Is Heathcliff Succumbing To Human Nature - 1337 Words

Consistent with most of Emily Bronte’s characters in Wuthering Heights, Heathcliff â€Å"is a manifestation of natural forces acting involuntarily under the pressure of his own nature† (Pittock 147). As such, Heathcliff succumbs to his ‘nature’ and reacts without empathy or respect for others. Throughout the novel, the characters, along with readers and critics, question Heathcliff’s ‘nature’. Is Heathcliff succumbing to human nature? Or is he not human at all? Going with the perception of the novel as a sublime take on reality, Heathcliff represents sublime humanity. People characterize themselves as civilized and moral, but conveniently overlook the unpleasant truths of civilization. Heathcliff exists in Wuthering Heights as a fully honest,†¦show more content†¦Seeing Edgar block his progress towards a life with Catherine, Heathcliff loses his example of kindness and love. Heathcliff does not know how to handle his emotions, s o he lashes out in aggression towards Isabella. In her letter to Nelly, Isabella confesses Heathcliff â€Å"[rouses]† as much terror in her as â€Å"a tiger or a venomous serpent†; later, Isabella laments â€Å"[giving] him her heart† only for him to â€Å"pinch it to death† (Bronte 144 170). Isabella falls victim to Heathcliff’s post-heartbreak rage and egotism. Ultimately, Heathcliff has a â€Å"desire to destroy others† due to his frustration from losing Catherine (Pittock 153). Heathcliff’s â€Å"full union† could â€Å"only be achieved† through a requited love with Catherine, so his â€Å"yearning for transcendence† legitimizes his â€Å"cruelties† (Pittock 154). Heathcliff sees full release from his own status as a dark-skinned orphan through Catherine: his idol of perfection and superiority. Typical to human’s battle with lust, love, and desire, Heathcliff and Catherine’s unhealthy, realistic relationship demonstrates Heathcliff’s â€Å"masochistic† nature (Goff 504). Heathcliff and Catherine have an undeniable connection for each other, but jealousy and complications of life creep into their relationship and spoil its pureness. Although Catherine admits, â€Å"[she is] Heathcliff†, he â€Å"always [consumes her] mind†, and

Analysis Of Trifles By Susan Glaspell - 846 Words

Society has put abnormal standards between women and men. Our gender equality has been an issue throughout history and legislative rights. In the short play â€Å"Trifles† by author Susan Glaspell, shows the feminist content and the failures of marriages. Mr. and Mrs. Wright had been married for a long time. They don’t have a family and live in a place that’s very solitary aside from any other houses. An investigation occurred to find the strange death of Mr. Wright and to discovered evidence if Mrs. Wright killed him. Thus, the play consists of five characters, an attorney, sheriff and his wife, and a neighbor couple that knew Mrs. and Mrs. Wright. Mr. Wright was cold man that fails to demonstrate affection feelings towards Mrs. Wright. He†¦show more content†¦Wright killed Mr. Wright. Mrs. Hale later discovers a pretty box and sees the dead bird inside (Trifles 733). They see a bird has been killed by a rope around the neck the same way Mr. Wright died . Mr. Wright strangle the pet with a rope he was probably tired of the noise the animal made. This made the wife mad because it was the only happy thing she had. After the death of the pet she felt solitary it was something meaningful to her. The title â€Å"Trifles†, means is little importance. The overall plot of the story is that woman lack of attention and aren’t taken serious. In the article â€Å"Trifles and Overtones† articulates, â€Å"it presents women as a transcending the constraints of their positions through acts of courage and refusal to collaborate in maintaining each other oppression.† Woman aren’t trifles, they are more than that, they are smart as man. A piece of quilt ended up solving the mystery that only the woman could’ve understood. The quilt saved Mrs. Wright from being hold in prison. The women stand for Mrs. Wright rights and females. Mrs. Wright is offstage but she’s an important role trough the story. †Å"The Jury of Her Peers† are the two women that develop great compassion towards Mrs. Wright. They both help her conceal the evidence and left no clues behind. The wife is and offstage character because she is in jail and allows the two women to solve the murder. Plus, it made the women realized that they are worthy and valuable. The two women realized thatShow MoreRelatedScript Analysis of Trifles by Susan Glaspell910 Words   |  4 PagesScript Analysis of â€Å"Trifles† by Susan Glaspell Summary   In the play Trifles by Susan Glaspell, there are five characters, three men and two women.   They are in a house where the murder of Mr. Wright took place the day before.   The men are trying to find evidence to name a killer or motivation to name Mrs. Wright as the murderer.   While the men are downstairs, the women occupy themselves with looking around the kitchen and living room.   They take note of Mrs. Wrights canned fruit and the factRead MoreAnalysis Of Trifles By Susan Glaspell907 Words   |  4 PagesThe play â€Å"Trifles† written by Susan Glaspell is about John Wright who was murdered. When the play begins the county attorney, sheriff, and Mr. Hale are all at Mr. Wright’s home to search for evidence for who murdered him. The two women that are in the poem are Mrs. Peters who is the sheriffs wife, and Mr. Hale’s wife, Mrs. Hale. Minnie Wright is the suspect in Mr. Wright’s case, but they are searching for answers to know exactly what happened. While the men are trying to solve the crime their wivesRead MoreAnalysis Of Trifles By Susan Glaspell804 Words   |  4 PagesIn the play Trifles, Susan Glaspell creates a situation that at first glance appears to place a woman at fault, but as the readers continue, he/she realizes that the truth is the opposite to what it appears to be. It is interesting to see how the author uses the image of a perfect husband to portray irony with the hidden theme of isolation and patriarchy within their domestic relationship. This irony leads into Minnie Foster, also called Mrs. Wright, to use the idea of justice vs. law within thisRead MoreAnalysis Of Trifles By Susan Glaspell1255 Words   |  6 PagesMurder, torture, and mayhem are merely three of the unique problems that can be found throughout the one act play Trifles by Susan Glaspell. The writer opens up the story by explaining the situation of Mrs. Wright, a middle aged woman who is being accused of murdering her husband. Th e crime scene is a mess. A sheriff, the prosecuting attorney and their wives are looking in to the gruesome death that occurred upstairs in the Wright household. It is immediately found that the men focus their attentionRead MoreAnalysis Of Trifles By Susan Glaspell1042 Words   |  5 Pagesits underlying meaning can represent to each character individually and together. In the short play â€Å"Trifles† by Susan Glaspell, readers and viewers are taken back to a period that is a lot different than the current. From the surroundings, viewpoints of each sex and their assigned roles in the society all gave a greater understanding of what was portrayed and how it was essentially handled. Trifles started with the Sheriff and his wife Mrs. Peters, Mr. Hale and Mrs. Hale and the County Attorney enteringRead MoreTrifles By Susan Glaspell Analysis1738 Words   |  7 Pageswomen dont realize the struggle women before them had to undergo. In the late 19th century women werent important , respected, or anywhere near equal to men. It was common for women to be misunderstood and or assumed by men to be uncivil. Trifles by Susan Glaspell shows the depiction of women towards the end of the 1800s. Men werent as kind or laid back when it came to running the household and handling every day matters as a family. Men were dominant. It was the patriarchal ignorance of the lateRead MoreTrifles By Susan Glaspell Analysis1257 Words   |  6 PagesTrifles by Susan Glaspell is a tragic mysterious drama that has to deal with a murderous wife, and a couple of friends who cover up her tracks. Throughout the story Glaspell gives clues to the reader to help him or her figure out what will happen in the end. Glaspell Wrote Trifles in 1916, according to the year it is safe to assume that this mysterious short story was placed in a time around the 1910’s setting. The clues she leaves, such as the quilting square, the bird, the reflections in the settingRead MoreAnalysis Of Trifle s By Susan Glaspell1425 Words   |  6 PagesIn the play Trifles, by Susan Glaspell, the plot develops through action. As soon as the play begins readers and viewers are introduced to the county attorney, the sheriff, and Mr. Hale. Due to the fact that these three men discuss the case and death of Mr. Wright quite a bit, the audience is made to believe that they are the main characters of the play. However; the true protagonists of the play are revealed as soon as the men departure from the kitchen and leave the characters Mrs. Peters and MrsRead MoreAnalysis Of Trifles By Susan Glaspell1829 Words   |  8 PagesMurder, torture, and mayhem are merely three of the unique problems that can be found throughout the one act play Trifles by Susan Glaspell. The writer opens up the story by explaining the situation of Mrs. Wright, a middle aged woman who is being accused of murdering her husband. The crime scene is a mess. A sheriff, the prosecuting attorney and their wives are looking in to the gruesome death that occurred upstairs in the Wright household. It is immediately found that the men focus their attentionRead MoreAn Analysis Of Susan Glaspell s Trifles 983 Words   |  4 Pagespreconception someone makes based on gender, race, or religion that in this case is by gender, and affects women based on their expected gender roles. Women endlessly have expectations that go along with being a wife, mother, or simply a female. In Trifles by Susan Glaspell, 1955 by Alice Walker, and Girl by Jamaica Kincaid women are stereotyped by men and told to follow unwritten but expected roles such as being seen and not heard. As well as how they present themselves, their behavior, and tasks they need

The Bluest Eye By Toni Morrison - 1044 Words

In the novel The Bluest Eye, Toni Morrison confirms the existence of racism within the African American community. Unbelievably, many African Americans suffer from what is termed internalized racism. Internalized racism produces the same effect as racial racism: feelings of worthlessness, inferiority, and unattractiveness. In addition, the effect can produce the opposite feelings: superiority, hatred, and feelings of self-worth. Pecola, an 11-year-old black girl, desires to have the physical characteristics of a white person, namely blue eyes. Polly, Pecola’s mother, prefers the white culture living rather than her own. The feelings that the black race experience stem from the programming of a racist society to think that the white race is better. As a result, African Americans long to be white or look white. This consumption of whiteness represents internalized racism. Pecola s admiration of Shirley Temple is an example of internalized racialism. She was a long time with the milk, and gazed fondly at the silhouette of Shirley Temple s dimpled face(19). Freida and Pecola admired Shirley Temple. They had a loving conversation about how cute Shirley Temple was. Pecola is obsessed with the white girl s physical beauty. This is obvious by the fact that she would drink a lot of milk from the Shirley Temple cup. Her drinking the milk signifies her wanting to consume whiteness. Pecola feels that she would be pretty if she possessed what the racist society considers pretty -Show MoreRelatedThe Bluest Eye By Toni Morrison1720 Words   |  7 Pagesof The Bluest Eye, Toni Morrison, criticizes the danger of race discrimination for any kinds of situations with no exception. The purpose of the paper is explain how pervasive and destructive social racism was bound to happen in American society. The intended audiences are not only black people, but also other rac es had suffered racism until now. I could find out and concentrate on the most notable symbols which are whiteness, blue eyes and the characterization while reading the novel. Toni MorrisonRead MoreThe Bluest Eye By Toni Morrison1587 Words   |  7 Pagessaid, â€Å"We were born to die and we die to live.† Toni Morrison correlates to Nelson’s quote in her Nobel Lecture of 1993, â€Å"We die. That may be the meaning of life. But we do language. That may be the measure of our lives.† In Toni Morrison’s novel, The Bluest Eye, she uses language to examine the concepts of racism, lack of self-identity, gender roles, and socioeconomic hardships as they factor into a misinterpretation of the American Dream. Morrison illustrates problems that these issues provoke throughRead MoreThe Bluest Eye By Toni Morrison956 Words   |  4 PagesHistory of Slavery Influenced the Characters of The Bluest Eye Unlike so many pieces of American literature that involve and examine the history of slavery and the years of intensely-entrenched racism that ensued, the overall plot of the novel, The Bluest Eye by Toni Morrison, does not necessarily involve slavery directly, but rather examines the aftermath by delving into African-American self-hatred. Nearly all of the main characters in The Bluest Eye who are African American are dominated by the endlessRead MoreThe Bluest Eye By Toni Morrison1189 Words   |  5 PagesA standard of beauty is established by the society in which a person lives and then supported by its members in the community. In the novel The Bluest Eye by Toni Morrison, we are given an extensive understanding of how whiteness is the standard of beauty through messages throughout the novel that whiteness is superior. Morrison emphasizes how this ideality distorts the minds and lives of African-American women and children. He emphasizes that in order for African-American wom en to survive in aRead MoreThe Bluest Eye by Toni Morrison1095 Words   |  5 PagesSocial class is a major theme in the book The Bluest Eye by Toni Morrison. Toni Morrison is saying that there are dysfunctional families in every social class, though people only think of it in the lower class. Toni Morrison was also stating that people also use social class to separate themselves from others and apart from race; social class is one thing Pauline and Geraldine admire.Claudia, Pecola, and Frieda are affected by not only their own social status, but others social status too - for exampleRead MoreThe Bluest Eye By Toni Morrison2069 Words   |  9 Pagesblack/whiteness. Specifically, white people were positioned at the upper part of the hierarchy, whereas, African Americans were inferior. Consequently, white people were able to control and dictate to the standards of beauty. In her novel, ‘The Bluest Eye’, Toni Morrison draws upon symbolism, narrative voice, setting and id eals of the time to expose the effects these standards had on the different characters. With the juxtaposition of Claudia MacTeer and Pecola Breedlove, who naively conforms to the barrierRead MoreThe Bluest Eye By Toni Morrison1103 Words   |  5 Pages Toni Morrison is known for her prized works exploring themes and issues that are rampant in African American communities. Viewing Toni Morrison’s novel The Bluest Eye from a psychoanalytical lens sheds light onto how, as members of a marginalized group, character’s low self-esteem reflect into their actions, desires, and defense mechanisms. In her analysis of psychoanalytical criticism, Lois Tyson focuses on psychological defense mechanisms such as selective perception, selective memory, denialRead MoreThe Bluest Eye By Toni Morrison Essay1314 Words   |  6 PagesThe Bluest Eye, by Toni Morrison, encompasses the themes of youth, gender, and race. The African American Civil Rights Movement had recently ended at the time the novel was written. In the book, Morrison utilizes a first-person story to convey her views on racial inequality. The protagonist and her friends find themselves in moments where they are filled with embarrassment and have a wish to flee such events. Since they are female African Americans, they are humiliated in society. One of Morrison’sRead MoreThe Bluest Eye By Toni Morrison1462 Words   |  6 PagesBildungsroman literature in the 20th century embodies the virtues of different authors’ contexts and cultures, influencing the fictional stories of children’s lives around the wo rld.. The Bluest Eye is a 1970 publication by Toni Morrison set in 1940s Ohio in America, focal around the consequence of racism in an American community on the growth of a child, distinct in its use of a range of narrative perspectives. Annie John by Jamaica Kincaid is a novel set in post colonial Antigua, published in 1985Read MoreThe Bluest Eye By Toni Morrison992 Words   |  4 PagesSet in the 1940s, during the Great Depression, the novel The Bluest Eye, by Toni Morrison, illustrates in the inner struggles of African-American criticism. The Breedloves, the family the story revolves around a poor, black and ugly family. They live in a two-room store front, which is open, showing that they have nothing. In the family there is a girl named Pecola Breedlove, she is a black and thinks that she is ugly because she is not white. Pecola’s father, Cholly Breedlove, goes through humiliated

Shared Mental Mode Communication Collective -Myassignmenthelp.Com

Question: Discuss About The Shared Mental Mode Communication Collective? Answer: Introduction: Reflective learning is the procedure that allows the students with opportunities to step back from their learning experience and develop critical thinking skills. It helps in improvement of future performance by analyzing and evaluating the different experiences and reflecting on meaningful observations (Sherstyuk, Olekh and Kolesnikova, 2016). Researchers are of the opinion that reflective learning helps in moving the students form the surface learning to that of in-depth learning genre that include different types of activities like self-review, peer-review and also personal development planning (Woodcock, 2017). This assignment would be a reflective journal that would depict my experiences and the issues I faced in the two domains that are taught in class. I will reflect on the different insights and views I have developed from the experiences and how I want to develop those skills in the future. Team-forming and team-performance: I had been assigned as the team leader during my placement months where I had to form a team of the fresher employees and had to complete a set of goals that had been set by the higher authorities. I was quite excited to get this opportunity and immediately formed a team of 10 employees out of 20 employees who got the placements. I assigned them their respective tasks and set them deadlines. I expected them to complete their work within the deadlines but on the day of submission of their work, I realized that none of the members were ready with their work and they were constantly blaming on each other for their inability to complete. Moreover, I also noticed that the work done by them did not synchronize with each other and therefore it was a complete massacre. I noticed that the team members did not communicate with each other and kept a safe distance. Moreover, feedbacks were not given properly and negative feedbacks from each other destroyed the morale of the other team members. M oreover, cultural stereotypes were also found between the Australians and the Asian members that affected the dignity and respect of the members. All these were creating job stress in them and even two of the members approached the authority for leaving the team. Report writing: Another incident also occurred after this. I was asked by the higher authority to submit a report on the progress of the team and how the team members are performing. I became quite nervous as I had to collect and incorporate a large amount of data about each of my ten team members. I clearly wrote about their performances, their inhibitions, their issues and challenges and described how they were progressing in their respective tasks. I even attached their productivity report in an excel file. However, the authority criticized my report and stated that the information provided by me in my report was not done professionally and that I need to learn proper ways of report writing. I was severely embarrassed after this incident. However, I did not allow myself to lose my confidence and in turn requested my mentor to help in rectifying the mistakes. He explained to me in details about the mistakes I made. Insights I developed after the incidents: After reflecting on the incidences, I realized a number of mistakes I had made while developing and managing a team. I had been quite fast into initiating the work but did not focus into the five steps that are important in team formation. The first stage is called the forming stage that I totally ignored. At this stage, I should have given scope to the team members to know each other and understand the different roles that they need to perform with the teams. This stage needs focusing on arranging a meeting where they would be able to introduce each other and mention their job roles so that others can understand each others participation (Zoogah, Nole and Shenkar, 2015) . As I did not conduct the step, both of their task-related queries and interpersonal roles were unclear to them. I also did not provide importance to the storming stage. I should have actively monitored them during work or should have conducted meeting where the team members would have got the scope to clarify their issues and solve their misunderstandings. Constructive feedback should have been asked from the team member about each other so that the members could have developed the skills (Fiore and Georganta, 2017). As the steps were not conducted properly, different problems like cultural conflicts, blame games and job dissatisfaction others took place within the team. The norming stage was also not conducted successfully. Due to so many issues within the team like cultural conflicts, lack of role clarity and improper communication among the team members, informal relationship did not take place among the members and therefore no strong bonds and relationship development took place. Because of this, there was no synchronization among the work of the team members (Brock, et al., 2017). Therefore, blame games became common. The failure of the above stages indeed resulted in the failure of the fourth stage called the performing stage and the fifth stage called the adjourning stage. None of the members could actively perform their respective roles and failed miserably. Incident of report writing: In the second situation, my mentor pointed out that I had made a number of mistakes while writing the report. The main problem was that I had not followed the format of the report properly. I had written it in the form of essay with long paragraphs that disappointed the higher officials. I should have incorporated small paragraphs with distinct information in each of them so that all the important details get highlighted to the professionals (Ee and Eng, 2015). Moreover, I conducted another big mistake where I failed to provide heading to the paragraphs which made the higher officials think that I have missed out many points. Moreover, my writing was quite scattered. This is said so because unlike the guidelines or a proper report, I did not provide the conclusion and recommendation at the end but rather incorporated it throughout the report. This was a turn off for the officers, as they could not understand the issues I depicted in the report. There was a complete missing of flow in my report. Steps that I will take for the future: From the entire reflection on the incidents, I have developed a proper understanding of how to develop and manage different attributes of forming and managing a team. I will make sure that I maintain each of the steps of team-forming effectively like forming, storming, norming, performing and adjourning. I also have to ensure that new team members develop the important skills that are important in team working like proper communication skills. Active listening and constructive feedback giving and listening skills should be inculcated as important teamwork skills (Almost, et al., 2015). This would help in developing rapport among the team members for which effective bonding and relationship building will take place. The better their relationships are both formally and informally, the better their coordination and collaboration are at workplace (Turner, 2014). High level of collaboration will ensure that the work is completed within deadline and high quality of work is produced. Such t eamwork will help in ensuring that the members do not develop job stress and job dissatisfaction (Donia, ONeill and Brutus, 2018). Therefore, I will first form teams following the five important steps. Then I will ensure that following the Belbins theory, I also have to assign proper roles that match with their job preferences. Maintaining the role clarity will help in reducing stress and increase productivity. I will conduct important discussion sessions, where all members would disclose their concerns and issues so that they can be solved properly. Moreover, in the meetings, I should also initiate a trend of constructive feedback sharing so that miscommunications are resolved and innovations and creativity are ensured. Report writing skills: In order to ensure that I develop proper report writing skills, I first need to make a planning and develop a rough with all the important points that I will cover (Garza, 2016). This will help me to understand the important heading that I have to make for each point. Following this, I will incorporate the headings first and then initiate data incorporation within it. Moreover, I will be very careful about not making the paragraphs too long as this is against the guidelines of writing reports. I will make separate sections for the conclusion and recommendations and refrain from incorporating any conclusive ideas in the body of the report (Ohaja, 2017). Moreover, I will also be making proper sections and subsection of the different points separately with proper headings and subheadings. This will ensure more clarity in the report and the higher officials will be pleased (Morley-Warner 2009) Conclusion: From the entire discussion, I understood that I do not have proper skills in forming and managing teams. The reflection of the episodes helped me in identifying the different mistakes I made as a team leader. Following the mistakes, I developed a planning of inculcating proper teamwork attributes and skills among the team members. Proper ways of forming the teams, assigning them of their roles, managing the issues faced by team members and others are important parts of ensuring a highly productive teamwork. Moreover, the reflection of the incidents also showed me that I do not have proper report writing ideas which I need to develop through proper practice and being careful while writing report in future. This attribute would ensure that I emerge as effective and successful professional in future. References: Almost, J., Wolff, A., Mildon, B., Price, S., Godfrey, C., Robinson, S., Ross-White, A. and Mercado-Mallari, S., 2015. Positive and negative behaviours in workplace relationships: a scoping review protocol.BMJ open,5(2), p.e007685. Brock, S.E., McAliney, P.J., Ma, C.H. and Sen, A., 2017. Toward more practical measurement of teamwork skills.Journal of Workplace Learning,29(2), pp.124-133. Donia, M.B., O'Neill, T.A. and Brutus, S., 2018. The longitudinal effects of peer feedback in the development and transfer of student teamwork skills.Learning and Individual Differences,61, pp.87-98. Ee, C.S. and Eng, T.K., 2015. Technical Report Writing in Higher Education: A Theoretical Analysis of Writing Practices.Journal of Interdisciplinary Research in Education Volume,5(1). Emedia.rmit.edu.au. 2018.For Research and Education in the Arts, Sydney| Learning Lab. [online] Available at: https://emedia.rmit.edu.au/learninglab/welcome [Accessed 11 Feb. 2018]. Fiore, S.M. and Georganta, E., 2017. Collaborative Problem-Solving and Team Development: Extending the Macrocognition in Teams Model through Considerations of the Team Life Cycle. InTeam Dynamics Over Time(pp. 189-208). Emerald Publishing Limited. Garza, S., 2016. Book Review: Psychoeducational assessment and report writing. Goetsch, D.L. and Davis, S.B., 2014.Quality management for organizational excellence. Upper Saddle River, NJ: pearson. Morley-Warner, T., 2009.Academic Writing is--: A Guide to Writing in a University Context. Association for Academic Language and Learning. ISBN:978098429725 Ohaja, E.U., 2017. Skills for Effective Speech and Report Writing.International Journal of Communication,2(1). Sherstyuk, O., Olekh, ?. and Kolesnikova, K., 2016. The research on role differentiation as a method of forming the project team.- , (2 (3)), pp.63-68. Turner, M.E., 2014.Groups at work: Theory and research. Psychology Press. Woodcock, M., 2017.Team development manual. Routledge. Zoogah, D.B., Noe, R.A. and Shenkar, O., 2015. Shared mental model, team communication and collective self-efficacy: an investigation of strategic alliance team effectiveness.International Journal of Strategic Business Alliances,4(4), pp.244-270.