Ernest Hemingway Essay Example Pdf - Free Essay Example

Sample details Pages: 7 Words: 2178 Downloads: 10 Date added: 2017/06/26 Category Literature Essay Type Analytical essay Tags: Ernest Hemingway Essay Did you like this example? The theme of masculinity suggests itself as an obvious area of focus with Hemingways collection In Our Time, as these short stories and vignettes are explicitly concerned with men, male activities, male professions and traditionally masculine areas of human experience such as war, hunting and fighting. The collection is notable for its focus on male characters, most notably figures such as Nick Adams, and for the relative absence of women (indeed, Hemingway titled another of his short story collections Men Without Women). Where women do feature, it is often in a secondary or passive role, with the male characters in the story wielding power in the text and also providing the perspective of Hemingways narration. Don’t waste time! Our writers will create an original "Ernest Hemingway Essay Example Pdf" essay for you Create order This essay will argue that masculinity is a central theme in In Our Time, and moreover that much of the tension within the texts comes from the conflict between characters self-perceptions of their own masculinity and the reality of their masculine behaviour. Defining what masculinity means, both for themselves and in the context of other characters perceptions of them, is a central concern of Hemingways male protagonists in this collection, as in his oeuvre more generally (Fore, 2007). In the early story The Indian Camp and the vignette Chapter II, Hemingway presents women from the perspective of men: they are associated with children in general and with childbirth in particular. Notably, women are not given a voice in either of these stories; instead, they are seen from the perspective of men. As passive individuals whose primary role is to give birth, women in In Our Time are figured as secondary. Their lack of masculinity means a lack of driving force in the text, which instea d comes from male characters, male actions, and male interactions. Hemingway championed, in his fiction as well as in his life, the notion of the competent, masculine male; his motto on this subject was the masculine notion of grace under pressure (Durham, 1976). The ability to perform a task or job well is one that Hemingway values in his life and fiction, and in In Our Time we see this confident, competent male type embodied by Nick Adams father the doctor. In the story The Indian Camp, his visit to the camp is predicated on the notion that he is an extremely competent doctor, able as he notes to perform a caesarian with a jack knife and stitch it up afterwards. In this same story, the doctor can be contrasted with the Indian father who kills himself, thereby dichotomising the able male and the unable male and introducing another of Hemingways key themes: namely, suicide. That suicide in the text is no less gendered than professional competence is made evident in the exchange betw een Nick and his father which follows their leaving the Indian Camp: Do many men kill themselves, Daddy? Not very many, Nick. Do many women? Hardly ever. Dont they ever? Oh, yes. They do sometimes. (Hemingway, 1925, n.p.) The differences in the behaviour of men and women take on an almost anthropological quality in the gendered presentation of character in In Our Time. Men are explicitly figured as active, aggressive and macho in contrast to womens passivity. Whilst Hemingway of course nuances his presentation to include different types of men, and to suggest that there is more than one way of being masculine, there are recurrent themes which can be said to centre around the idea of violence. Men in the stories measure themselves and each other in terms of acts of violence. In the story The Doctor and the Doctors Wife, masculinity is presented as a form of awareness of ones own capacity to commit acts of violence. Dick Boultons very felicity as a male seems to depend on the a ccuracy of his awareness of his own masculinity: Dick Boulton looked at the doctor. Dick was a big man. He knew how big a man he was. He liked to get into fights. He was happy (Hemingway, 1925, n.p.). Violence, recognition of ones capacity to commit violence, and comfort in ones own power as a male, are here presented as key features of felicitous masculinity. By contrast, those male characters who are unhappy and who commit acts of violence against themselves (alcoholism, more literally suicide) are ones whose self-perceptions of their own masculinity do not accord with the reality, leading to what some critics have identified as the crisis of masculinity in Hemingways fiction (Hatten, 1993). The very title of the story The Doctor and the Doctors Wife contrasts the male and the female characters as Hemingway sees them: the Doctor is impulsive, angered, and takes the more cynical interpretation of his adversarys actions; by contrast, his wife is presented as pious, forgiving, and so mewhat naive in her reading of human motives. However, she is able to calm the doctor down and he goes outside to see Nick. Tellingly, however, Nick decides to go off with his father at the end of the story rather than go inside to see his mother. He tells his father he knows where there are black squirrels, and they set off to take part in that most male of activities: hunting. Ultimately, female piety and compassion only temper the masculine urges and drives in the story; it is masculinity which pervades as a theme, and violence or the potential for violence which is restored by the storys close. Hemingways presentation of masculinity must therefore be contrasted with his notions of femininity, and it can be noted that both are presented in terms of types. In In Our Time, the greatest type division is between men and women; within these divisions, there are sub-categories. Thus the short story Mr and Mrs Eliot presents the dichotomy of the male and female in its title, and th en proceeds in the story itself to break down this division further into different types. At no point, however, is it questioned that there are certain characteristics which can be considered exclusively or predominantly feminine, and those that can be considered masculine. Femininity and masculinity are not abstract notions but rather the locus of concrete differences in the text. Thus Mrs Eliot is presented in terms of stereotypes concerning her gender and geographical origins: Like all Southern women Mrs. Elliot disintegrated very quickly under sea sickness, travelling at night, and getting up too early in the morning (Hemingway, 1925, n.p.). This sentence is not a qualified presentation of an individual, but a stereotyping of all females from the South of the United States. This is typical of the way in which gender, masculinity and femininity, are presented in the texts: there are clear archetypes for human characteristics, and characters are presented as conforming to them or deviating from them. Implicit in the short story Mr and Mrs Eliot is a critique of the ways in which Mr Eliot departs from the ideal of masculinity presented in the collection more generally: he is a poet, he drinks white wine, he has not been with many women and he tries, unsuccessfully, to have a baby with his wife. Ultimately, he is emasculated and usurped from the marital bed and his role as a masculine impregnator of women: Mrs. Elliot and the girl friend now slept together in the big mediaeval bed. They had many a good cry together (Hemingway, 1925, n.p.). Instead, the bed becomes the site not of any female (lesbian) eroticism but instead of female communication and empathy: the women cry there together. This is presented as an antithesis to the idea of idealised masculinity, in which actions speak louder than words. In such a context, Mr Eliots being a poet, and dedicating his nights to writing verse and drinking white wine instead of more becoming masculine pursuits, can her e be read in a critical light as a satire on the modern man who departs from the traditional notion of masculinity as embodied in the collection by figures such as Nick Adams and his father. The story which perhaps most clearly presents the idealised model of masculinity, and the key notion of the potential difference between mens perceptions of themselves and the reality of their masculinity, is Big Two-Hearted River. Here, Nick Adams is presented as happily in an elemental, masculine state. Men are happy in Hemingway when they are doing an activity well, and here Nick Adams is presented as engaged in fishing the river, a feeling which he enjoys and an experience which he knows well. Hemingway explicitly presents this activity in physical terms; masculine behaviour is notable in the collection for being physically impressive and physically demanding, and the impression is of behaviour which is rewarding for men to the extent that it is physically draining. Thus Nick is happy in proportion to the degree to which he exerts himself: The road climbed steadily. It was hard work walking up-hill. His muscles ached and the day was hot, but Nick felt happy (Hemingway, 1925, n.p.). The pleasure of physical exertion is a defining theme of masculinity in this collection as well as in Hemingways writing more generally (Fore, 2007); it is seen in the context of a number of typically male activities, from fishing as in this story through to war, bullfighting and shooting (Vernon, 2002). The story also presents a key Hemingway theme in the context of masculinity: namely, male bonding and the ways in which men negotiate their own masculinity together. Much has been made of homoeroticism and suppressed homosexualities in Hemingways work as well as in his life (Blackmore, 1998; Cohen, 1995; Elliott, 1993; Fantina, 2004), but what is more obviously present here is the notion that masculinity is something which is negotiated between men, indirectly rather than directly. Thus N ick Adams measures his own masculinity alongside his old friend Hopkins, who is now presumably dead, drinking a tribute coffee to the man whom he bonded with and against whom he measured some elements of his own masculinity: Not the first cup. It should be straight Hopkins all the way. Hop deserved that. He was a very serious coffee drinker. He was the most serious man Nick had ever known. Not heavy, serious. That was a long time ago. (Hemingway, 1925, n.p.) Significantly, this male bonding is something which is negotiated indirectly, with intervening time and space coming between Nick and Hopkins. Even more significantly, Hemingway presents this masculine bonding indirectly, through the free indirect discourse of Nicks thoughts and reminiscences. This device allows Hemingway to present masculinity indirectly, and to emphasise in the nostalgia and pathos of this longer story the loss and pain that the masculine world of war creates (Clifford, 1994). Nick is not presented as having any direct contact with Hopkins, there is no quoting or speech, but instead Nick and the reader are obliged to experience this process of masculine connection from a distance, at a remove. To conclude, it is evident that masculinity is an extremely important theme in In Our Time. In particular, it allows for a dichotomy to be present in the texts between males as active, violent and powerful on the one hand, and women as passive, responsive and objectified on the other. Women are the subject of the male gaze, which is always seeking to define itself in terms of idealised masculinity. However, men also turn their gazes on themselves and each other, and it can be noted in conclusion that a central source of narrative tension in the text is the conflict between characters perceptions of their masculinity and the reality. This comes to the fore in relationship problems with women, but also in acts of violence and conflict between males, where the need to assert ones masculinity come s at the expense of denying another man the opportunity to fully exert his. The pathos of this disconnect between idealised masculinity and the harsh reality of many of his male characters existences is what gives to Hemingways collection In Our Time its unmistakably elegiac tone. References Blackmore, D. (1998). In New York itd mean I was a: Masculinity anxiety and period discourses of sexuality in The Sun Also Rises. The Hemingway Review, 18(1), 49. Clifford, S. P. (1994). Hemingways Fragmentary Novel: Readers Writing the Hero in In Our Time. The Hemingway Review, 13, 12-23. Cohen, P. F. (1995). I wont kiss you Ill send your English girl: homoerotic desire inA Farewell to Arms.. The Hemingway Review, 15(1), 42-54. Durham, P. (1976). Ernest Hemingways Grace under Pressure: The Western Code. The Pacific Historical Review, 425-432. Elliott, I. (1993). A farewell to arms and Hemingways crisis of masculine values. Lit: Literature Interpretation Theory, 4(4), 291-304. Fantina, R. (2004). Hemingways Masochism, Sodomy, and the Dominant Woman. The Hemingway Review, 23(1), 84-105. Fore, D. (2007). Life Unworthy of Life?: Masculinity, Disability, and Guilt in The Sun Also Rises. The Hemingway Review, 26(2), 74-88. Hatten, C. (1993). The Crisis of Masculin ity, Reified Desire, and Catherine Barkley in A Farewell to Arms. Journal of the History of Sexuality, 4(1), 76-98. Hemingway, E. (1925) In Our Time. New York: Simon and Schuster. Available online at scribd.com [accessed 3rd March 2016] at: https://www.scribd.com/read/236832081/In-Our-Time. Vernon, A. (2002). War, Gender, and Ernest Hemingway. The Hemingway Review, 22(1), 34-55.

Essay about Liberals vs Conservatives - 2228 Words

Liberals Vs Conservatives I would like to start by saying that I consider it to be a tragedy that this assignment is necessary. I can not believe that so many people in our class do not know the liberal and conservative views on some of the most basic topics. I by no means think that everyone should believe all of the things that I do, but at the very least they do need to know what both parties have to offer. They have obviously been voting solely on party lines and chose their side based on what their parents, people in their community, etc told them. They have in no way made any kind of informed decisions over the last 20 years of voting. I do however commend you for trying to get people to care more about these very basic but†¦show more content†¦The state governments could be spending those tax dollars on preventing crimes, education and rehabilitation, mental health treatment, meaningful victims services, and drug treatment programs, etc. On the topic of affirmative action the conservative view is basically that it should not exist. They believe that affirmative action has become reverse-discrimination and that it is not a solution for racism. They believe that it is unfair to use race as a factor in the selection process. They also think that people should be admitted to schools and hired for jobs based on their ability. The liberal view on affirmative action is that it is necessary. Due to prevalent racism in the past, minorities were deprived of the same education and employment opportunities as whites. We need to make up for that. Minorities still lag behind whites in all statistical measurements of success. It is sad that companies, schools, etc. need to be told to admit people of different races in as well as white people, but sadly America is still a racist society. Of course not every company or school is this way but too many are to have affirmative action taken out at this time. Also, the presence of minorities creates diversity.Show MoreRelatedConservatives v s. Liberals1353 Words   |  6 PagesConservatives vs. Liberals Conservatives are very supportive for individuals that are in the higher class, while liberals support the lower class individuals in society. Conservatives and Liberals have completely different views from one another. I personally favor liberalist views due to the fact they favor equality within our society. While conservatives feel as though within a society everyone should be responsible for themselves they don’t believe in aid to mankind. 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Improving socials skills Free Essays

string(61) " they care have the most well rounded students that I teach\." Social/Cultural: The child recognizes his/her parents as safe people. Environmental: Improving socials skills, developing friendships, Improving self-confidence, and aiding the care ever. Developmental: A central task of adolescence is to develop a sense of oneself as an autonomous individual. We will write a custom essay sample on Improving socials skills or any similar topic only for you Order Now The drive for such autonomy derives from the internal, biological processes marking the transition to a more adult role (puberty and increasing cognitive maturity) and from the shifts in social roles and expectations that accompany these underlying physiological and cognitive changes. Spiritual: It is difficult to identify the infant’s spiritual needs because of their limited ability to communicate on a linguistic level. However, positive experiences of love and affection, and a stimulating environment may foster aspects of spirituality such as hope and security in an Infant. Young children encompass the first three stages of Spiritual Development. Intellectual: This stage Is essential for determine the learning pattern of the child. This stage the child also learns problem solving skills. Emotional: Growing In a safe and happy environment Is also crucial for your child’s long-term development. The more exposure to these activities, the better developed Overall Reflection: A stage is a period of time, perhaps several years, during which a arson’s activities (at least in one broad domain) have certain characteristics in common† (Frederick Belittle, 2010). This model really says that people develop at different level and stages. Being a teacher I can agree with this theory. I can tell a change with 7th graders that I teach and see some maturity from the beginning of the year to the end of the year. In the incremental model development is seen as a change that is made gradually over time. This is a contrast to the stage model which views change as abrupt. (Frederick Belittle, 2010) Both the incremental and the ultrasonically model believe that change takes place more gradually and continuously. (Frederick Belittle, 2010) I think that the life wheel can help explain how as human throughout our lives we evolve over time throughout our lives. It also can show at different parts of our lives we focus on one or more aspects of the life wheel. Reference: Frederick, P. C. , Belittle, P. (2010). The life span: Human development for helping professions (3rd deed. ). Upper Saddle River, NJ: Pearson Education, Inc. Week Two: The Early Years: Physical: When a child is born they begin developing strength from large muscles to mall muscles. When children are young they need to do many activities to strengthen their large and small muscles. Something I realized is that muscle skill development and maintaining healthy body are essential in life later for reading, writing and math. Social/Cultural: In this stage the child develop a sense of self and a sense of belonging to a family. They begin interacting with other children and they also play in stages (playing alone, playing near others but not really playing with them, not wanting to share, playing and sharing, and playing with a purpose). This tag is also were the child also learn to respect the rights and feelings of others. Environmental: A child’s environment plays a big role in their development. Exposure to different forms of activities that exercise the analytical and creative sides of the brain are important. Developmental: (Week 1-3 only: Reflection may include characteristics of this stage) Spiritual: The pre-stage is infancy before language and conceptual thought. Sometime between two and seven a child enters intuitive/ projective faith marked by the rise of imagination, but lacks logic for questioning perceptions or fantasies. Next, children progress into mythic/literal faith. Here the child develops a way of dealing with the world and making meaning that now criticizes and evaluates the previous stage of imagination and fantasy. Intellectual: When a child is the brain is ready to learn and receive information. In essence the brain is like a computer, it has great potential for development. Having a great childhood greatly influences the way the child develops. Emotional: Doing this period the child will realize that the world does not revolve around them. They learn to trust and mistrust others. As toddlers, they become proud of things they accomplish and egging stating their opinions and desires. They also begin to learn to be away from to solve issues that may arise with others using words. They often control their angry and they learn that it is okay to make mistakes. Overall Reflection: After reading about development through the early years, I think that emotional and environmental developments are the most vital during this period. When we are first conceived the environment is the number factor influencing us. Pigged believed that the mind creates its own knowledge. â€Å"This constructivist stance takes the child to be an active artificial in the learning process, constantly seeking out and trying to make sense of new information. † (Frederick Belittle, 2010) If you look at it from this point of view this is where teachers play an important part in making things catch the attention of students and making it reach them. New research is becoming available often over infant memory and recognition (Frederick Belittle, 2010). This is true in the way that the environment plays a major role in the development process; children are a product of their environment. The belief and behaviors of children are passed down room generation to generation. There are several things that I find myself doing that both my mother and father do. I have read research that says expectant mothers that read to their infants while in the womb have smarter children. Erik Erickson believed that the early years of a child’s life were important to their emotional well-being (Frederick Belittle, 2010). He had stated that the child should be nurtured, loved, and handled well to grow into an optimistic well rounded person (Frederick Belittle, 2010) This is a very true being a teacher I see that the students that have parents hat are active and show that they care and support their child they care have the most well rounded students that I teach. You read "Improving socials skills" in category "Papers" While the students that have the parents that are focused on other things those students are not as much well rounded and willing to think outside of the box. Rebellions. (3rd deed. ). Upper Saddle River, NJ: Pearson Education, Inc. Week Three: Middle Childhood through Early Adolescence: Physical: During the middle years, the child’s growth rate is somewhat slower than in previous years, and certainly less rapid than the growth anticipated during adolescence. These changes contribute to the child’s growing sense of competence in relation to his physical abilities and enha nce his potential for participating in sports, dance, gymnastics, and other physical pursuits. Social/Cultural: A central task of adolescence is to develop a sense of oneself as an autonomous individual. The drive for such autonomy derives from the internal, biological processes marking the transition to a more adult role (puberty and increasing cognitive maturity) and from the shifts in social roles and expectations that accompany these underlying physiological and cognitive changes. Compared to children under age 10, teenagers re given new opportunities to experience independence outside of the home. They spend much more unsupervised time with peers which (compared to adult-child relationships) are relatively equal in terms of interpersonal power and authority. At by adults in the family, in school, and in community-based programs or activities. Environmental: The environmental changes that students experience as they move into middle-grade schools are particularly harmful in that they emphasize competition, social comparison, and self-assessment at a time when the adolescent’s focus on himself or herself is at its height. The Junior high school’s emphasis on discipline and teacher control, and its limited opportunities for student decision making, come at a time in development when adolescents are beginning to think of themselves as young adults who are becoming more responsible and deserve greater adult respect. A poor â€Å"fit† between the early adolescent and the classroom environment increases the risk of disengagement and school problems, especially for those early adolescents who were having difficulty succeeding in school academically prior to this school transition. Developmental: A central task of adolescence is to evolve a sense of oneself as an autonomous individual. The drive for such autonomy derives from the internal, biological processes marking the transition to a more adult role (puberty and increasing cognitive maturity) and from the shifts in social roles and expectations that accompany these underlying physiological and cognitive changes. Compared to children under age 10, teenagers are given new opportunities to experience independence outside of the home. They spend much more unsupervised time with peers which (compared to adult-child relationships) are relatively equal in terms of interpersonal power and authority. At the same time, forever, they continue to rely on the support and guidance offered by adults in the family, in school, and in community-based programs or activities. Spiritual: Part of the child’s development as an individual includes an emerging understanding of the life cycle?of birth, growth, aging, and death. There is an increasing awareness that life fits into a larger scheme of relationships among individuals, groups of people, other living creatures, and the earth itself. School-age children become keenly interested in these topics, especially when confronted with personal experiences such as the birth of a sibling or the death of a grandparent. As children experience these events and learn to view their personal encounters as part of a larger whole, families and communities provide important structure. They define value systems that provide children with basic principles and encourage them to examine their personal actions in light of their impact on those around them. Intellectual: The most important cognitive changes during early adolescence relate to the increasing ability of children to think abstractly, consider the hypothetical as well as the real, consider multiple dimensions of a problem at the same time, and reflect on themselves and on complicated problems. There is also a steady increase in the sophistication of children’s information-processing and learning skills, their knowledge of different subjects, their ability to apply their knowledge to new learning situations, and their awareness of their own strengths and weaknesses as learners. These higher-order cognitive abilities help adolescents regulate their learning and behavior better to accomplish more complicated and elaborate tasks. Emotional: Children in this period need both the freedom of personal expression and the structure of expectations and guidelines that they can understand and accept. Opportunities to interact with other hillier during this period without excessive adult interference is important, same time, children need to have positive interactions with adults, reinforcing their sense of self-esteem, self-worth, and belief in their capability of personal success Overall Reflection: Adolescence and middle childhood, although a time for exploration and the excitement of freedom and gaining maturity, is also a time of struggle when teens work endlessly to identify themselves and come to terms with forthcoming adulthood and separation from family (Berger, 2008). Changes in the intensity of peer relationships help the adolescents in self-discovery and surmount he difficulties of their heightened sense of self. Peer pressure supports the adolescent, although the choice of friends can be either a help or a hindrance depending on the interests of the peers. Adolescence is a time of self-centeredness and self-consciousness when peer pressure can be immense. As teens face social pressures that include experimentation with drugs and other substances, sexuality, and a changing perspective on relationships, their strong social network and the guidance of familial alliances are powerful relationships that mitigate stress during this time. These stages of development include significant changes physically, mentally, and emotionally. The choices made by individuals during these stages have both positive and negative consequences for the individual, his or her peers, and his or her families. Adolescence begins when a flood of hormones triggers puberty, usually between the age of 10 and 14. The release of sex-specific hormones of androgen’s and estrogen by the gonads produce physical and psychological changes. Maturation and increased efficiency of organs and muscles follow a major growth spurt (Berger, 2008). Berger, K. S. (2008). The developing person through the life span (7th deed. ). New York: Worth Week Four: Young to Middle Adulthood: Physical: In this stage young adults complete the process of physical maturation, usually attaining full adult height. Secondary sexual characteristics, such as size of penis and breasts, are completed. Your organs and systems are all operating at peak efficiency in young adulthood, roughly ages 21 to 39. Your body has grown, and your physical potential is set. You can take advantage of that by eating correctly and by working out to get stronger. This is the time in life when you can reach your peak physically. The growth spurt that came during puberty set the ground work for what you are capable of becoming as a young adult. Your body will respond to activities such as running, cardiac training, weight training and diet more predictably during young adulthood than it could when you were in puberty. Social/Cultural: Some of the social changes include divorce, changes in employment (either reaching the peak of career or being unemployable for being â€Å"overqualified†), caring for elderly relatives, and difference in parental responsibilities (either taking them on for later life parents or starting over for some empty nest parents). Arming their own families and invest little in post-secondary education. Doing this period the young adult moves out of their parents home and begin to start their own home. Leaving the parental home to establish one’s own residence, establishing financial independence, completing school, moving into full-time employment, getting married, and becoming a parent are considered key markers of adulthood (Booth, Grouter, and Shannon, 1999). Occupational (Week 4 and 5): During this stage young adults move into adult roles and responsibilities and may learn a trade, work, and/or pursue higher education. They identify career goals and prepare to achieve them. Spiritual: Intellectual: In this stage of life adults fully understand abstract concepts and are aware of consequences and personal limitations. Often times they secure their autonomy and build and test their decision making skills. Often they develop new skills, hobbies, and adult interests. Emotional: Doing this stage of life children become adults, they move into adult relationships with their parents. They begin to see their friends as a less important and begin to think for themselves. They are more empathetic and have greater intimacy skills. Carry some feelings of invincibility. Establish lasting self image and begin to feel self-worth. Overall Reflection: Middle adulthood is a complex time period that requires a multidimensional outlook to understand all of the processes and changes that are taking place. The many changes during middle adulthood include physical, cognitive and social differences. During middle adulthood biological and physical changes become apparent. During this time visual perception, hearing and the reproductive system decline. Adults who have never worn glasses or contact lenses may start needing visual correction. During this time adults may also need more light to see than their younger friends. However, the actual time when one is considered an adult varies from theorists to theorists and can range anywhere from 18 to 25 years of age (Frederick Belittle, 2010). There are also cognitive changes during middle adulthood. There is a mixed pattern of positive and negative changes in cognitive abilities. Processing speed starts to decrease during this time period however crystallized thought does not decline until older age Working memory begins to decline however semantic memory continues to increase as we learning throughout our older years. Theorists such as Chase, Erikson, Valiant, Elevations, Jung, Gould, and soon have all described stages or phases in life- task change (Frederick Belittle, 2010). Theorist have shown that all adults seem to go through the same stages of changes in middle adulthood (Frederick Belittle, 2010). Professionals. 3rd deed. ). Upper Saddle River, NJ:Pearson Education, Inc. Physical: Often times the person become less active and the health begin declining. Sometimes at this age you will find older people that are very active and in better shape than some of the younger adults. Social/Cultural: The person has friends that hey spend most of their time with and are very comfortable with the person that they are. Environmental: Often times at this age you will find older parents living at home with their students or either in a personal care home. Occupational (Week 4 and 5): Doing this stage in life the person has either retired from the career or Job. Sometimes you will find older adults retired but working part time to remain active in not settle with the end of life. Spiritual: Most older adults often face many losses as they age, so doing the lifetime they often turn to religion and to spirituality as ways to Andre their losses. A lot of older adults can often quote spirituals from the bible. Intellectual: Doing this stage the mind gets weaker. They become unable to react quickly, or solve puzzles quickly than they could when they were younger. They don’t think less, Just become slower Emotional: Sometimes in this age the older adult is faced with depression since they often have faced many losses be that from children, spouses, and/or friends. Overall Reflection: Erikson felt that much of life is preparing for the middle adulthood stage and the last stage is recovering from it. Perhaps that s because as older adults we can often look back on our lives with happiness and are content, feeling fulfilled with a deep sense that life has meaning and we’ve made a contribution to life, a feeling Erikson calls integrity. Our strength comes from a wisdom that the world is very large and we now have a detached concern for the whole of life, accepting death as the completion of life. Aging starts during the middle adult stage then it will continue to intensify until the person reaches the end. As aging progress, the body also progress, we slowly die as our neurons in the brain die, and our skins sag. Aging is inevitable it happens to everybody, we suggest that we should be happy up to the last day we live and not live in the stage of Erikson, which is the despair. Maintaining good health becomes more challenging with age, as the immune system becomes progressively less effective†¦ And as the cardiovascular, respiratory, and organ systems function less adequately’ (Frederick Belittle, 2010). On the other hand, some adults may reach this stage and despair at their experiences and perceived failures. They may fear death as they struggle to find a purpose to their lives, wondering â€Å"Was the trip worth it? Alternatively, they may feel they have all the answers (not unlike going back to adolescence) and end with a strong dogmatism that only their view has been correct. How to cite Improving socials skills, Papers

Essay Plan An Inspector Calls Example For Students

Essay Plan An Inspector Calls A man has to look after himself to make his own way- has to look after himself and this is Arthur Birling outlook on life both socially and in business. Arthur Birling also thinks that he is the man of the county, knowing everyone and everyones business, I was an alderman for years and lord mayor two years ago and im still on the Bench and he is informing to the inspector, who he has never met before that he is well known and that he has contacts. He doesnt want to involve Sheila or Mrs. Birling with the inspector because he thinks they are feeble and thinks that they cannot help with the matter as he thinks it is business and business is only a mans world. After he finds out about all the trouble in the family all he can think about is the reputation of the family and the business. Shed had a lot to say-far to much-so she had to go this accounts for Arthurs treatment of Eva Smith. At the end of the play when they all realize that the inspector was a phoney Mr. Birling just carries on as nothing had happened because all he was thinking about was his reputation and now that he was not a real inspector he thinks he has nothing to worry about but he doesnt think about Eva Smith or the death. Mrs. Birling is a very proscriptive woman who always clings to what she thinks is correct, maintaining the old social order. She gives over to the manners delicate sensibilities and that is what she sees in Eva Smith Im talking to the inspector now, if you dont mind she says this with forceful attitude, she also is very calm and she builds herself up for the inspector to come and knock her back with the truth, thinking that she has nothing to do with the death of Eva Smith, I dont see any particular reason why I should- she cannot see what she has to do with the death and Sheila warns her to stop please mother your just building yourself up like we all did and he will break it down like he did to all of us but Mrs. Birling wont listen to it and continues to fight the inspector explaining she has nothing to do with the death. Mrs. Birling is slightly oblivious beyond her own childrens lives, she didnt know anything about Erics drinking which he even drunk at home and she could not see it, with Sheila she did not know anything about her getting Eva fired. Go and look for the father of the child its his responsibility this is Mrs. Birling outlook of Eva Smith, when Eva smith came to Mrs. Birling for help this is how she reacted and told her and refused to help her, by Mrs. Birlings reaction you can guess that she does not know that Eric is the father of the unborn child. I did nothing wrong that im ashamed of or that wont bear investigation Mrs. Birling following this with I was just doing my duty you can start to realize that Mr. and Mrs. Birling are very alike and all they care about their reputation and their business. Mrs. Birling tries to put the blame on to the father, and Sheila tries to stop her as Sheila has worked out that Eric is the father but Mrs. Birling does not listen and carries on Its his responsibility find some steps to find this man and then make sure that he is compelled to confess in public his responsibility but of course when she finds out that the father is Eric she cannot agree with it and starts regretting on what she has been saying, I dont believe it, I wont believe it. But she was too stubborn to listen. .u009dc275c96a85d2e735bb837fe093b3 , .u009dc275c96a85d2e735bb837fe093b3 .postImageUrl , .u009dc275c96a85d2e735bb837fe093b3 .centered-text-area { min-height: 80px; position: relative; } .u009dc275c96a85d2e735bb837fe093b3 , .u009dc275c96a85d2e735bb837fe093b3:hover , .u009dc275c96a85d2e735bb837fe093b3:visited , .u009dc275c96a85d2e735bb837fe093b3:active { border:0!important; } .u009dc275c96a85d2e735bb837fe093b3 .clearfix:after { content: ""; display: table; clear: both; } .u009dc275c96a85d2e735bb837fe093b3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u009dc275c96a85d2e735bb837fe093b3:active , .u009dc275c96a85d2e735bb837fe093b3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u009dc275c96a85d2e735bb837fe093b3 .centered-text-area { width: 100%; position: relative ; } .u009dc275c96a85d2e735bb837fe093b3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u009dc275c96a85d2e735bb837fe093b3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u009dc275c96a85d2e735bb837fe093b3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u009dc275c96a85d2e735bb837fe093b3:hover .ctaButton { background-color: #34495E!important; } .u009dc275c96a85d2e735bb837fe093b3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u009dc275c96a85d2e735bb837fe093b3 .u009dc275c96a85d2e735bb837fe093b3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u009dc275c96a85d2e735bb837fe093b3:after { content: ""; display: block; clear: both; } READ: Anatoly Smeliansky EssaySheila Birling is a young woman, early twenties. She was involved in Eva Smiths death as she got her sacked from Milwards putting her out of a job. I couldnt be sorry for her this is an account for Sheilas treatment of Eva, Sheila was jealous of Eva because she was young, pretty and when Sheila put on a dress it looked awful on her but when Eva out it on it looked perfect. I behaved badly too. I know I did. Im ashamed of it Sheila realizes that she did wrong and that is her lesson she had learnt, but throughout the investigation she had learnt a few things, we all started like that- so confident, so pleased with ourselves until he began asking qu estions she Is trying to explain to her mother that if they build up a wall to protect themselves denying everything of the investigation then the inspector would just knock it down. Sheila is very wise as she knows whats coming and she had worked out everything like Gerald having the affair with her as soon as Gerald heard the name he reacted and Sheila saw how he reacted and started asking question and got him to admit to the inspector, she also picked up on Eric being the father trying to stop her mother saying all the things about finding the father and punishing him mother- stop stop and she is trying to explain to her mother but she would not listen. After they had realized that the inspector was an intruder everyone had stopped worrying but Sheila and Eric were the only ones thinking that there is still a dead girl they didnt care about there reputation all they cared about the death of this girl but that wont bring Eva smith back to life will it? But even after they completely found out there was no dead girl or inspector all Sheila could think about was the truth which had been spoken about that night, Gerald having an affair, Eric getting a poor girl pregnant, her getting Eva fired but again only her and Eric could think about but everyone else just kept thinking now they were all of the hook they can get back to normal again.