Victors and Victims Essay Example for Free

Victors and Victims Essay â€Å"The Story of an Hour† is an English short story written by Kate Chopin. Chopin was widely recognized as one of the leading writers of her time and she is now considered by some to have forerunner of feminist authors of the 20th century. The second short story entitled â€Å"Clever Manka† which is written in Czechoslovakian language and translated in to English. Although it is anonymous, â€Å"Clever Manka† is a very important short story and the fact that it remains indicates that it has affected many people at different times. The both short stories have two completely different structures. The writer of â€Å"Clever Manka† used the expository method as the events starts from the very beginning, when the situation was stable and he introduces the characters, and then going up in the events. Opposite to â€Å"The story of an Hour†, it begins in the middle of the events. Then we have flash-back technique through which we know of all the events that happen before. Look more:  the story of an hour literary analysis essay â€Å"Clever Manka† and â€Å"The Story of an Hour† are alike in that they both have women as protagonist and they both involve a husband and a wife. They show how marriage could be the end of a women life or a beginning. Also, they show how women differently deal with life. The great difference is due to the different time and culture. â€Å"Clever Manka† which in Czechoslovakian culture proves women at that time were highly considered, appreciated, have rights. While, in â€Å"The Story of an Hour† shows how women were deprived, denied, devoiced, they weren’t offered a lot of opportunities such as men and they didn’t inherit money as all the money they get goes to either their husbands or any male member in the family. â€Å"The Story of an Hour† shows that marriage at that time was based on monetary comfort and social status. That leads to unhappy marriage and miserable life to the extent that a person might feel happy and free when his partner is  dead, as Mrs. Mallard felt when she heard that Mr. Mallard was dead. In â€Å"Clever Manka†, marriage is based on dual love and women’s desire is appreciated. We encounter two completely different women. The protagonist of â€Å"Clever Manka† her name is Manka and the protagonist of â€Å"The Story of an Hour† is Mrs. Mallard. They are different in many aspects even physically. The writer describes Mrs. Mallard as being afflicted with a heart trouble which shows that she is a sick and weak person, while Manka is young, clever and strong person. The title of Mrs. Mallard indicated that she was affiliated to her husband and she lost her identity. Her first name â€Å"Louise† is only mentioned after she heard of her husband’s death and when she felt free. Opposite to â€Å"Clever Manka† as Manka is called by her own name allover the story even after she was married. She is independent and wasn’t affiliated to either her father or her husband. Also, men characters in the two short stories are opposite. Men in â€Å"Clever Manka† are represented by the burgomaster who is very young and not-experienced and the farmer. They are incapable of facing any challenge as the burgomaster can’t solve the problem of the farmer and the shepherd, so he put them a riddle which the farmer can’t solve. On the other hand, in â€Å"The Story of an Hour†, we encounter Mr. Mallard who is completely opposite to the male characters in â€Å"Clever Manka† as he was very domineering character. He has always made decisions for Louise and lived her life for her. Men in both short stories tried to bend their wives’ will. In â€Å"Clever Manka†, the burgomaster started his life with Manka Trying to force limitations on her cleverness which indicates that he was afraid of her cleverness and afraid it will highlight his being not-experienced. As well as â€Å"The Story of an Hour†, it is obvious that Mr. Mallard was a domineering character and tried to bend louise’ will. Women’s response to their husband’s control and domination differs in the two short stories. In â€Å"Clever Manka†, when Manka interferes in the burgomaster’s business, it was out of inner feeling of shame and injustice because of her husband decision. She couldn’t stand helpless when she realized how inexperienced he was. This means that the precondition he put for her couldn’t bend her will. That shows that Manka didn’t surrender despite of the precondition that might destroy her life. In â€Å"The Story of an Hour†, Mrs. Mallard ability to resist the suppression practiced upon her was very little and short. She gave her husband the chance to have the upper hand in her life. The person is the one who decides whether he wants to live freely or not. If he wants to, he will not surrender to any person or under any condition. The pressure practicing on women would lead to one of two; either the woman will resist and become a victor, or easily surrender and become a victim.

Domestic Violence and Abuse in Australia :: Violence Against Women Essays

Domestic violence is a significant social issue that has a major impact upon the health of women in society. Discuss this statement and identify the factors that may contribute to domestic violence. Domestic violence is known by many names including spouse abuse, domestic abuse, domestic assault, battering, partner abuse, marital strife, marital dispute, wife beating, marital discord, woman abuse, dysfunctional relationship, intimate fighting, male beating and so on. McCue (1995) maintains that it is commonly accepted by legal professionals as "the emotional, physical, psychological, or sexual abuse perpetrated against a person by that person's spouse, former spouse, partner, former partner or by the other parent of a minor child" (although several other forms of domestic violence have become increasingly apparent in today's society). Whatever name is used to refer to it, however, domestic violence is a very grave and difficult problem faced by Australian society. Although domestic violence can include the abuse of parents, children, siblings and other relatives, it predominantly involves violence against sexual partners with women being the most common victims and men being the 'aggressors' (Family Violence Professional Education Taskforce 1991). It is inadequate to view domestic violence as an aspect of the normal interpersonal conflict which takes place in most families. According to McCue (1995), many families experience conflict, but not all male members of families inevitably resort to violence. It is not the fact of family disputes or marital conflict that generate or characterize violence in the home. Violence occurs when one person assumes the right to dominate over the other and decides to use violence or abuse as a means of ensuring that domination (Family Violence Professional Education Taskforce 1991). Although all forms of domestic violence are pressing issues of equal importance, this essay is more specifically directed at spouse abuse and aims to delve deeper into the issue of domestic violence by examining its causes with respect to the socioeconomic status of the particular family and its effects upon women in Australian society. The FACS (Family and Community Services) booklet (1995), defines domestic violence as follows: 'when a woman suffers persistent physical, verbal, economic or social abuse from her partner with the result that she suffers a sustained emotional and, or psychological effect.' Domestic violence is the most common form of assault in Australia today. However, it remains a hidden problem because it occurs within the privacy of the home and those involved are usually reluctant to speak out (Healey 1993).

Aproaches to learning †Theories of learning styles and learning strategies Essay

Kolb (1984), in introducing the idea of the experiential learning cycle and of learning styles, defines learning as the process whereby â€Å"knowledge is created through the transformation of expertise†. He suggests that ideas are not fixed but are formed and modified through current and past experiences. His learning cycle consists of four stages; completing each stage is important to improve learning in the next stage : Active Experimentation (The learner actively uses the theories formed and also tries them in new situations. The latter takes him back to the start of the cycle. ) – Concrete Experience (The learner is encouraged to become involved in new experiences. ) – Reflective Observation (The learner reflect on his experience from different perspective. Enough time and supportive feedback is helpful in this stage. ) – Abstract Conceptualisation (The learner forms ideas and logical theories. ) Of course, not everyone acts in the same way, some prefer considering all possible alternatives whilst others like trying out as much as possible. Hence, Kolb associated four learning styles with his learning cycle: the Converger, who applies ideas in a practical way, the Accommodator, who carries out plans and tasks involving him in new experiences, the Diverger, who has good imagination and ideas, and finally the Assimilator, who creates theoretical models. Kolb also points out that learning styles are not fixed personality traits but relatively stable patterns of behaviour. Based on Kolb’s model Honey and Mumford (1992) developed a similar model with new terms for Kolb’s learning preferences (Honey and Mumford terms in brackets): Active Experimentation (Activist) – Concrete Experience (Pragmatist) – Reflective Observation (Reflector) – Abstract Conceptualisation (Theorist) According to Honey and Mumford four learning styles can be distinguished: the Activist, the Pragmatist, the Reflector, and the Theorist: Activist’s strengths: – Acting quickly; interested in actually doing things – Putting ideas into action Activist’s weaknesses – Lack of planning and attention to detail – Unlikely to consider many alternatives Pragmatist’s strengths – Integrating theory and practice. – Testing things out to get correct solutions Pragmatist’s weaknesses – Lack of imagination – Impatient – Not interested in concepts and theories Reflector’s strengths: – Collecting data from variety of sources – Reflecting on experiences Reflector’s weaknesses: – Needs a lot of time before he is able to start – Dislike precise instructions Theorist’s strengths – Creating theoretical models – Paying attention to detail and systematic analysis Theorist’s weaknesses – Overcautious – Relies on logic and usually does not trust feelings – Needs a stated purpose. Honey and Mumford developed a Learning Styles Questionnaire to be used as a checklist to identify one’s learning preference. Kolb states the combination of all four learning forms produces the highest level of learning by allowing more powerful and adaptive forms of learning to emerge. But still, there is the danger of labelling people as ‘theorists’ or ‘pragmatists’ although most people exhibit more than one strong preference. To overcome this problem other theorists, e. g. Schmeck (1988) and Entwistle (1998), use the expression ‘learning strategy’ which also includes personal traits. According to them people can not be labelled because they usually react flexibly on learning, depending on the expected outcome: A student may read a book about the British history because he is actually interested in or because he needs to read it to pass an exam. Either way involves learning, but in the second case the student is unlikely to take notes about facts he is interested in but those the tutor may ask. Bibliography: Bendrey, M. et al (1996), Accounting and Finance in Business. London: Continuum. Cottrell, S. (2003) The Study Skills Handbook. New York: Palgrave Macmillian. Entwistle, N. (1998) Styles of Learning and Teaching. London: David Fulton Publishers. Brown, R. and Hawksley, B. (1996) Learning skills, studying styles and profiling. Dinton: Mark Allen Publishing. Honey, P. and Mumford, A. (1992) The manual of learning styles, Maidenhead: Peter Honey Publications Ltd. Honey, P. and Mumford, A. (2000) The learning styles helper’s guide. Maidenhead: Peter Honey Publications Ltd. Kolb, D. A. (1984) Experiential learning: experience as the source of learning and development. Englewood Cliffs, New Jersey: Prentice-Hall.

Archetypal Criticism In To Kill A Mockingbird Essay

Literary criticism is informed, written analysis, evaluation of a work of literature based on literary theory. One literary theory is archetypal criticism which discusses reoccurring symbols, themes, and situations that operate on universal scales that are easily recognized and understandable by the reader. In the novel To Kill a Mockingbird Harper Lee exhibits archetypal criticism. From the archetypes readers are able to understand the characters better and how their actions move the story along. Throughout the story, Harper Lee uses archetypes victim, mentor, and loss of innocence. The archetype victim is displayed in several characters. Tom Robinson is a victim of Maycomb’s prejudice when he was killed by prison guards, â€Å"They fired a†¦show more content†¦Scout and Jem have only heard rumors of Boo, prompting their curiosity to find out more, thus their actions lead to poking into Boo’s life on his property. Boo was falsely accused of being a monster, stabbing his father with scissors, all of which were gossip that spread like facts. The children and Maycomb itself blames Boo and secludes him based on rumors not experience. All in all Tom Robinson, Jem, and Boo displayed the victim archetype. The mentor archetype is shown in several characters. Mrs. Dubose was a mentor to Scout and Jem, as explained by Atticus when he said, â€Å"‘...I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand. It’s when you know youre licked before you begin but you begin anyway an d you see it through no matter what’† (Lee 128). Mrs. Dubose’s fight against her addiction teaches them that they did not know the true story and pain she felt when she was still alive. By fighting that pain and slowly breaking from it, she showed courage, something that the kids needed later. She could have taken the easy way out but her will was strong and she dealt with it until she overcame it. This experience prepared the kids for the trial where they would face greater pain but would need the ability to remain resilient against attacks. Additionally, Aunt Alexandra was a mentor to Scout when Scout composed herself like a true lady, â€Å"With my best company manners I asked her is sheShow MoreRelatedThe Ability Of A Classic Book879 Words   |  4 Pagesparadigmatic or prominent, for instance, books like Pride and Prejudice, To Kill a Mockingbird, Of Mice and Men and so forth, are listed in a list of great books. Either through an imprimatur or a readerâ⠂¬â„¢s opinion. Per Henrik Blidal, Casper Sylvest and Perter Wilson in ‘Classics of international Relations: Essays in criticism and appreciation’ they define a classic in five key ways; ‘the acknowledged or undisputed classic†, â€Å"the archetypal classic†, â€Å"the classic in the making†,† the overlooked classic† and