until a later time or event when they are better suited to fight back; thereby gaining the reader’s sympathy and vote for eventual victory over their antagonist. In Wuthering Heights and The Poisonwood Bible, the victimized children lacked outside support from other members of their respective communities. The same does not have to be true in the U.S. Americans have theRead MoreAnalysis Of Emily Bronte s Wuthering Heights 2133 Words   |  9 PagesKimberly Boots Ms. Loomis AP Literature and Composition 16 January 2015 The Meaning Behind It All Emily Brontà «Ã¢â‚¬â„¢s Wuthering Heights is not only one of the most widely read books in America, but it also encourages different critical approaches. One of the most interesting approaches is the psychoanalytical approach in this circumstance. Through the entirety of this book it is understood that defending oneself in different ways is a way to escape the stresses of reality. â€Å"Our unconscious desiresRead MoreThe Madwoman in the Attic4718 Words   |  19 PagesPublished: Jun. 2011 Abstract: As an outstanding representative of the second-wave feminism, The Madwoman in the Attic is still useful in handling the relationship between women and language, especially when it is in comparison with other strands of theory. Culturally, women writers’ revision of the existing male discourse that the book suggests bears remarkable resemblance with de Certeau’s tactic against strategy. Psychoanalytically, women writers’ pursuit of successful foremothers corresponds wellRead MoreVictorian Novel9605 Words   |  39 Pagesliving. Artists of ‘Pre- Raphaelite Brotherhood’ claimed to write only true about nature, concentrate only on the true ideas. These three years saw the rise of such works: of Bronte sisters’ Poems, Charlotte Bronte’s Jane Eyre, Emily Bronte’s Wuthering Heights, William Thackeray’s Vanity Fair. The Following twenty years could be seen as the high period of ‘Victorian novel’. Despite being a mixture of boom and slump, the years of 1850-1870 were recognized by the economic growth. The nation was the richestRead MoreStatement of Purpose23848 Words   |  96 Pagesand research projects), and skills you have learned, stressing what might be most important for graduate school. Identify specific areas of interest and note one or two research topics that interest you the most. Demonstrate your understanding of ―theoryâ€â€" and your knowledge of disciplinary-specific methodologies. 3. Discuss work, internship, and research experiences relevant to your field or course of study: Identify and briefly describe these experiences, and, of course, note all relevant informationRead MoreInterpretation of the Text13649 Words   |  55 Pagesprotagonist/s; (b) the society into which the protagonist/s is/are included. Society itself is often considered as a character, j ust as an opposing party would be considered in a Person vs. Person conflict. An example in literature would be â€Å"Wuthering Heights† by Emily Bronte. The conflict between an individual and a societal order (poverty, racial hostility, injustice, exploitation, inequality, violation of human rights, etc.) may be open or hidden. Person vs. Nature is the type of conflict that

The Parthenon A Greek Masterpiece - 1737 Words

The Parthenon: A Greek Masterpiece â€Å"The most beautiful things in the world are there, Athens†¦The sumptuous temple of Athena stands out and is well worth a look. It is called the Parthenon and is on the hill above the theatre. It makes a tremendous impression on visitors.† (Heracleides of Crete, 3rd century BC) The Parthenon serves as a refined Greek Doric temple design that took approximately 2 centuries to achieve. This magnificent temple began undergoing construction in 447 BCE by architects Iktinos and Kallikrates as a way to celebrate their victory against the Persians in war. Phidias was another contributor to the beauty of the Parthenon and also created the notorious Athena Parthenos statue, which became the centerpiece that the Parthenon was built around. The architects of the Parthenon wanted to achieve a type of beauty that was erected from proportions that were so precise they had to use certain mathematical formulas to perfect them. The temple itse lf is not like the typical ancient Greek buildings that contain the same sizing when it comes to columns and width. The Parthenon was like nothing the Greeks had ever achieved before and because of this the structure had a harmonic lifelike appeal. In addition to being an architectural gem, the temple stands in the heart of the Athenian Acropolis and adds to the grand city of Athens’ gusto. The Parthenon is a monumental masterpiece that embodies the culture, religion, and vitality of the Ancient Greek Empire.Show MoreRelatedSimilarities Between Ancient Greece And Rome990 Words   |  4 PagesThe Rome’s Pantheon and Greek’s Parthenon are both significant and innovative structures that have influenced the architecture around the world. This essay will describe the style and function of each building as well as the similarities and differences between ancient Greece and Rome in four characters including history, design, usage, and similarity. 1.History Rome’s Pantheon – one of the greatest spiritual buildings in the world. The temple is devoted to the gods of ancient Rome. The name â€Å"Pantheon†Read MoreEssay on The Parthenon- A Culture in Itself1652 Words   |  7 Pagesimpressive accomplishments of Ancient Greece is the remarkable structure of the Parthenon on the Acropolis. The Parthenon is one of the most inspiring works of architecture known to mankind. The project of the extraordinary Acropolis was taken on by one of the most influential leaders of history, Pericles. Pericles influenced not only the building of one of the grandest works but the example of democracy displayed by the Greeks. The architecture was unique for its time, it featured excellent structureRead More The Parthenon Essay862 Words   |  4 Pages The Greeks had an eager individualistic strain that led them to high levels of creative thinking in art, science, and literature. They were by nature sensitive to beauty and made its creati on and enjoyment an important and necessary part of their lives. The Parthenon is a beautiful monument noted for its perfect simplicity of design and the harmony of its proportions. 1 From the architecture, to the sculpture, to the history of this great monument the Parthenon remains a masterpiece. The ParthenonRead MoreA History Of Architecture Settings And Rituals850 Words   |  4 Pages Wonders of the Parthenon Evan Heaslip MPC 103 Iain Cameron October 20, 2014 Spiro Kostof, A History of Architecture Settings and Rituals (New York: Oxford University Press, 1995), 154-157 Philip Wilkinson, Great Buildings The Worlds Architectural Masterpieces Explored and Explained (New York: DK Publishing, 2012), 21-23 Fred S. Kleiner, Art Through the Ages a Western Perspective (United States of America: Wadsworth publishing company, 2014), 105 James A. Evans, Arts and HumanitiesRead MoreEssay about The Parthenon1272 Words   |  6 PagesTHE PARTHENON The Parthenon in Athens is the most important and characteristic monument of ancient Greek civilization, it is a universal symbol of freedom and democracy. It shows the finest point of Greek architecture, history and ancient Greek religious beliefs. The Parthenon is a temple dedicated to Athens patron goddess, Athena (Herbert, 2006:3). Athena was the goddess of civilization, wisdom, weaving, crafts and war. She never had a consort or lover, and so she was often known as Athena ParthenosRead MoreEssay on Who Owns The Elgin Marbles Precis1137 Words   |  5 Pages In this article, Merryman, in the most unbiased way possible, assesses both Britain’s and Greece’s side of the argument pertaining to the ownership of the Elgin Marbles and whether they should be returned to Greece after being removed from the Parthenon by Lord Elgin in the early 19th century. Within the article, the main points discussed regard the morality and legality of the removal of the marbles. Merryman goes on to discuss three more main concerns dealing with the marbles and where they belong:Read MoreEssay on Parthenon and Lincoln Memorial1499 Words   |  6 Pagesbuild newer buildings. For example, the Capitol Building uses Greek and Roman architecture in its columns, while the Washington Monument is in the style of an Egyptian Obelisk. One of the monuments, the Lincoln Memorial, is based off the styles and methods of the Architecture of the Parthenon. Because of this, there are many similarities, but also differences, between the Parthenon and the Lincoln Memorial. The architects of the Parthenon were Iktinos, Kallikrates, and Phidias. Although not much isRead MoreThe Parthenon : An Amazing And Expensive Achievement Of Ancient Greece1372 Words   |  6 PagesThe Parthenon was an amazing and expensive achievement of ancient Greece. Although it is mostly in ruins today, there is enough knowledge about its construction to allow others to recreate the structure. The Parthenon is often constructed not only to honor the ancient Greeks, but also to honor the culture and place where it is recreated. Although the Parthenon’s influence is tremendous throughout the western world, it is generally only faithfully represented in part- the nearest representationsRead MoreGreek And Roman Ideas778 Words   |  4 Pages Greek and Roman Ideals When considering the ancient Greek and Roman ideals you can see the distinct similarities in their art, government, monotheism, and architecture. The Romans duplicated many of the Greek styles and modified them to suit their lifestyles. Greece and Rome influences can be seen in art today with the use of concepts, techniques, and styles that were founded by the Greek classical ideal. These include techniques for carving sculptures and the construction of massive metropolitanRead More Greek and Roman Architecture Essay example1107 Words   |  5 PagesGreek and Roman Architecture Greek and Roman architecture is truly amazing. They each had great ideas, and fabulous productions. It is said that the Pantheon is to Italy what the Parthenon is to Greece. Both are tremendous monuments that reek of culture and history. Each had a purpose which was displayed by the design and construction of each. There are such great meanings behind each of these architecural structures. The Romans and the Greeks alike worshipped and dedicated their structures

Tang and Song Dynasty free essay sample

Each were accompanied by a Censorate, an agency that exercised surveillance over the rest of the government. They made sure that government officials stayed in line and completed their tasks. The legal system during this time period was much more detailed than anything before it, it included four basic forms criminal law, institutional regulations, administrative rules, and formulas of official documents. Finally, this dynasty was the first to set up a fairly equal testing system to select officers and allowed poor families and opportunity to become something higher through knowledge. The Tang system of government was the model upon which all subsequent dynasties based their own systems, and it was also used by other countries and kingdoms, such as those in Vietnam and Korea. Another factor for the success of the Tang Dynasty system of government was the emphasis on education. The Tang rulers felt that a well-educated public was not a threat to authority, but rather, a foundation of a stable, prosperous society. Another feature of the Tang Dynasty government was its obsessive record keeping and accounting of many aspects of life and commerce. This naturally created deep layers of accountability and certainty, which bolstered the strength of the government and society. † Song Dynasty: Ruled China for more than 300 years and was the era of good government. China’s bureaucracy was run by a class of scholar-officials because knowledgeable scholars who knew the people and how to deal with others were able to move up, and soon became the highest ranking. The government was also centralized and the system used in the Tang dynasty carried over; the bureaucracy of trained civil officers through education. â€Å"CHARACTERISTICS OF CHINA DURING THE SUI, TANG, and SONG DYNASTIES Politics amp; Government: ? The frontiers were stabilized amp; attempts at expansion were partially successful. ? Centralized government returned along with a bureaucracy of trained civil officers Economy ? Agricultural production improved amp; crop specialization intensified ? Champa Rice ? The use of a credit system and paper money improved commerce amp; trade. ? Imports included: luxury goods ? Exports included: manufactured goods ? Indian Ocean trade increased as Islamic and Jewish influence increased. Chinese trade ships, called junks, dominated eastern ocean trade. ? Silk Road trade increased† 4. How did the culture grow and change during your dynastic era. The culture heavily changed in the role and power of women over the two dynasties. During the Tang dynasty women had a less restricted lifestyle. They had been able to have a large social life with greater freedom of the classical times. Even female deity were widely wo rshiped. But the Song dynasty after becoming Confucianism and a large growth in the economy a very heavy change into patriarchy took place. Women were very strictly restricted from social life and very subdue to remain† behind† there husband and obediently obey, One way of the most wide spread and compelling part of the Song patriarchy was the practice of foot binding. Girls at a very young age begin this process wanting to make their feet smaller for beauty. Tight cloths are wrapped around the foot enabling it and the bone to extend outwards like normal. This practice was extremely painful but was looked at that time as beauty. Another cultural change was the position of women in the textile production. Many arts and crafts were made by rural women, like silk weaving. But because China has reduced its textiles productions, many women had to open restaurants in cities. But in elite families many were went to come concubines, or other degraded jobs. But the Song dynasty did give education to women because they believed this would help them raise their sons. And also a very big thing was women were able to control their own dowries and land they inherited from their families. The Tang amp; Han and the song are often referred to as the most prosperous periods of Chinese history. The Tang, like the Han, kept the trade routes open to the west and south and there was extensive trade with distant foreign countries and many foreign merchants settled in China. Song dynasty experienced a period of great technological development which can be explained in part by the military pressure that it felt from the north. This included the use of gunpowder weapons and flame throwers. The Song Dynasty is considered by many to be classical Chinas high point in science and technology, with innovative scholar-officials and the Neo-Confucian philosophy formulated by Zhu Xi. There were enormous literary works compiled during the Song Dynasty and culture and the arts flourished with paintings, festivals, and Buddhist influence. 5. How did China’s influence on the region grow during your dynastic era? It grew because it influenced other parts of Asia through its culture, centralized government, systems, and literature. The countries of Korea, Vietnam, and Japan all were influenced by China during this time period in some way. In Korea, because of the closeness to China have been coloniztized at some points but mainly were influenced by Buddhism. The Vietnamese also allied with the Tang dynasty to bring some political unity to the peninsula. Tribute missions have Korean rulers knowledge of Chinese court life and administrative techniques which they directly modeled, and even made a capital city very similar to china’s at that time. Trade increased giving many luxury good to be placed into the hands of Korean upper classmen and Confucian and Buddhist texts also. Korea was also heavily influenced by China in their treating of women. Women in Korea had much more freedom but after influence of Confucian ways they were restricted much. A Chinese style-examination system was put in place for government officials. And even their written language has Chinese influenced characters. Similar to Korea, Vietnam has also been heavily influenced moreover through adopting Confucianism, Daoism, and Buddhism, administrative techniques, the examination system, and a number of literary arts. Because China has taken over and controlled much of the agricultural portion of Vietnam, many rebellions took place and ultimately Vietnam became its own independent state. But has still influenced its religion and government systems. Unlike both Korea and Vietnam, Japan was physically separate from China and all influence and adoption of Chinese culture was voluntary. Court rituals, and systems of court ranking were based on Chinese ways after they became somewhat unified. Chinese yet again influenced through Buddhism which grew through Japan. Along with a religion they influenced, their art, architecture, education, and medicine were also adopted. Their selective borrowing kept them and independent and unique state from the Chinese but yet large aspects were still taken in. Chinese technology and innovation was wide spread through the whole Eurasian area. Making salt through evaporation and papermaking were one of the largest an global innovations used from China to the middle east. Another invention that changed war for history is the making of gunpowder and air arms, which rapidly influenced and grew in Europe. Chinese textile, like Silk, metallurgical, and naval techniques was imitated all across Eurasia. This dynastic era provided huge advancements in technology and innovation which spread thorough the Silk Road throughout Eurasia. Good Things: Censorates watch over the government and checks whether it is performing for the people. Art and Literature Richest and population grew People started moving to cities Tang dynasty women were treated like men because of invasion and discredited Confucian Neo Confucianism Qin/Han: -traded with barbarians, they gave too much to the barbarians, they thought by trading that they were in control but the barbarians -Great Wall, many people to build, death, people live by the wall

Modern Middle East Arab Uprising

Introduction The Arab world has experienced an unprecedented uprising that has scarred the community as a whole and inflicted pain and suffering on the people. The Arab Spring swept across the entire Arab world swiftly after what began as a secluded event in Tunisia when a trader burnt himself up in protest over the corruption levels in police and high handedness (Bhardwaj, n.d. p. 77).Advertising We will write a custom essay sample on Modern Middle East: Arab Uprising specifically for you for only $16.05 $11/page Learn More There was violence reported in the respective countries as the revolution took its toll. The violence continues to take its toll in the region. However, two significant occurrences can describe the Arab revolution. While the revolution has been successful in dethroning the incumbent authorities in some countries, it has failed in its mission in other countries. In most Arab African countries such as Tunisia, Egypt, and Libya, the rev olution succeeded in replacing the authorities with new regimes that are considered to be people-friendly. However, in other countries such as Syria, the revolution has not succeeded in changing the leadership. Heavy fighting continues as both the authorities and the protestors engage each other for close to two years now (Sharp Blanchard, 2013, p. 1). This paper seeks to discuss the challenges posed by the Arab uprising in detail, for both the states that have experienced change as well as those that continue to seek to influence the region’s political direction. Challenges for the States that have Experienced Change Control over militias or military by the public Most Arab countries that successfully underwent change because of the Arab Spring happen to have experienced strong participation from militia groups (Behr Sasnal, 2012, p. 9). These militias, however, continue to operate strongly outside the control of the new governments established after the revolutions. Due t o their participation and contributions during the revolution, the public still has a lot of confidence bestowed on the groups. The groups take the advantage to further their activities and agenda beyond the control of the newly established regimes. In Libya, for instance, several groups of militias who have taken control over parts of the country and continue with their activities sometimes run parallel with the government’s control (Behr Sasnal, 2012, p. 25).Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the other hand, the military in these countries has acquired some level of ‘political pivotalness’. In other words, the military enjoy the power, resources, as well as privileges that consequently enable them to suppress any opposition that occurs against the regime. However, these powers and privileges also act against the newly established regimes as they e mpower the military to act equally against them (Joshi, 2011, p. 60). A strong case in point that highlights this condition is in Yemen and Egypt. The Muslim Brotherhood, from which the Egyptian President Mohamed Morsi comes, has continuously been on a collision course with the military ever since it came into power (Amin, 2012, p. 33). There have been increasing public strikes, as well as escalating political tension owing to the collision between the ruling regime and the military. In summary, the revolutions witnessed in countries that successfully experienced change face the challenge of restoring the civilian authority over the military. Justice system reforms Most of the countries with new regimes following successful revolutionary changes still grapple with excessive power enjoyed by the established executive over the judiciary. The reformed governments, in a bid to pursue justice over past regimes, are setting up special as well as military tribunals to try individuals (McKa y, 2011, p. 50). However, these tribunals and justice systems in general fail to adhere to the fundamentals of human rights. They have purposely destroyed due process, while eliminating a fair trial in as far as criminal, civil, as well as administrative matters are concerned. The trials of former Egyptian President Hosni Mubarak have continuously been engineered by the new regime, with the help of the military (Marvin, 2012, p. 6). This highlights the fact that the country’s judiciary system, even under the new regime, is not independent and is, therefore, less likely to achieve justice for all. A similar situation is witnessed in Libya, where the newly established regime has set up a tribunal to investigate the criminal actions of the fallen former President Mummer Gadhafi. In Tunisia, a similar tribunal found former President Ben Ali guilty of crimes and sentenced him in absentia.Advertising We will write a custom essay sample on Modern Middle East: Arab Uprising spec ifically for you for only $16.05 $11/page Learn More These countries require having new justice systems together with reforms on law enforcement. The characteristics of government agencies in the previous regimes, such as oppression by the police and excessive use of power, require drastic trimming in order to achieve the targeted reforms. However, such negative characteristics, which also happened to be the main cause triggering the Arab revolution, will not be addressed fully unless the new justice systems are transparently constructed with the aim of protecting individuals and their liberties. Detention, torture, exemption from the basic rule of law, as well as arbitrary arrest will continue to dog the new regimes unless transparency in the justice system is achieved. Most countries in the Arab world are synonymous with the culture of the incumbent governments wielding too much power with both immunity and impunity. These practices are likely to rear thei r ugly scenes with the post-revolution regimes because most of them have failed to address the justice system within their countries. Economic and social welfare development The revolutionised Arab world is facing the challenge of fostering growth in economy in order to generate employment, as well as alleviate poverty (African development Bank, 2012, p. 16). Part of the reasons that sparked the uprising in December 2010 included the capturing of important segments within the economy by the ruling elite. There was a precedent where the ruling elite managed to create a rent seeking system that was entrenched in crony capitalism. Entrepreneurship remained smothered by the state through corruption, as well as through regulation. As a result, important public services, such as education, housing, and healthcare, remained neglected for far too long by the authorities. As the new regimes take over control of their respective governments, they are facing all challenges that have been entre nched in the system. Expectations are running high from amongst the members of the public that their new governments will succeed to change the fortunes within a short period and restore their confidence. However, this is not possible to be achieved within a short span, as per the expectations of the citizens.Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More Additionally, there have been rapid demographic growths for a period running up to three decades, a situation that compounds the problem even further. The number of job seekers who are well educated is growing increasingly, and the pressure is on the new governments to act with haste and provide them with a workable solution before their hopes are lost. Within most of the urban areas, there is significant high unemployment, lack of proper public services, and escalating poverty. These scenarios are only helping to create wide discontent, notably among the huge youth populations. According to the World Bank, the Middle East region and indeed the entire Arab world requires approximately 50 million new job opportunities in order to achieve both social, as well as political stability (Chaaban, 2010, p. 15). Indeed this has been the reason why most of the countries have experienced renewed waves of violence and demonstrations as members of the public demand that the new governments be ou sted. In Egypt, President Morsi has been the subject of renewed demonstrations as discontented Egyptians fail to witness the kind of reforms that they were expecting within the short period going forward. The same can be said of Tunisia, with successive revolutionary governments leaving office as soon as they are elected. In other words, the new governments are racing against the public clock and are not being allowed ample time to address the issues at hand. They are easily looked at as the villain rather than the agents of reform that they were during the revolutionary struggles. Understanding a government system properly and being able to realign the issues that are inherent is not a task that can be performed within a short duration, particularly where the actors are new as is the case with most of the Arab countries. In the face of the sensitive revolutions that in most instances turned out to be deadly, the new regimes are inheriting governments that suffer from acute shortage of funds. Most countries lost business opportunities, especially where such opportunities were to come from association with foreign businesses and countries. Tourists avoided, while foreign direct investments also dropped significantly. In essence, these countries are currently facing a reduction in their foreign currency reserves. This, coupled with the slow global growth at the height of the revolution, because of the global economic crisis, has left most governments in poor financial positions. Recovery of the economic situation is anticipated to take some significant period before positive results can be witnessed. Challenges to the States seeking to Influence the Region’s Political Direction Controlling the youth population The Arab revolution has largely been successful in countries where regime change was witnessed, particularly because of the active participation of the youth. Most youths in the Arab world took advantage of the internet integration to support their colleagues in other countries and give them advice on how to stage demonstrations. The threat of the social networking sites spread to countries within the region, such as Saudi Arabia, which have sought to influence the political direction within the Arab world (Shihade, Fominaya Cox, 2012, p. 8). The governments, thus, continue to face the challenge of dissuading the youths from instigating any such similar violence. As a result, new measures have been proposed to see to it that Saudi youths get employment at the expense of foreign workers who have flocked the country in search for jobs. Among the measures include deporting foreign workers from other countries and imposing stricter rules on Visa qualifications. However, Saudi Arabia still suffers from the problem of incompetency in terms of the domestic workers’ skills. This problem has particularly been heightened by the closed system of education that is adopted by Riyadh. Hence, more foreign workers still need to be mai ntained in the country in order to continue providing their expertise to the country. Pre-emptive suppression There is no doubt that the Saudi Arabian government has been involved in too much pre-emptive suppression measures to ensure that the country does not follow on the same way that other Arab states have gone through because of the Arab uprising. However, the pre-emptive mechanism has not been easy for the government throughout the revolutionary period. In particular, the government has adopted a three-pronged strategy that aims to ensure any protests are nipped in the bud (Barany, 2012, p. 23). The strategy involves using excessive amounts of money, using religion to distract protestors and their plans, as well as using military force. The government’s agencies have remained highly alert to determine any instances where protestors could be seeking to advance their demands. A case in point is the manner in which the Saudi government tackled the ‘Day of Rageâ€℠¢ that was slated for the 11th of March 2011. The notorious Eastern province of the country remained under scrutiny from the government, with more than 10,000 security officers being drafted well in advance to check the situation (Barany, 2012, p. 24). Thus, as the Arab revolution still rages on, it is prudent to point out that those governments that escaped protests and forceful overthrow by the public continue to remain highly vulnerable. The governments are spending too much effort and resources in ensuring that they put under control any threats of public protests that may threaten their stay in power. Fast-fix Solutions to Social and other National Problems The problems that face the Arab world are almost synonymous in every country, with escalating corruption and poor public service being cited almost in all the countries. Countries seeking to influence the political direction of the Middle East and indeed that of the entire Arab Word are grappling with fast-fix solutions as t he only way of maintaining calm in their jurisdictions. In Saudi Arabia, for instance, the authorities have spent billions of dollars to ensure they put under control the loyalty of their subjects. On the first year of the revolution, on February 23rd 2011, Saudi’s royal family pledged grants to the tune of $35 billion. The pledges by King Abdullah were mainly meant to address the areas of housing, studying abroad, as well as social security. The state announced an increase in salary to the tune of 15% for all government employees, while infusing a further $10.7 billion into the development fund. The fund offered interest-free loans to enable Saudi’s build homes, start small businesses, or even start their marriage lives. The fast-fix solution also targeted to address the escalating unemployment rates in the country. Another financial grant by the monarch to the tune of $70 billion dollars was released in March 2011. The bulk of the amount was set aside to address the housing situation within the country, particularly being apportioned for 500,000 housing units in the country. A further $4 billion was released to boost the healthcare infrastructure through construction of new medical centres. Another significant portion from the grant was directed towards the loan fund, betterment of the welfare benefits, and further raises for government employees’ bonuses. Although a section of the public showed their contentment with the move, there were still voices of discontentment. Thus, the government’s quick fix strategy through the release of huge amounts of funds failed to tackle the threat of the uprising spreading into Saudi Arabia. Additional funds were, therefore, directed towards boosting the national security, with 60,000 new security jobs being formulated. Salaries for the military personnel also received a hike. The religious establishment was not left out either. About $300 million were offered as grants to the religious establis hment to help in building more offices throughout the country, as well as constructing and renovating mosques and other Islamic centres with an aim of promoting Islam. The above series of events point at a regime that is not comfortable in the operations of its roles and duties in serving the public. More effort is being spent in putting checks rather than addressing the situation from its inner core. There are chances that the issues that triggered the Arab revolution may after all not be effectively addressed by the quick-fix solutions that the Saudi government is adopting. Domestic shifts Countries within the Arab world that survived the Arab uprising, and which seeks to establish their regional leadership position have had to contend with domestic shifts. For instance, the Saudi government managed to strengthen its position domestically, although it shifted its position as far as the Arab protest movements within the region are concerned (Jahner, 2012, p. 38). The Saudi regime i nitially renounced the unrests, but later offered its support to the military action that was going on in some specific countries. Through its membership in the Arab League, Saudi Arabia expressed support for the military action that aimed at overthrowing former Libyan President Muammar Gadhafi. Equally, the Saudi regime has in the recent times led the Arab charge in diplomatically isolating the embattled Syrian government under President Bashar Al Assad. There is a significant shift amongst Saudi’s clerics as well. Initially, a section of the clerics termed the anti-regime protestors as a people who were only traitors with the intention of undermining stability. However, there was change of stance amongst these clerics as they began acknowledging the demands of protestors as ‘legitimate’. This has challenged the regime’s standing orders. This gradual change of stance has in some instances seen clerics coming out strongly to support the wave of the movemen t as an advantage to the Wahhabi state (Jahner, 2012, p. 40). Given the strong influence that religious leaders have in Saudi Arabia, this shift has continued to portend a great challenge to the authorities. Control of the media The Arab world is taking scrutiny of the media a little more serious, especially within the regional states that are seeking to achieve leadership position. The fact that the Arab uprising was mainly fuelled by social media has put the authorities in jeopardy. There are endless efforts being put into place to ensure the media is controlled and gagged to thwart any efforts of fuelling similar uprisings (Dalacoura, 2012, p. 63). Saudi Arabian authorities, for instance, enacted a high level of restrictions that are meant to dissuade Saudi’s from inciting each other into protests against the government. In January 2011, the Saudi government, through the Ministry of Culture, enacted a Press and Publication law. Under the law, all news sites, as well as dis cussion forums and text messaging on mobile phones are required to be licensed by the government. Equally, all email groups must be registered by the government before being given the go ahead to operate in the country. Only Saudi nationals or companies can qualify to be given the licence, but must have attained at least 20 years to be eligible. Additionally, a high school degree is a must for those seeking the licence (Dalacoura, 2012, p. 65). Conclusion The Arab revolution continues to take its toll in countries within the Middle East and North African regions, which are predominantly of Arabic demography. While the revolution has been considered successful in some countries following the forceful removal of despotic regimes, there are numerous challenges that the countries are grappling with. There has been growing discontentment with the new regimes following the slow action to improve on the general welfare of the public. Most countries have been ravaged economically, and a sig nificant period is required to restore stability. However, the masses are running out of patience and expect things to move very fast. There have also been instances where the militia groups involved in the revolution constantly find themselves on a collision course with the military. Full reforms in such countries, such as Egypt, may not be realised unless such collisions are addressed and lasting solutions found. The judicial system also lacks credibility in the manner in which they have been constituted in many of the countries. On the other hand, Arab countries seeking to influence change are also facing numerous challenges from within. There is immense pressure from the masses in seeking to dethrone the governments as well, although much force is also being applied to dissuade such plans. Saudi Arabia, for instance, uses the military force to disorganise any plans by the revolutionary voices, while also using a lot of money to buy loyalty from the public. List of References Afr ican development Bank, 2012, Tunisia: Economic and social challenges beyond the revolution, AfDB Group, viewed on http://www.afdb.org/fileadmin/uploads/afdb/Documents/Publications/Tunisia%20Economic%20and%20Social%20Challenges.pdf Amin, S 2012, ‘The Arab revolutions: a year after’, Interface, vol. 4, no. 1, pp. 33 – 42 Barany, Z 2012, ‘The â€Å"Arab Spring† in the Kingdoms’, Arab Center for Research and Policy Studies, viewed on http://english.dohainstitute.org/release/907fb84b-4fc8-49be-baef-2252a8e605c4 Behr, T Sasnal, P 2012, ‘Still awake: The beginnings of Arab democratic change’, Report of the Polish Institute of International Affairs and the Finnish Institute of International Affairs, viewed on http://www.isn.ethz.ch/isn/Digital-Library/Publications/Detail/?ots777=0c54e3b3-1e9c-be1e-2c24-a6a8c7060233lng=enid=154349 Bhardwaj, M n.d., Development of conflict in Arab spring Libya and Syria: From revolution to civil war, viewe d on http://pages.wustl.edu/wuir/development-conflict-arab-spring-libya-and-syria-revolution-civil-war Chaaban, J 2010, ‘Job creation in the Arab economies: Navigating through difficult waters’, UNDP, viewed on http://www.undp.org/content/rbas/en/home/library/huma_development/job-creation-in-the-arab-economies–navigating-through-difficult.html Dalacoura, K 2012, ‘The 2011 uprisings in the Arab Middle East: political change and geopolitical implications’, International Affairs, vol. 88, no. 1, pp. 63-79 Jahner, A 2012, ‘Saudi Arabia and Iran: The struggle for power and Influence in the Gulf’, International Affairs Review, vol. XX, no. 3, pp. 38-46 Joshi, S 2011, ‘Reflections on the Arab Revolutions order, democracy and western policy’, The Rusi Journal, vol. 156, no. 2, pp. 60-66 Marvin, P 2012, ‘Possible political outcomes of the current situation in Egypt’, Honors Thesis, paper 89, viewed on http://scholars.unh .edu/honors/89/ McKay, A 2011, The Arab Spring of discontent a collection from e-international relations, viewed on http://www.e-ir.info/wp-content/uploads/arab-spring-collection-e-IR.pdf Sharp, JM Blanchard, CM 2013, ‘Armed conflict in Syria: U.S. and international response’, CRS Report for Congress, viewed on http://www.fas.org/sgp/crs/mideast/RL33487.pdf Shihade, M, Fominaya, CF, Cox, L 2012, ‘The season of revolution: The Arab Spring and European mobilizations’, Interface, vol. 4, no. 1, pp. 1- 16 This essay on Modern Middle East: Arab Uprising was written and submitted by user Kellen A. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

False Cognates are Faux Amis Who May Not Be Welcome

False Cognates are Faux Amis Who May Not Be Welcome In English and Romance languages like French, many words have the same roots, they look identical or very similar, and they share the same meaning. Thats a wonderful convenience to the student of either language. However, there are also a great many faux amis (false friends), that are  false cognates.  These are words that look identical or similar in both languages, but they have completely different meanings- a  pitfall for English-speaking students of French. A Pitfall for Students There are also semi-false cognates: words that sometimes, but not always, share the same meaning as the similar-looking word in another language.  Semi-false cognates are words that don’t look exactly the same, but they’re similar enough to cause confusion.   The  list of French-English false cognates below includes both false cognates and semi-false cognates, and the meaning of each word. To avoid confusion, weve added (F) for French and (E) for English to the titles. There are hundreds of false cognates between French and English. Here are few to get you started. Faux Amis and Semi-Faux Amis Ancien  (F)  vs. ancient (E)Ancien (F)  commonly means former, as in lancien maire  (the former mayor), although it can also mean ancient as in English  in certain contexts that discuss, for instance, very old civilizations. Attendre  (F)  vs. attend (E)Attendre means to wait for and its in one of the most common French phrases:  Je t’attends  (Im waiting for you). The English attend, of course, though similar in appearance means to take part in or to go to some event, such as a meeting or a concert. Bra  (F)  vs. bra  (E) The French bra  (F) is a limb on the human body and the opposite of jambe (leg). A bra (E) in English is, of course, a female undergarment, but the French call this garment, appropriately, a support (un soutien-gorge). Brasserie (F)  vs. brassiere (E)A French brasserie is an institution in France, a place, much like the British pub, where youd find a bar that serves meals, or a brewery. No connection to the female undergarment in the English word brassiere, of which bra  is the abbreviated form. Blessà © (F) vs. Blessed (E)If someone is blessà ©Ã‚  in France, they are wounded, emotionally or physically. This is far from the English blessed, which can apply to a religious sacrament or just great luck. Bouton (F) vs. button  (E)Bouton does  mean button in French, as it does in English, but  a French  bouton  can also refer to that bane of the teenage years: a  pimple.   Confection (F) vs. confection (E)La confection (F) refers to the making or preparing of clothing, a device, a meal, and more. It can also refer to the clothing industry. An English  confection  (E) is a class of food thats sweet, something thats made in a bakery or candy shop. Exposition (F) vs. exposition (E)Une exposition (F) can refer to an exposition of facts, as well as to an exhibition or show, the aspect of a building, or exposure to heat or radiation.  An English exposition is a commentary or or an essay developing a point of view. Grand  (F) vs. grand (E)Grand is a very, very common French word for big, but there are times it refers to something or someone great, such as un grand homme  or a grand-pà ¨re.  When it describes a person’s physical appearance, it means tall. Grand in English commonly refers to a special human being, thing, or place of notable achievement. Implantation (F) vs. implantation (E)Une implantation  is the introduction or setting up of a new method or industry, a settlement, or a companys presence in a country or region. Medically, the French terms means implantation (of an organ or embryo). An English implantation is an implantation only in the sense of an introduction or setting up or in the medical sense. Justesse (F) vs justice (E)French justesse  is all about exactness, accuracy, correctness, soundness, and the like. If something is juste, it is corect. The English justice  refers to what we expect when the rule of law prevails: justice. Librairie  (F) vs. Library (E)These two terms are  often confused, and  they are true  faux amis. Books are involved in both, but  une librairie  is where you go to purchase a book: a bookshop or newsstand. Your local library is  une bibliothà ¨que in France,  or these days  it may be part of  a  mà ©diathà ¨que.  The English library is, of course, where you borrow books. Location  (F) vs. location  (E)  There are miles between these two meanings.  A French location  is a rental, and youll often see ads for  Ã¢â‚¬Å"les meilleures locations  de vacances,† meaning â€Å"the best holiday rentals.†Ã‚  Location is the physical spot where something like a building lives, you know: location, location, location, which can be important in finding a French location. Monnaie  (F) vs. money (E)Monnaie  for the French is the loose change jingling in your pocket or weighing down your handbag. People at the checkout who say they have no  monnaie  dont have the right change. English money is all of it, both change and bills. Vicieux (F) vs. vicious (E)The French term  vicieux (F) gives us pause because its what you call someone perverted, depraved, or nasty. In English, the vicious person is brutal, but not quite so nasty as a  vicieux in French.

Easter Acrostic Poem Lesson Plan

Easter Acrostic Poem Lesson Plan Are you in need of a quick Easter activity for your students? Try having your students create an Easter acrostic poem. They are so easy to write and they can be about any subject. Grade Level: Primary and Upper GradesSubject: Language Arts Objectives/Learning Goals Practice brainstorming Easter-related wordsUse descriptive phrases and sentences to describe Easter or words related to EasterWrite an Easter acrostic poem Required Materials Pencil and paper for each student to write their poem onScrap paper for brainstorming Anticipatory Set Ask the class what they know about Easter. Write a list on the board while they are calling out answers, and offer ideas and comments as you write down the list.Brainstorm 10-15 Easter-related words and write them on the front board or overhead projector. Have the students copy these words on a scrap piece of paper or create a graphic organizer. Overview of Lesson Plan Each student is asked to write a short acrostic poem using an Easter-related word. They must create phrases and/or sentences that relate to the subject in order to complete the task. Direct Instruction Choose an Easter-related word and work together to create an acrostic poem. Choose words such as: Easter, eggs, Happy Easter, basket, bunny or Spring.Model the format of an acrostic poem on the front board. The easiest way to display this is to put the letters of the subject down the left-hand side of the page. Once this is done you can now begin to think of a sentence that describes your subject.Brainstorm sentences that would relate to the subject of the poem. Leave these ideas on the front board so the students can use them as a reference when creating a poem on their own. Guided Practice For younger students, provide a graphic organizer for brainstorming and an acrostic poem worksheet where they can fill in the blanks.For older students, you can also provide a graphic organizer for brainstorming, but then have them write their own sentences from scratch. Closure Once they have completed their poems allow time for them to illustrate a picture and then share their poems aloud with their classmates. Independent Practice For homework, have students create an acrostic poem using another Easter-related word. For extra credit or practice, they can create a poem using the letters of their name. Assessment The final piece of writing and homework assignment will be assessed by a rubric that the teacher has created. Sample Easter Acrostic Poems HAPPY EASTER H - ope is in the Spring airA - s we all come togetherP - ractice your manners for Easter dinnerP - raise your parents and the ones you loveY - es, together we love toE - at on Easter dayA -nd when you wake up onS - unday morning you can search for your Easter basket.T - o me its the best part of Easter,E - ating all of the chocolate bunnies and collecting the eggs.R - emember to get some rest for the special day! EASTER E - aster is a great time of yearA - nd every child loves to eat chocolateS - o make sure you don’t eat too muchT - ogether we can hideE - aster eggs and find themR - emember not to eat too much candy or youll get a belly ache! EGGS E - atG - ather eggsG - o to churchS - pring has sprung SPRING S -ring is a wonderful time of yearP -icture the flowers bloomingR -abbits are hoppingI -t is soN -ice and warm outsideG -rowing flowers at Easter time.

Ousmane Sembene's cinema Essay Example | Topics and Well Written Essays - 2750 words

Ousmane Sembene's cinema - Essay Example In films such as Ceddo and Xala he pointed an irate, often ironic finger at the failures and extremes of contemporary African governments. (Scott, 2007) ''''''Sembene believed that most of the African post-colonial states had failed to meet the expectations that their populace initially related with autonomy from colonial rule. For many African people the official end of colonial rule did not generate an end to social injustice and radical economic imbalance. Sembene's work was dominated by a desire to spell out what he thought was going wrong with his society. He made a critical examination of post-colonial African society neither beautifying nor discrediting them, but simply depicting a reality in which the intercession of the critic comes as an effort to objectively consider problems that are of critical import to contemporary African nations. In a dialogue with Francoise Pfaff (1984), Sembene said that "I have never tried to please my audience through the embellishment of reality . I am a participant and an observer of my society" ''''''Cinema has been divided into three groups commonly known as first, second and third cinema. This terminology was established at the Bandung Conference of 1955(the first conference of the Non-Aligned Movement). China promulgated the premise of the three distinctive economic worlds. The first world inclusive of the superior capitalist countries like Western Europe, North America and Australasia; the second world comprising of the prior socialist countries of the Soviet Union and Eastern Europe. The left over countries were accordingly the third world, to which China confirmed its commitment. (Chanan, 1997)' ''''''First Cinema refers the form recognized as the Hollywood movie, where cinema is pure entertainment. The primary aim of first cinema is to maximize profits. All types of films appear under this classification; feature, short and educational films, even scientific documentary is inclined to the aspirations capitalism. Second Cinema is also known as parallel cinema. Parallel cinema has its own structure, pattern of distribution and exhibition, and its own ideology. Nowadays parallel cinema is made by and for limited social groups. It articulates the desires and ideology of the middle layers or the petty bourgeoisie and as a result is often radical but pessimist and at times mystical. Similar to first cinema all types of films may be found in this group. Third cinema ''''''There is a deliberate imprecision in the term 'Third Cinema' which requires clarification. The term 'Third Cinema' is derived from the correlation with the term 'third world'. The third world consists of the underdeveloped nations of Asia, Africa and South America. In the developing countries, third cinema is concerned with the problems of de-colonisation, propagates national liberation. Third cinema tries to debunk old myths, eradicate racism and dissolve economic hierarchies. ''''''Originally typical third cinema included radical political views that were usually hostile to the regime and signification of the concerned images. Militant cinema in which the camera is often equated to the gun was also a form of third cinema. Militant cinema required the film crew to operate with a drastic and original notion not

The Eden project Assignment Example | Topics and Well Written Essays - 2000 words

The Eden project - Assignment Example The prime objective of Eden project is to enhance the awareness of greenery within the economy of UK thereby reducing the impacts of pollution and harmful gases. However, the initiative of Eden project became successful mainly due to the sheer intelligence and confident nature of Tim Smit. This acted as a boon for the project thereby amplifying its popularity and prosperity in the entire globe. Apart from this, the bureaucratic structure of the project of Eden is also another effective cause for its success. It helped in proper allocation and standardization of the tasks such as (allocation of funds, commercial loans sanctions etc) so as to amplify the intensity of success thereby reducing the defects or negative impacts. This helped in improvement of the level of inspiration and devotion of the supporting team members such as Danny Almagor, Deon Kamien, Malki Rose, Tracie Olcha, Amanda Miller and Romy Grace. Along with this, such type of organizational structure also helps in enhanc ing the interpersonal relationship among the members thereby reducing the range of arguments and conflicts. This is mainly due to the presence of extremely clear and defined roles and responsibilities to the members of the Eden project (Vidal, 2004). Along with this, in a bureaucratic structure, the members of the organization or project include very less authority to present any sort of suggestions or ideas regarding its betterment. As the entire control and power is within the hands of the hierarchy i.e. the board members as well as Tim Smit. This is mainly because in such type of organizational structure, the manager or organizer (Tim Smit) is the most powerful person as compared to others. And he is responsible to delegate all sorts of activities and policies within the team members or architects. And so the engineers or architects are bound to follow his ideas and thoughts for the betterment of Eden project. In Eden project, all the members had to obey the orders and responsibi lities delegated by Tim Smit, as he is the supreme authority to assign the varied types of responsibilities among the members of the team as compared to other Pre-bureaucratic or post bureaucratic organization structures. Moreover, in this type of organizational structure, the head or founder (Tim Smit) presents varied types of ideas and suggestions such as (utilization of commercial loans for the betterment of the operations) so as to enhance its level of supremacy and reputation in the market among others. Along with this, high level of contribution and commitment of Tim Smit towards implementation of the idea of Eden project to enhance the level of awareness towards green and sustainable planet proved extremely effective for the economy of UK. Hence, it might be clearly depicted from the above mentioned paragraph that the success of Eden project is mainly dependent over its hierarchical structure and uniform culture. Other than structure, the culture of the organization of Eden p roject is extremely uniform and homogeneous. It is mainly due to the hierarchical structure in which, a single individual is the delegating authority, i.e. Tim Smit. Each and every decision and suggestion is presented before him by all other members, so as to get his accent. Moreover, by doing so, all the members associated with the Eden project might become aware about the information and may also present their

Leadership vs. Management Essay Example for Free

Leadership vs. Management Essay Leadership and management must go hand in hand. They are not the same thing. But they are necessarily linked, and complementary. The manager’s job is to plan, organise and coordinate. The leader’s job is to inspire and motivate. In his 1989 book â€Å"On Becoming a Leader,† Warren Bennis composed a list of the differences: the manager administers the leader innovates the manager is a copy the leader is an original the manager maintains the leader develops the manager focuses on systems and structures the leader focuses on people the manager relies on control the leader inspires trust the manager has a short-range view the leader has a long-range perspective the manager asks how and when the leader asks what and why the manager has his/her eye always on the bottom line the leader’s eye is on the horizon the manager imitates the leader originates the manager accepts the status quo the leader challenges it the manager is the classic good soldier the leader is his/her own person the manager does things right the leader does the right thing Leadership Attributes of a leader: Studies, and develops ideas and principles Innovates Resourceful and looks for solutions to problems Empathetic with a focus on people Inspires trust among stakeholders Understands the big picture Superior listening skills Courageously challenges the state of affairs, and asks why and what can be improved Looks for opportunities to develop strengths Develops a following A leader’s specific roles are determined through the four basic leadership responsibilities of directing, coaching, supporting and delegating. Specific responsibilities will fall into one of these four categories. In leadership practice, one must master skills in all areas in order to effectively lead others under their direction. Developing strengths in each of the four leadership roles allows a leader to read specific situations accurately and know what communication style is best applied. Directing Directing refers to how to keep work tasks and activities on the right track. A leader’s direction is what makes or breaks problem solving as well as determines the effectiveness of an approach to an assignment or task, the maintaining of momentum until its completion, and whether it is done by deadline. There are several ways to generate good direction techniques. These include: Explain things completely and include the ‘why’s’ Leaders learn early on that the best way to gain support and trust from their employees is to explain all things in their entirety. Once people understand why something is important or necessary, they generally rally to the call of that which needs to be done or addressed. Remain visible Leaders understand the power of their presence at all times. Nothing deflates the workforce’s motivation and desire to achieve more than to be left on their own with no visible means of support or direction. Objectively consider opposing points of view Leaders consider situations, problems and solutions from various viewpoints, as the input from as many individuals as possible expands their capabilities to effectively frame their direction. Coaching Coaching refers to when a leader knows where he or she wants to go and remains in control of the task but needs to lead others in developing a mutual support network. Coaching instils the desire to achieve and builds a dialogue bridge between the leader and those under his or her charge. This  motivates employees and positively changes attitudes toward the work assignment. To do this effectively a leader must make an effort to: Incorporate the word ‘we’ into all conversations Effective leaders eliminate the word â€Å"I† because it denotes a singular rather than cooperative effort. The very meaning of the term â€Å"coaching† implies a team effort. Listen for objections and areas of misunderstanding Effective leaders who coach well develop the skill of eliminating objections by developing an effective dialogue and creating clear and concise responses. Offer explanations addressing the ‘why’s, what’s and how’s’ of the problem or task at hand Good coaching depends upon complete understanding. Motivation and confidence comes from understanding the expectations a leader has of those involved in a given task, assignment or problem solving situation. Supporting Managers cannot be effective leaders unless they actively hone their supporting skills. People look warmly on leaders who actively work to support them emotionally as well as physically. When leaders actively work to support the people under their charge they: Acknowledge individual efforts with comments of praise and positive support Leaders are not afraid to say â€Å"thank you,† or â€Å"you’re doing a great job,† or whatever it takes to instil confidence in an individual. Disclose their own feelings openly and honestly Leaders are not afraid to reveal their â€Å"inner self.† Trust and loyalty are built on disclosing inward feelings, concerns and desires. Readily and honestly opening up builds encouragement and perseverance on both sides. Never hesitate to ask, ‘What’s wrong?’ Leaders allow themselves to get into the thick of a situation or task, and are quick to share the decision making responsibility, but know when to relinquish control in order to gain extra participation and involvement. Delegating Leaders know and understand their people. They know their strengths and weaknesses as well as what motivates and frustrates them. Effective delegating relies on the ability to select the proper person for the specific task or role. Leaders develop good delegation skills by: Briefing the delegate Leaders leave nothing to chance when they delegate. When delegating, it is vital to explain exactly what expectations the leader has of the delegated individual. Having confidence in the person they select Leaders do not select individuals for an assignment according to their job descriptions or the salaries they command, they look for people with the skills, abilities, perseverance and motivation to get the job done and done well. Not abdicating responsibility, but allowing individuals to decide a best course of action for themselves Leaders monitor and weigh these individual decisions, but never advance their own leadership position for a particular course of action unless they assess  it to be the best one. Understanding Theories of Leadership Trait Theory of Leadership Trait Theory of Leadership is based on the assumption that people are born with inherited traits and some traits are particularly suited to leadership. People who make effective leaders have the right (or sufficient) combination of traits and great leaders has some common personality characteristics. Traits/skills generally believed to be possessed by leaders can be classified into categories such as: Physical characteristics (e.g. age; height; weight; alertness; energetic); Background characteristics (e.g. education; social status; mobility; experience); Intelligence characteristics (e.g. ability; judgement; knowledge; clever {intelligent}; conceptually skilled; creative; knowledgeable about group task; intellectual breadth); Personality characteristics (e.g. aggressiveness; alertness; dominance; decisiveness; enthusiasm; extroversion; independence; self-confidence; authoritarianism; assertive; tolerant of stress); Task-Oriented characteristics (e.g. achievement needs; responsibility; initiative; persistence; ambitiousness; achievement-orientated; decisive; persistent; willingness to assume responsibility; organised {administrative ability}; Social characteristics (e.g. supervisory ability; cooperativeness; popularity; prestige; tact; diplomacy; adaptability; cooperative; dependable; tactful; persuasive; socially skilled; emotional stability and composure; good interpersonal skills). Look at the Social Characteristics above. Be honest with yourself and write down those characteristics you feel you have and those that you feel you still need to work on. Behavioural theories Behavioural psychology, also known as behaviourism, is a theory of learning based upon the idea that all behaviours are acquired through conditioning. Behavioural theories focus on how leaders behave and assume that leaders can be â€Å"made†, rather than born, and successful leadership is based on definable, learnable behaviour. Theory X and Theory Y Theory X and Theory Y framework proposed by McGregor in his classic book â€Å"The Human Side of Enterprise† (1960) consists of two alternative set of assumptions. Theory X perceives employees to be lazy, irresponsible and untrustworthy, while according to theory Y employees are approached as one of the most valuable assets of the company. Your management style is strongly influenced by your beliefs and assumptions about what motivates members of your team. If you believe that team members dislike work, you will tend towards an authoritarian style of management; on the other hand, if you assume that employees take pride in doing a good job, you will tend to adopt a more participative style. Theory X Theory X assumes that employees are naturally unmotivated and dislike working, and this encourages an authoritarian style of management. According to this view, management must actively intervene to get things  done. This style of management assumes that workers: Dislike working. Avoid responsibility and need to be directed. Have to be controlled, forced, and threatened to deliver whats needed. Need to be supervised at every step, with controls put in place. Need to be enticed to produce results; otherwise they have no ambition or incentive to work. X-Type organisations tend to be top heavy, with managers and supervisors required at every step to control workers. There is little delegation of authority and control remains firmly centralised. McGregor recognised that X-Type workers are in fact usually the minority, and yet in mass organisations, such as large scale production environment, X Theory management may be required and can be unavoidable. Theory Y Theory Y explains a participative style of management that is de-centralised. It assumes that employees are happy to work, are self-motivated and creative, and enjoy working with greater responsibility. It assumes that workers: Take responsibility and are motivated to fulfil the goals they are given. Seek and accept responsibility and do not need much direction. Consider work as a natural part of life and solve work problems imaginatively. This more participative management style tends to be more widely applicable. In Y-Type organisations, people at lower levels of the organisation are involved in decision making and have more responsibility. Contingency theories Fiedler’s contingency model The Fiedler Contingency Model asks you to think about your natural leadership style, and the situations in which it will be most effective. The model says that leaders are either task-focused, or relationship-focused. Once you understand your style, it says that you can match it to situations in which that style is most effective. Fiedler’s model consists of 3 primary elements: Leader-Member Relations – This is the level of trust and confidence that your team has in you. A leader who is more trusted and has more influence with the group is in a more favourable situation than a leader who is not trusted. Task Structure – This refers to the type of task youre doing: clear and structured, or vague and unstructured. Unstructured tasks, or tasks where the team and leader have little knowledge of how to achieve them, are viewed unfavourably. Leaders Position Power – This is the amount of power you have to direct the group, and provide reward or punishment. The more power you have, the more favourable your situation. Fiedler identifies power as being either strong or weak. There are some criticisms of the Fiedler Contingency Model. One of the biggest is lack of flexibility. Fiedler believed that because our natural leadership style is fixed, the most effective way to handle situations is to change the leader. He didnt allow for flexibility in leaders. Hersey-Blanchard Situational Leadership The Hersey-Blanchard situational leadership theory states that instead of using just one style, successful leaders should change their leadership styles based on the maturity of the people theyre leading and the details of the task. Using this theory, leaders should be able to place more or less emphasis on the task, and more or less emphasis on the relationships  with the people theyre leading, depending on whats needed to get the job done successfully. We will look at situational leadership more close later on. Transformational Leadership The leadership style called transformational leadership is often the most effective approach to use. Transformational leaders have integrity, they inspire people with a shared vision of the future, they set clear goals, they motivate people towards these goals, they manage delivery, and they communicate well with their teams. Transformational leaders are inspiring because they expect the best from everyone on their team as well as themselves. This leads to high productivity and engagement from everyone in their team. In many organisations, both transactional and transformational leadership styles are useful. Transactional leaders (or managers) ensure that routine work is done reliably, while transformational leaders look after initiatives that add new value. Its also important to use other leadership styles when necessary – this will depend on the people youre leading and the situation that youre in. Tannenbaum and Schmidt’s continuum The Tannenbaum and Schmidt Continuum is a simple model of leadership theory which shows the relationship between the level of freedom that a manager chooses to give to a team, and the level of authority used by the manager. As the teams freedom is increased, so the managers authority decreases. This is a positive way for both teams and managers to develop. Over time, a manager should aim to take the team from one end to the other, up the scale, at which point you should also aim to have developed one or a  number of potential successors from within your team to take over from you. When examining and applying the Tannenbaum and Schmidt principles, its extremely important to remember: irrespective of the amount of responsibility and freedom delegated by a manager to a team, the manager retains accountability for any catastrophic problems that result. Delegating freedom and decision-making responsibility to a team absolutely does not absolve the manager of accountability. Thats why delegating, whether to teams or individuals, requires a very grown-up manager. If everything goes well, the team must get the credit; if it all goes horribly wrong, the manager must take the blame. This is entirely fair, because the manager is ultimately responsible for judging the seriousness of any given situation including the risks entailed and the level of freedom that can safely be granted to the team to deal with it. This is not actually part of the Tannebaum and Schmidt Continuum, but its vital to apply this philosophy or the model will definitely be weakened, or at worse completely back-fire. Here are the Tannenbaum and Schmidt Continuum levels of delegated freedom, with some added explanation that should make it easier to understand and apply. 1.The Manager decides and announces the decision The manager reviews options in light of aims, issues, priorities, timescale, etc., then decides the action and informs the team of the decision. The manager will probably have considered how the team will react, but the team plays no active part in making the decision. The team may well perceive that the manager has not considered the teams welfare at all. This is seen by the team as a purely task-based decision, which is generally a characteristic of X-Theory management style. 2.The manager decides and then sells the decision to the group The manager makes the decision as in 1 above, and then explains reasons for the decision to the team, particularly the positive benefits that the team will enjoy from the decision. In so doing the manager is seen by the team to recognise the teams importance, and to have some concern for the team. 3.The manager presents the decision with background ideas and invites questions The manager presents the decision along with some of the background which led to the decision. The team is invited to ask questions and discuss with the manager the rationale behind the decision, which enables the team to understand and accept or agree with the decision more easily than in 1 and 2 above. This more participative and involving approach enables the team to appreciate the issues and reasons for the decision, and the implications of all the options. This will have a more motivational approach than 1 or 2 because of the higher level of team involvement and discussion. 4.The manager suggests a provisional decision and invites discussion about it The manager discusses and reviews the provisional decision with the team on the basis that the manager will take on board the views and then finally decide. This enables the team to have some real influence over the shape of the managers final decision. This also acknowledges that the team has something to contribute to the decision-making process, which is more involving and therefore motivating than the previous level. 5.The manager presents the situation or problem, gets suggestions, then decides The manager presents the situation, and maybe some options, to the team. The team is encouraged and expected to offer ideas and additional options, and discuss implications of each possible course of action. The manager then decides which option to take. This level is one of high and specific involvement for the team, and is appropriate particularly when the team has more detailed knowledge or experience of the issues than the manager. Being  high-involvement and high-influence for the team this level provides more motivation and freedom than any previous level. 6.The manager explains the situation, defines the parameters and asks the team to decide At this level the manager has effectively delegated responsibility for the decision to the team, albeit within the managers stated limits. The manager may or may not choose to be a part of the team which decides. While this level appears to gives a huge responsibility to the team, the manager can control the risk and outcomes to an extent, according to the constraints that he stipulates. This level is more motivational than any previous, and requires a mature team for any serious situation or problem. (Remember that the team must get the credit for all the positive outcomes from the decision, while the manager remains accountable for any resulting problems or disasters. This isnt strictly included in the original Tannenbaum and Schmidt definitions, so it needs pointing out because its such an important aspect of delegating and motivating, and leadership.) 7.The manager allows the team to identify the problem, develop the options, and decide on the action, within the managers received limits This is obviously an extreme level of freedom, whereby the team is effectively doing what the manager did in level 1. The team is given responsibility for identifying and analysing the situation or problem; the process for resolving it; developing and assessing options; evaluating implications, and then deciding on and implementing a course of action. The manager also states in advance that he/she will support the decision and help the team implement it. The manager may or may not be part of the team, and if so then he/she has no more authority than anyone else in the team. The only constraints and parameters for the team are the ones that the manager had imposed on him from above. (Again, the manager retains accountability for any resulting disasters, while the team must get the credit for all successes.) This level is potentially the most motivational of all, but also potentially the most disastrous. Not surprisingly the team  must be mature and competent, and capable of acting a t what is a genuinely strategic decision-making level. Leadership Styles Some basic leadership styles: Directive Frequently described as autocratic. Tells people what to do and expects them to jump to it. Participative Seeks input from others and participates in the decision-making process. Laissez-Faire A hands-off approach allowing for both initiative and the latitude to determine process to effect an outcome Adaptive A fluid style that takes into consideration the context of the environment and the individual being led. Using the techniques of Leadership Situational leadership ® Situational Leadership ® is a concept developed by Paul Hersey, an internationally recognised leading authority on training and development in leadership and management and Kenneth Blanchard, an American author and management expert. Generally when referring to the concept it is safer and correct to show the name as a registered protected trademark as it relates  to business and products by Hersey and Blanchard. Looking at ‘Directive Behaviour’ whereby the leader gives clear defined and detailed instructions, and ‘Supportive Behaviour’ where the leader gives people the freedom to make decisions and support them in their efforts, Hersey and Blanchard moved away from the idea of shifting on a line between the two and consider good leadership as a combination of both. The idea is that the way of combination will vary according to the person being dealt with by the leader, and the situation on which that person operates, hence the term – Situational Leadership ®. The notable features of this model are briefly that the model: focuses on followers (individual team members), rather than wider workplace circumstances; emphasise that leaders should change their behaviour according to the type of followers; proposes a progression of leadership adaptation in response to the development of followers. By combining high and low levels of each type of behaviour we progress towards four distinct styles of leadership. Level Group type Developing D1 Low competence / High commitment D2 Some competence / Low commitment D3 High competence / Variable commitment Developed D4 High competence / High commitment Appropriate leadership styles for each development level: Development Level Appropriate Leadership Style D1 Low competence / High commitment S1 Directing (Structure, control and supervise) D2 Some competence / Low commitment S2 Coaching (Direct and support) D3 High competence / Variable commitment S3 Supporting (Praise, listen and facilitate) D4 High competence / High commitment S4 Delegating (turn over responsibility for day-to-day decision making) Directing:The leader provides specific instructions and closely supervises the task. This style is appropriate for people who lack skill but are committed and eager to learn or those who do not want responsibility and want clear, specific instructions. Coaching:The leader gives some direction and supervision because team members, although they have some competence and commitment, are still relatively inexperienced, therefore require further development. They need support and praise to boost their self-esteem. Their involvement in decision making assists with the development process. Supporting:Even though team members do not need much direction, good support by the leader is still necessary to motivate and boost confidence. Delegating:Team members are both competent and committed therefore leader can give them responsibility for decision making and problem solving with little supervision or support. Power in Organisation Leadership Leadership and power are closely linked. Powerful people are normally those that others follow, so they become the leaders. The five bases of power were identified by John French and Bertram Raven in the early 1960’s through a study they had conducted on power in leadership roles. The study showed how different types of power affected one’s leadership ability and success in a leadership role. They identified five bases of power: 1.Legitimate:This comes from the belief that a person has the formal right to make demands, and to expect compliance and obedience from others. 2.Reward:This results from one persons ability to compensate another for compliance. 3.Expert:This is based on a persons superior skill and knowledge. 4.Referent:This is the result of a persons perceived attractiveness, worthiness, and right to respect from others. 5.CoerciveThis comes from the belief that a person can punish others for noncompliance. If youre aware of these sources of power, you can†¦ Better understand why youre influenced by someone, and decide whether you want to accept the base of power being used. Recognise your own sources of power. Build your leadership skills by using and developing your own sources of power, appropriately, and for best effect. Trust The first task of any leader is to inspire trust. Trust is confidence born of two dimensions: character and competence. Character includes your integrity, motive, and intent with people. Competence includes your capabilities, skills, results, and track record. Both dimensions are vital. The foundation of trust is your own credibility, and it can be a real differentiator for any leader. A persons reputation is a direct reflection of their credibility, and it precedes them in any interactions or negotiations they might have. Behaviours you can adopt to build trust in yourself: Talk Straight Demonstrate Respect Create Transparency Right Wrongs Show Loyalty Deliver Results Get Better Confront Reality Clarify Expectation Practice Accountability Listen First Keep Commitments Extend Trust Bibliography The Wall Street Journal Article: What is the difference between Management and Leadership (last accessed 4 August 2013) (http://guides.wsj.com/management/developing-a-leadership-style/what-is-the-difference-between-management-and-leadership/) The Biz Coach Article: 10 Key Differences between Leaders and Managers (last accessed 4 August 2013) (http://www.bizcoachinfo.com/archives/8426) Techno Funcâ„ ¢ Article: Trait Theory of Leadership (last accessed 4 August 2013) (http://www.technofunc.com/index.php/leadership-skills/leadership-theories/item/trait-theory-of-leadership-2) Article: Behavioural Theories of Leadership (last accessed 7 August 2013) (http://www.technofunc.com/index.php/leadership-skills/leadership-theories/item/behavioral-theories-of-leadership) About.com – Psychology Article: Psychology Theories (last accessed 7 August 2013) (http://psychology.about.com/od/psychology101/u/psychology-theories.htm) Research Methodology Article: Theory X and Theory Y (last accessed 7 August 2013) (http://research-methodology.net/theory-x-and-theory-y/) Mind Tools Article: Theory X and Theory Y (last accessed 7 August 2013) (http://www.mindtools.com/pages/article/newLDR_74.htm) Article: Fiedler’s Contingency Model (last accessed 11 August 2013) (http://www.mindtools.com/pages/article/fiedler.htm) Article: The Hersey-Blanchard Situational Leadership ® Theory (last accessed 11 August 2013) (http://www.mindtools.com/pages/article/newLDR_44.htm) Article: French and Raven’s Five Forms of Power (last accessed 11 August 2013 (http://www.mindtools.com/pages/article/newLDR_56.htm) Slideshare Article: Fiedler’s contingency model to leadership (by Bhobotosh Debnath) (last accessed 11 August 2013) (http://www.slideshare.net/bhobotoshdebnath/assignment-on-2) Businessballs.com Article: Tannenbaum and Schmidt Continuum (last accessed 11 August 2013) (http://www.businessballs.com/tannenbaum.htm) The Build Network Article: Leadership styles to master (last accessed 11 August 2013) (http://thebuildnetwork.com/leadership/4-leadership-styles/) The Fast Track Article: The 5 Types of Power in Leadership (last accessed 11 August 2013) (http://quickbase.intuit.com/blog/2011/08/26/the-5-types-of-power-in-leadership/) Leadership Now Article: How the best leaders build trust (last accessed 11 August 2013) (http://www.leadershipnow.com/CoveyOnTrust.html)

Birth Control :: Contraceptives, Birth Control Essays

What exactly is birth control? Birth control means things that can be done to ensure that pregnancy only happens if and when wanted. Nowadays there are a great variety of ways to assure birth control. However, there is only one way that can be considered 100 percent secure. The more it is known about birth control options, the better chances of avoiding an unwanted pregnancy and reducing the risks of getting a sexually transmitted disease, including AIDS.   Ã‚  Ã‚  Ã‚  Ã‚   The only guaranteed option of birth control is abstinence. Abstaining from having sexual intercourse will ensure that pregnancy does not occur and also prevents sexually transmitted infections. People may find it difficult to abstain for long periods of time and tend to end their abstinence without being prepared to protect themselves against pregnancy or venereal diseases. Many choose outer course which is sex play without vaginal intercourse. For others, it is sex play with no penetration at all. It is a 100% effective against pregnancy unless pre-ejaculate or sperm gets onto the vulva or into the vagina. Outer course however, frequently leads to intercourse, therefore another form of birth control and protection from infection has to be used. The most commonly used methods of birth control are the condom and the pills. The pill is taken once a day and a pack should be completed every month. Combination pills contain estrogen and progestin. Others are progestin-only. Pills contain hormones that work in different ways. The condoms are a sheath made of thin latex or plastic to cover the penis before intercourse to keep sperm from joining egg. No matter how old one is , it is very important to use condoms with another method of birth. There are a large variety of birth control options in the market these days. These options include the patch, the ring, and the shot. The shot, of the hormone progestin, is applied in the arm or buttock every 12 weeks to, prevent release of egg or, prevent fertilized egg from implanting in uterus. The patch a thin plastic places on the skin of the buttocks, stomach, upper outer arm, or upper torso once a week for three weeks in a row. The ring is a small, flexible hoop inserted deep into the vagina for three weeks in a row and taken out the fourth week. The Ring protects against pregnancy by releasing estrogen and progestin.

No one person is perfect Essay

No one person is perfect. Mistakes, just like water, are an essential part of life. It’s not for our faults that we should be judged; rather it’s the way we learn to accept our human nature and change for the better. In Nathaniel Hawthorne’s Puritanical novel, The Scarlet Letter, the main character, Hester Prynne, commits an offense of infidelity against her husband, Roger Chillingworth. From then on her secret affair with the Puritan minister will always be on her mind considering the degradation she was subjected to and the infamous letter that will be forever embedded on her bosom and her child Pearl — the fruit of her sin. Hester was a woman that was well ahead of her time; she displayed the traits of being courageous while being passionate and independent. An attribute that takes someone to be courageous, passionate and independent is strength, which is required for one to endure. These were traits that were uncommon for a woman to possess during the time when Hawthorne wrote this novel, but even more unusual to find in a woman who was convicted of committing adultery. Hester Prynne displays her trait of courage and passion when she stands up to Governor Bellingham. Bellingham and his assistants confront her custody of her daughter Pearl because they think it would be better for Pearl to be raised in a more Christian-like household. But Hester, being bold and strong, stands up and responds, â€Å"I can teach my little Pearl what I have learned from this,† (107) referring to the scarlet letter. Bellingham then follows by indicating that the letter is precisely the reason for wanting Pearl to be removed from her care. This is a remarkable scene, where it is rare to see an aberrant adulterous woman speak up for herself to a person of much higher authority. But, eventually Arthur Dimmesdale, Pearl’s unidentified father, preaches on Hester’s behalf and persuades Bellingham to permit Hester continue her care. Early in the novel, Hawthorne explains that Hester was forced into a marriage to a man she did not truly love, and after being separated for a long amount of time, she became attracted to another man. Then later, she became a victim of a crime, which she was severely punished, despite the fact that  she could only be accountable for half of the incident. Hester was much stronger and more courageous than her partner in adultery. Arthur Dimmesdale her secret lover was a minister in a Puritan church, who hides his sin from his congregation in order to maintain his reputation. He tells Hester, â€Å"happy for you Hester that wear the scarlet letter openly upon your bosom! Mine burns in secret (177).† Meanwhile Hester had enough audacity to stand alone with out a known partner in crime. She respected Arthur’s decision to stay silent without a word against him. Yet Hester accepted the consequence that came along with committing adultery. While learning to live life after the embarrassment she went through at the scaffold and the life long punishment of having to wear the embedded letter â€Å"A† on her chest. That scarlet letter made her stronger, and a woman to be later admired from her Puritan counterparts. In the early chapters of this story, Hester’s social life was virtually eliminated as a result of her shameful history. Knowing that all she had after she walked out of the prison door was her letter on her chest and beloved daughter Pearl by her side. She brought home her income by working as the town seamstress. Hester devoted the remainder of her time for creating garments for the poor. Overlooking the fact that they treat her badly in spite of her good intentions. She was even the object of ridicule to young children who crept up to her house to spy on her. But through the seven years since she had Pearl, Hester’s reputation changed. She was a woman full of passion for the needy and everyone else who befriended her. If asked about the woman with badge, strangers would respond, â€Å"†¦the town’s own Hester, who is so kind to the poor, so helpful to the sick, so comforting to the afflicted! (159)† Hawthorne goes as far to state that, â€Å"the scarlet letter had the effect of the cross on a nun’s bosom.† This effect gave her practically access into every home. The â€Å"A† which formerly stood for â€Å"Adultery,† took on another meaning to the townspeople, to them it meant â€Å"Able† (158). For Hester to change her faà §ade from an adulterous woman to a woman everyone loved. Hester’s â€Å"badge of shame,† made her a stronger person. The symbol made her  stronger because she had to walk through town being harassed by the inhabitants of Boston. Yet, Hester wore the letter with pride and courage that it would not get her down and she did live her life in solitude but yet transformed it in to being a successful seamstress which provided support for her and Pearl. From the appearance of it she turned a demeaning scarlet letter into a well-tailored accessory by embroidering it with gold thread. Hester was also aware that her sin was immoral, but by being open about it she was able to become a stronger person. Hester proved that by repenting and repelling sin, it is capable of making one stronger. Hester was truly an â€Å"Able† woman.