History Coursework – Arab Israeli Conflict

In 1948 the village of Deir Yassin was invaded by Jewish Irgun fighters. By noon on the same day they had killed everyone in the entire village – women and children included. There is no real proof about who is to blame for the Palestinian refugee problem. The reasons of the fight over Deir Yassin go back since the partition of Palestine. The partition meant that majority of the population, the Arabs, would get less land that the Jews. On the other hand, the Jews did not get Jerusalem, their homeland, included in their area. Both sides were unhappy about the land they were given, so they started to fight each other to get the land back. In December 1947 violence broke out between them and they grew more and more aggressive until massacre itself in April the next year. The Jews thought that if they committed the mass murder, they could gain back the land. Deir Yassin would have been an extremely important strategic point for whoever had control of it. This made the village more valuable to both the Arabs and Jews, which meant it was the centre for violence. The two sources are written about the same event but express the opinions of different people. Source A is a pamphlet produce by the PLO describing the Arab exodus form Palestine, and the Deir Yassin massacre. Source b is a statement made to the UN by Israel's foreign minister in 1961, expressing her view of the incident and the general exodus of Palestine. As source A is a pamphlet, it's obviously propaganda. It's heavily biased in the Palestinians point of view. It's advertising the fact that the Palestinians left Palestine because of their fear, and not on their own accord. It blames the whole refugee problem on Israel: â€Å"Thousands of Palestinians fled†¦ were prevented from returning to their home by Israel.† They had a fair argument because they were forced to leave in fear, as nobody would want to be slaughtered. As the source is directed towards the world to try and get international support, it is obviously exaggerated to make everything sound worse for the Arabs to generate sympathy for them: â€Å"In cold blood†Ã¢â‚¬ ¦ â€Å"Mutilating many of the bodies†. Before concluding, one must take into account the fact that the Palestinians do not tell both sides of the story. The source fails to mention the Infitada or â€Å"uprising†, which was the civil disobedience that grew in parts of Israel. It consisted of riots and protests led by Arabs. The Infitada happened before the source was written, so they have no excuse for not writing about it in the pamphlet. They did not want to include the other side f the story as this would lower the amount of sympathy gained by the Palestinians from the world. Also, the UN Resolution 242, which could have solved the refugee problems, and could also be to their advantage, wasn't mentioned. As well as this, the various terrorist acts committed before the source was written aren't included in the source, so anyone that reads this source will not think badly of the Palestinians. Although source B is written about the same event, it draws all the attention away from the massacre. As the source is a statement directed towards the UN, it only mentions the facts that Israel wants them to know. The main purpose was to convince the UN to take their side, and stop them from passing resolution 242 which was going to force Israel to withdraw from all their occupied territories. Mrs Meir brings all the attention away from the Jewish actions and tries to turn the argument around. She tries to convince the world that the massacre at Deir Yassin was committed by â€Å"Jewish Dissidents†, or crazy terrorists, not the Israeli government, and nothing to do with Golda Meir. The source cleverly accuses the Arab armies for the Arab refugees. It states the all that carried out aggression against Israel are responsible for the refugees. According to the source the Arab leaders who led the armies told all the Arabs living in Palestine to evacuate the country so the armies could get in, forcing them to live in refugee camps. As with the first PLO source, the writer of this purposely leaves out the earlier Israeli terrorist actions, such as the attacks on the King David hotel in Jerusalem. To conclude, the 2 sources are totally different. They differ in almost every way, and each source is extremely biased, the sources are not reliable at all, we can only use them to see individual opinions. Neither of the sources either have proof to support the opinions, for example source B tells us that the massacre was undertaken by people who had nothing to do with the government, but the Israelis have no evidence for this, so we have no reason to believe this. The sources give so diverse facts and opinions, it is impossible to draw conclusions about who is to blame for the refugee problem, we can only have our own opinion. GCSE COURSEWORK ASSIGNMENT MODERN WORLD STUDY: THE ARAB-ISRAELI CONFLICT Question 2 Although sources A-F include a lot of information, it is hard to analyze the sources to make the conclusion of who is to blame for the Palestinian refugee problems. Many of the sources are biased and don't give both sides to the story. The 6 sources give us lots of information concerning the opinions of the different sides, but when it comes to concluding and giving a fair opinion, it's almost impossible. We need to analyze each source for their efficiency, and asses them to find out their purpose and reliability. Source A gives us the Palestinian view of the Arab exodus from Palestine. It says that the Jews invaded the village of Deir Yassin, and then killed the entire population. It says that the thousands of Palestinians who fled Palestine in terror were prevented from returning to their own â€Å"homeland† by Israel. The source blames Israel for the refugee problem. Reading this source alone, one would believe that the entire refugee problem would be the fault of the Israelis, but the source is heavily biased and given in the Palestinian point of view. The source fails to mention a few major details which could help you conclude, such as the intifada that happened when the Palestinians started to fight back against the Israelis, and the various s terrorist attacks they made to try and get their land back. The main cause for the violence was the fact that the British forces left. Source B is written in a similar style as source A, but it is heavily biased and in the view of the Israelis, It is written about the same event, but blames the Palestinian Arabs for the whole refugee event. It basically says that the Arabs actually caused the whole refugee problem, and that the Jewish had nothing to do with it. They say that the massacre at Deir Yassin was committed by terrorists, and was nothing to do with the Jewish government. It says that the other Arab countries told the Palestinians to leave the country so the Arab forces could get in, which would mean that the Jews aren't responsible at all for the problem. As with the first source, there is no proof, so we can't believe what is said. Using these 2 sources, there's no conclusion we can come to as they both contradict each other. Source C is an article by an Irish journalist. It contradicts source B, saying that there were no orders at all, by the Arabs, to leave Palestine. This proves source B wrong, and it has proof. It says that there are records in the British museum which say that there was not a single order to evacuate Palestine. It says there were even appeals to stay put in Palestine, which contradicts source B. This source offers evidence and is reliable, and is obviously non-biased. It's hard to tell who caused the refugee when you have two sources telling you that the other is wrong. Source D is an extract from some comments made by Palestinian refugees. They tell us what work the UN did to stop the refugee problem. They say that they have refused homes and other forms of compensation because all they wanted was to be allowed to return to their homeland. This means that the Palestinians are responsible for keeping all the problems, and it's their own fault that they're living in camps. They are purposely being awkward, even though the UN is supporting them. This is an informative factual statement which is slightly biased in the Palestinians favour. Source E is written by the Israeli ambassador to the UN. The source states that if Palestinians settled elsewhere, the whole problem would stop. It is basically a confirmation to source D. This source pretty much proves that the Arabs are causing the refugee problem. The last source, F, is 2 photos. They say that the Arab was born in Jerusalem, but can't go back to live there. The Jew was not born in Palestine, but she can return there any time she wants. The Arab and the Jew can still say exactly the same thing20 years later, as their situations are exactly the same, nothing has changed. The source is defiantly not biased as it has the perspective of a Jew and an Arab. It doesn't explain the cause of the problem, but it tells us that the problem has not been solved yet. To conclude, these sources do not let you come to a conclusion. Source A contradicts source B, and source C contradicts source B. Sources D and E tell us that the Arabs didn't want compensation and acted awkwardly to annoy the UN, which contradicts source A again. With all the sources saying that others are wrong, and the lack of evidence for sources A, B and E, we cannot believe any of them, or come to any sort of agreement about who really is to blame for the refugee problem. We need more evidence and facts to come to a firm conclusion.

Being a Teenager

Being a teenager The teenage years are the years were you try to find out who you are. It’s the best period in life. But it’s also one of the hardest. By Frederik Handberg Hello I’m Frederik. I want to discuss the advantages and disadvantages of being a teenager. My opinion is that it’s hard to be a â€Å"normal† teenager in 2011. It can get confusing whit all the different situations you have to deal with. But there are also many great things when it comes to being a teenager.And I think that that is very important to remember when you’re young and sometimes can feel a bit down over things in life. I think that teenager’s opinions are being heard in the public space. But they are sometimes being neglected. Because people just think we are a bunch of confused minors. Many teenagers have an opinion to how the world and life should be. But we don’t get influence on the decisions which is taken. People still treat us like a child. And that can sometimes get quite annoying when we try to grow up.Many teenagers see the school as a place where they are forced to be during the day. But that isn’t my opinion. Of course it can be irritating sometimes to get up a rainy day and go to school. But I mostly see the school as a place where you meet your friends. And meet new people. Another thing that approximately all teenagers have wondered about, I think. Is their popularity among their friends in the class. Sometimes you can feel like a complete idiot. And other times feel like you can take on the whole world.When you grow up you will also see that you get more responsibility and control over your own life. Although you can feel that your parents are being more irritating and over protective. And you don’t always see your parent’s decisions as a good thing. I guess that is a part of being a teenager and grow up. Sometimes you believe that your parents only are there to make life miserable for you . And set limits for your growing expression. You sometimes feel that your parents must have forgotten how it was to be a teenager.But in the end I think that you will see that you’re parents only tried to take care of you. And do the best thing possible for you. I think our parents would show us even more confidence, if we managed to have a good relationship to them. It is also in the teenage years that you try to define who you are as a person. In other words, what your identity is. That’s why many teenagers try many different things in these years. That not always is thought through. But if we don’t try we won’t move us and develop us in life. Frederik Handberg, 488 words.

Class discussion you will identify wage and salary components of an Essay

Class discussion you will identify wage and salary components of an effective performance appraisal program - Essay Example parability Survey and stipulated that prior to conducting the wage and salary survey, â€Å"an analysis of the employee compensation system should be based on a thorough understanding of applicable regulations and exploration of the personnel policies and procedures, processes and expenditures supporting an agency’s compensation plan† (Center for Community Futures, n.d., p. 1). Then, the projected level of compensation should be explicitly determined and identified; in conjunction with the resources or funds of the organization. This would enable the decision-makers to gauge the capacities for making the necessary adjustments in pay scale, depending on the results of the wage and salary survey. It was emphasized that wage and salary surveys are tools which assist in maintaining â€Å"internal and external pay equity for employees† (Chapter 9: Managing Compensation, 2012, p. 34). As such, to conduct employer initiated wage and salary surveys, the following crucial steps and factors need to be considered: (1) the appropriate selection of key jobs to be surveyed; (2) a determination of the relevant labor market; (3) selecting organizations to compare current pay structure with; (4) deciding on the information that needs to be collected: wages, benefits, pay policies, and other pertinent data affecting wages and salaries; (5) effectively compiling and using the information that is collected; and finally, (6) determining the wage structure to be paid based on the payment goals that were originally set (Chapter 9: Managing Compensation, 2012, p. 36). For instance, there is the National Compensation Survey prepared by the Bureau of Labor Statistics which is an area-based survey and collects information based on geographic location; the number of establishments which are representative of each location; all occupations within the identified establishments that are included in the survey; and finally, the wage and benefits given in each occupation. As disclosed, the

Manage change task 3 Research Paper Example | Topics and Well Written Essays - 2000 words

Manage change task 3 - Research Paper Example The change includes installing new systems in the company and to also make drastic changes to the overall processes in a number of areas of the company. The need for change has been included in the following section. Need for Change: With the changing environment and the growing competition, there is a high need for the company to implement change. This will assist the company improve itself, as well as cater to the needs of the new clientele. During any crisis period, companies evaluate themselves and work towards improving their condition to help cope up with the changing environment and also to keep up the overall performance. Similarly, here the company has evaluated the environment and is focused on developing and improving the current position by improving its internal processes and overall working. Here this is a strategic step taken by the company to meet the competition and to also manage the financial crisis period effectively. SWOT Analysis: The company’s major stre ngth lies in the fact that it has a number of employees who are well versed and highly experienced in the field. Here it is important to note that the company has been performing well, which allows them to implement change in the current time of issue. The weakness of the company however is the lack of technical knowledge to keep up with the new clients. Here the company finds the clients systems very complicated and hence needs to follow the contract agreements. If the knowledge was a little higher here in this field, then the company could have equally participated and put down their agreement criteria as well. The threats that the company faces here is the lack of newer clients and also high competition that is being faced. Also, aspects like the uncertain future, together all these provide a major form of threat to the company. Also, in terms of the opportunities, the company has a wide range of opportunities to implement better systems and to work towards improving the overall processes of the company. Here although the period involves a low number of customers, this can be used to the company’s benefit and here the company can improve their own internal systems and processes. Cost Benefit Analysis: The company plans to implement a system for a total of approx. $60,000. Here the company is planning to spend on a system which has been found to be very un – friendly and has not received the best reviews (Buchan). The company is not only implementing a un – friendly system but is also risking the chances for high levels of resistance from the staff. Here implementing this system will lead the company to achieve the order for 1 million, however will led to loss of older employees who have been in the company for over twenty years. Barriers to Change and Minimization Strategy: There are a few barriers to change that might occur here in the case of the company: a) The employees will resist change, as the change involves the use of a new sys tem and the employees are not very computer savvy. Here to resolve this issue, the main steps that can be taken by the company is to develop a good training program to assist the employees learn the systems and also be more comfortable with the new processes. Another step that can be adopted by the company is to change the teams and to make the individuals with better computer knowledge to come into the team where the new system is being adopted. In order not to lose the older employees they can be given different

Business Decision Making Essay Example | Topics and Well Written Essays - 500 words

Business Decision Making - Essay Example Statistically speaking, there are two types of hypothesis namely, the null and the alternative hypotheses. During a statistical test, the null hypothesis is tested against the alternative hypothesis. It should be noted that "null" means nothing and that null hypothesis means that nothing is present (Hyperstat Online 2008). Statistical tests are conducted in order to test the viability of the null hypothesis. On the other hand, the alternative hypothesis is an alternative hypothesis which can be assumed if the null hypothesis is rejected. In the case of snack foods, hypothesis testing can be used in order to make business decisions. For example, the company is deciding whether to launch a healthier brand of corn chips to target weight watchers. After an intensive and extensive data gathering, the company wants to test if the introduction will have an impact in their current market share of 35%. Thus, they will need to conduct either one or two tailed test. A one-tailed test looks for an increase or decrease in the parameter under consideration while a two-tailed test looks for any change in the parameter. We will illustrate this further by applying the five steps in hypothesis testing. The first step in hypothesis testing is stating the null hypothesis. For both one and two tailed test, the null hypothesis that the market share will remain 35% can be stated as Ho: x = 36%.

Ethics across Europe Assignment Example | Topics and Well Written Essays - 250 words

Ethics across Europe - Assignment Example Any news promoting discrimination, conflicts is forbidden from publishing by both the countries. Respecting a person’s private life and refraining from fabricating the information for personal interests by journalists is stated by both countries’ ethical codes. The dissimilarities between the countries’ code of ethics for journalists are; while the Ukraine’s code for journalists clearly specifies that the names of the minors cannot be published while reporting a case concerned with them, there’s no such instruction in the UK’s ethics code. Also, the Ukraine’s ethical codes specifies that journalists need to be impartial while reporting court procedures and grants them no right to call a person criminal before an appropriate court verdict has been reached (Ethicnet 2008). This may be due to the fact that Ukraine may have witnessed such cases before where the journalists reporting had lead to distress and defamation to some innocent pers ons. Resulting which these specific ethics may have been introduced by the country. In broad terms, the ethical codes for the two countries are quite similar, the differences that were found are not very contradicting. Bibliography 1. Ethicnet 2008, Journalism Ethics, Code of Ethics of Ukraine Journalists, published online by: Department of Journalism & Mass communication FI-33014, University of Tampere, Finland.

Criminal Justice- Ethics Policy Term Paper Example | Topics and Well Written Essays - 1000 words

Criminal Justice- Ethics Policy - Term Paper Example The ethical policy of the criminal justice system is to be based on the values where the members of the Academy should respect the dignity, worth and rights of every individual – even though they are criminal. This should be the basis of the ethical policy that is to be established for the criminal justice agency. It is necessary to inculcate the actual meaning of ethics in the minds of the members of the agency in order to truly and ethically establish the ethical policies in the agency (Pollock 1998). It is highly necessary to first educate the members of the agency about the importance of ethics in criminal justice. I, as the Head of the criminal justice agency, will first educate my members of the agency about values and importance of ethics in criminal justice system before establishing the same. At the same time the local community and neighborhood watch program should also be considered. The best way is to involve the members of the International Association of Chiefs of Police (IACP), which has over 14000 members in 68 countries. The reason for utilizing them for drafting the document is that they make the most universally representative police association. The IACP always emphasizes the needs and importance of ethics training in law enforcement agencies. Hence there cannot anything better than them to draft the document. They are the most experienced and right people for this job (Souryal, 2010). There will at least a few members of this universal body be available who can take the lead in drafting the document. One aspect that is worth mentioning is incorporation of code of ethics outlining standards of professional conduct in the IACP rule making them the choice of drafting the document. As mentioned earlier the ethical code of conduct outlining the standards of professional in the IACP rule would be the biggest reference for drafting the ethical code document for the

Lesson 2 Student 1 DF Essay Example | Topics and Well Written Essays - 500 words

Lesson 2 Student 1 DF - Essay Example It is based on focused areas that have ‘triggered’ questions about practices and requires further research and investigation into whether there are better ways of doing some type of process or providing a solution (Titler, Kleiber, Steelman, Rakel, Budrea, Evertt & Good 2001). Changes are made from such research that shows strong evidence for making changes in clinical practices. This can include innovative approaches, provides cost-reducing measures, and evidence-based solutions which benefit both the medical field and the patients it serves. In using the Iowa Model, some of the improvements it has provided are in enteral tube feeding (ETF), sedation management, bowel sounds assessment after abdominal surgeries, verifying the placement of the nasogastric tube, and double gloving in the surgery room (Melnyk & Fineout-Overholt 2011; Titler et al., 2001). The model also is useful for administration, as you have noted, to encourage an open atmosphere for inquiry as well as providing funding for further testing of medical processes to ensure that the best is made available to both staff and patients. A committee is also formed to oversee the process of discovery and to authorize the change, if deemed essential through supporting data (Melnyk & Fineout-Overholt 2011). A pilot process is created whereby the new policy is implemented and then reviewed as to its success, including the need for adjustments as found during the pilot process. This ensures that a clinic, hospital or organization fits the process to its own particular identity so that it functions at an optimal level. It is well-known that many organizations in the medical field use the Iowa Model as a basis for making change, thus supporting its efficiency. Translating research into practice (TRIP) is also a component of the process in presenting first the pilot process and recording the variables at play which give cause for

Burberry Essay Example | Topics and Well Written Essays - 250 words

Burberry - Essay Example The presentation then focuses on the ‘soft strategies’. The company has initiated many new technology led measures to interact with their customers. This part of the presentation deals with Customer Relationship Management. Burberry hosts a fully choreographed live webcast. Emails are used. Internal website is used to ensure that internal customers are fully away of runway shows, editorial coverage and new store events. Travelling road shows are organized. Round table conferences are conducted with senior managers around the world. The company is dedicated on building an excellent brand image. She says that they want to be known as a brand that is simply great. For this purpose Burberry recruits likeminded people. Its employees are its customers also who buy their company’s products and love them intensely. The presentation then moves towards CRM again. The company has its own social media website. Burberry is followed by two million people on Facebook. There are live stream shows around the world. The highlight of CRM is organizing 25 events around the world and using a new Ipad based purchasing technology. Headquarter of Burberry is also state –of-the-art. The presentation then finishes by Angela saying that it is only 4 years since she and her team started their work and so ‘it is still early

Inerrancy of the Bible Essay Example for Free

Inerrancy of the Bible Essay The inerrancy of the word of God has a specific definition. This definition denotes that once all fact to which the Bible refers become known, it will be proved that the correct interpretation of the Bible is completely accurate. This inerrancy of the Bible carries through to all subsequent translations of the text, as long as they remain true to the original Greek and Hebrew texts. The Bible’s first claim to being an infallible text lies in the fact that it is the inspired word of God breathed from the Father directly into the minds of the books physical scribes. The Bible itself records this fact in 2 Timothy 3:16, and the fact that the scriptures are described as the breath of God demonstrates that they contain the level of integrity that God himself carries. This places them in the category of inerrant, as God is. Further evidence of the infallibility of the Scriptures can be found in the mosaic book of Deuteronomy, where the Israelites are shown how to distinguish the authentic word of God from fallible human texts. One of these distinguishing characteristics is the complete truthfulness of the Holy Scriptures. The words of Jesus himself also demonstrate the inerrancy of the scriptures. In the texts of Matthew 5: 17-20 one finds Christ declaring that even his coming does nothing to abolish the Scriptures. In fact, he swears that no part of the Scriptures shall ever be found to be unsound or untrustworthy. Within that same passage he says, â€Å"Until heaven and earth disappear, not the smallest letter, not the least stroke of a pen, will by any means disappear from the Law until everything is accomplished. † The text has indeed survived for many millennia, been translated into many languages, and has seen preservation through thousands of independently found copies that have supported the commonly read texts. Also, the fairly recent discovery of the Dead Sea Scrolls also serves to support the inerrancy of the text (Sailhamer, 2003). Furthermore, Christ also speaks of the punishment that will be meted out to those who break the law—as though demonstrating that the Scriptures are so inerrant and sovereign that they cannot endure anything that would contradict it. The Bible also equates the Son of God (indeed, God himself) with the Word, declaring that â€Å"the Word was God† (St. John 1:1). Since God is omniscient and omnipotent, if the Scriptures are equivalent to Him, then it follows that they too must be without flaw. Further on in the New Testament, Romans 15:4 tells us that â€Å"everything that was written in the past was written to teach us, so that through endurance and the encouragement of the Scriptures we might have hope. † The endurance of the Scriptures also refers to the fact that all the ideas presented within the word of God will last forever, regardless of what else fails on earth. The verse also says that the give hope, and this hope comes from the fact that people can always count on whatever is said in the Bible, as it is infallible. Other marks of the inerrancy of texts include the fulfilment of the prophecies that such texts contain, and the Bible itself contains many fulfilled prophecies that testify to this inerrancy. In the ninth chapter of Daniel, this prophet shares that it was through the Scriptures that he came to understand the length of the period in which Jerusalem would suffer desolation. This desolation was shown to actually have actually taken place in the year 587 B. C. during the time of the Babylonian captivity, and the span of this captivity was seventy years. Therefore, the Scripture again proves itself inerrant in this case. Within the New Testament one finds many occasions in which the Scriptures make certain it is known that prophecies were being fulfilled. In Luke 4, when Jesus went before the Jews in the synagogue, he reads from the book of Isaiah and then declares that the ancient Scripture was now fulfilled in the presence of the people. Other areas that support the Bible’s inerrancy come from the fact that the Bible is a historical text that agrees with other sources of the history of the Middle East during that historical period. The behavior and activities of such tribes/nations as the Babylonians, Assyrians, Persians, Greeks and many others have been recorded in other texts that corroborate the histories put forth in the Bible. Even the history of the Israelites as well as the accuracy of the layout of the Biblical lands has been proven in many archaeological digs and scientific research (Sailhamer, 2003). These things also support the inerrancy of the Bible. Reference The NIV Study Bible. (1985). Grand Rapids: Zondervan. Sailhamer, J. H. (2005). â€Å"Israel’s Messiah in the Bible and the Dead Sea Scrolls. † Journal of the Evangelical Theological Society. December.

Tackling Low Level Disruption in the Classroom

Tackling Low Level Disruption in the Classroom Hina Kamal Adham Introduction: It is a harsh fact that emerging numbers of children in the United Kingdom show disrupting, or expressing behaviour (also referred to as antisocial, challenging, defiant, noncompliant, aggressive, and acting-out behaviour), beyond the infrequent negligible incidents typical of most children throughout the usual progression of their development. Such behaviour has become one of the most unyielding concerns in schools (Bullock, Reilly, Donahue, 1983; Evans Evans, 1985; Hranitz Eddowes, 1990).There are implications when schools fail to prepare for behaviour disorders in secondary schools. Emotional behaviour disorder, aggression, defiance and disruption are most common reasons why students dont do well in school. One of the biggest challenges facing the classroom today is the on-going need to address problem behaviour (Calvin, 2010), according to Cowley(2001) one of the most essential characteristics of a good teacher is the ability to manage good behaviour, so that effective learnin g takes place . This vital aspiration can be generated of learning, if we can get children to focus, to have self-discipline, to behave themselves. In this essay I will discuss low level disruptions (LLD) as classified by Capel (2009) . What are the most effective strategies for combatting low level disruption? The YouGov investigations indicate that pupils are theoretically behind up to an hour of education every day in English schools because of this kind of distraction in classrooms. This is comparable to 38 days of learning lost each year. An enormous number of pupils, therefore, are being denied a major amount of valuable learning time. Typical features of this type of behaviour comprise pupils: talking pointlessly or conversing; calling out without authorization; being sluggish to start work or track rules; presenting an absence of esteem for each other and staff; not bringing the correct apparatus; using mobile devices improperly (Ofsted, 2014). According to Bennett (2011) this is anything that slows down the flow of your lesson without actually blowing it out of the water. School X has a very strict behaviour policy and it is maintained throughout the school, and it was proved during observation of high sets classes that pupils were engaged and there were very minor behaviour problems. However, low level disruption was observed in year 9 bottom set class, which was mostly disrupted by three students and followed by other students. This bottom set class is doing Higher GCSE curriculum, which is very challenging for them and with this LLD in the class on constant basis, will not help them to learn and progress. Therefore, I decided to do my research on this class as it is very important to diffuse this LLD for better learning and teaching[M1]. The strategies I have decided to apply in this class are reminding routines and providing starters as soon as they enter the class, moving around the class and providing worksheets during lesson. Research questions and sub questions: What are the most effective strategies for combatting low level disruption? How can reminding the class routines and starters best be used to engage pupils? How worksheets can help to engage pupils? How moving around the classroom can help pupils to remain on task? Focus: The main focus of this essay will be observing low level disruptive behaviour occurring in classrooms and how this has effect on learning also on the teacher. In addition the importance of this observation is to discover the successful strategies that defuse LLD in classrooms and applying to my own teaching and observe how effective those strategies are during my lesson which can be shared to make future decisions based on data collected during this research. A case study will be formed to examine the approaches I can practise to reduce the level of LLD. This case study will involve around using different strategies to diffuse LLD and see which method is most effective diffusing low level disruption. It is clearly shown that teachers use different ways of handling unacceptable behaviours therefore doing a case study at the ways they handle this to sustain good effective lesson will be done. Also, there will be different types of LLD behaviour which will be considered as well. Information will be gathered by creating questionnaires and focus groups with the students. Observation will be based on year 9 set 4 who I will be teaching, to gather a combination of LLD behaviours that occurs. This will take place using each technique in each lesson so that defined data can be collected and then compared. Observations will be taken by same teacher to avoid biased data. This will be collected using a tally chart which will then be transferred to give pictorial demonstration as graphs and bar charts. Research Plan There are many different approaches that can be employed when collecting data. According to Walliman (2010) data is divided into two categories; qualitative and quantitative data. Qualitative data is grounded on understanding opinion of others, to describe a problem and develop into an approach. Qualitative depends on cautious description of the meaning of words, the progress of concepts and variables and plotting the relationships between these. Concepts such as Peoples judgement, feeling of comfort, emotions, ideas, beliefs etc. can only be described in words. Common data collections used are in-depth interviews, focus groups, literary texts, historical records or observations. Qualitative data rely on human interpretation and evaluation and cannot be objectively measured in a typical way. Checks on consistency and extensiveness of qualitative data can be completed by referring a range of source of data relating to same event, called as triangulation (Walliman, 2010). It is the ins ights rather than statistical perceptions of the world (Bell, 2005). Quantitative research can be measured more precisely because it comprises some form of extent, usually expressed in numbers. Mathematical procedures can be used to analyse the data (Walliman, 2010) and according to Bell (2005) can be used to study the relationship of one set of facts with another. These can be mostly simple such as amounts or percentages or further sophisticated, such as statistical trials or scientific models. Examples of this type of collection are surveys and questionnaires (Walliman,2010). My analysis will be centred on using qualitative and quantitative methodology in order to observe and accumulate data to produce effective conclusion. The investigation will be carried out through the school that I am currently in to observe and gather data for producing the outcomes. The predominant methodology in this research is a blend of case study and action research. Case study surpasses at taking us to knowledge of an intricate matter or object and can spread understanding or add strength to what is previously known through former research. This research is also based on action research, as it is an experiment that if the desirable approach when applied shows any outcome. Action research should be reflected as a way of life in the classroom. As an insightful specialist it can be observed what occurs in the class and then classify a problem that needs to be addressed (Brown, 2015). The key features of action research comprise its combined nature, its open approach to power and teaching in the research practice, and its importance on taking action on a matter. The widespread cooperation between investigators and associates in action research must spread through each phase of investigation, from recognizing the problem to propagating the outcomes (BMJ, 2008). If the conclusions show a change in behaviour in-favour of the research question there is the possibility of offending the current practice of other teachers (Bell and Waters, 2014) Case study will provide useful insightful information about Low level disruption and why it occurs bearing in mind three probable features that may subsidise; beginning of the lesson with class routines reminded and starters; using worksheets in middle of lesson; moving around the class to help students to stay on task. Case studies are advantageous when considering directly at cause and result especially when the investigator has partial control of events that occur during a study (Cohen, Manion and Morrison, 2011). After consulting relevant literature, I will then formulate an approach or intervention, which I will carry out in my classroom. Therefore, I will use action research and work with this intervention and I will reflect and reconsider its effectiveness and impact and the cycle can start again. For a practice-based investigation I may go through several sets or complete one set only. The advantage of the action research is that it naturally develops from your teaching pract ice and that it addresses real issues within your classroom. Typical criticism of action researches would be that they are not rigorous or systematic enough. I aim to produce better learning and reduce LLD, based on initial observations by manipulating pupils experiences such as getting on with starter, using worksheets to engage them, moving around the class so that stay on task. To avoid biased results, Mr A will be observing the lesson. The data will be taken in form of tally table where different types of LLD behaviour will be monitored and noted. The different types of LLD include taking, calling out, slow at working, not bringing the right equipment, taping, throwing objects, walking across the room, using mobile devices, giggling or laughing. The data collected during different lessons using different strategies to control LLD, for example data collected when teacher is moving around the class and when teacher is not moving around the class, from this examination it will then be converted into graphical demonstration, analysed and further evaluated and compared to be able to answer the difference that how these strategies are combatting LLD. Although observations can provide you vast amount of data, but many errors can occur during observations, one of the main error can occur due to the presence of observer, students can act differently or observer can be biased, therefore despite the many advantages of the case study procedure, it has limitation mainly due to subjectivity by the researcher therefore I will need to bear in mind this when carrying out the results. Along with the case study, questionnaires will be produced for students to answer. Using this method, I will be able to gather data from their viewpoint on how well they think teacher manages the class especially when LLD behaviours are prompted. This is also to know their point of view that how they feel when these techniques are used in class to diffuse LLD. Questionnaires permits data to be congregated into numerical arrangement as the questions are more inflexible as the respondent can only select from customised set of answers you have given. This procedure is a fast way to gather data and more unbiased; its easy to analyse and they are quick for respondent to answer. However, there are some disadvantages for instance, if people are not interested in the topic they will respond skewing the sample, or they will ignore some questions. When formulating the questions, it is significant to plan them to help answer the research question in mind. Focus group will be generated for the s tudents. Focus groups also called as group discussions an effective and reliable technique for accumulating data. The focussed groups will be used to ask the students questions regarding their own perceptions of LLD, what do they think of strategies used to diffuse LLD, how often LLD occurs in their classroom also how well they think the strategies used can help to concentrate more and do well during lesson. Focus groups are advantageous as it delivers rich information that can highlight issues not previously considered as Wilson (2009) claimed. Therefore, using questionnaires and focus groups it will verify the data collected during observation[M2]. Ethical Considerations It is important to consider ethical consideration, when a research is performed and it requires involvement of people. The ethical considerations implemented are the framework formed by Cohen, Manion and Morrisons (2004). It is ensured in this research that there is enough data to draw into conclusions with evidence. There is no name and identity revealed in this research, which is very important. The purpose and procedures of research have been informed to the teachers and the students, providing them with full details that what is being looked into. Concern was made into how the research would be beneficial for school rather than being risky as all ethical characteristics have been reflected. Additionally the investigation can be favourable to teachers with respect to how to handle LLD in classrooms. Any debatable concerns that may arise will be measured with great thoughtfulness as the research will be unbiased as possible. Every teacher handles LLD using their own strategies, hen ce it is expected some will vary to control and disregard this. Everything will be kept anonymous to avoid insecurity from teachers on their ability of handling LLD. The way this research has been designed and will conduct, very careful though has been taken into account, to keep it as objective as possible[M3]. Outcomes: Figure (1) shows the bar chart of two different lessons of same class started differently, blue bar shows the data collected when class routines were not reminded to class before entering the class and no starter on board, grey bars shows the data collected when students were reminded of class routines and starter was already on board. The systematic observation results are quite evident, and show the relation between the beginnings of two lessons. When no routines were reminded and no starter was on board they were less prepared, they didnt take out books and equipments straight away as they entered the class, they lost concentration and were not ready to learn, therefore low level disruption was triggered straight away as there was no structure in place as compared to the results when students were reminded of clear routines as soon as they entered the class and starter was already on board for them to get started with work. Figure (2) shows the graphical representation of questionnaire results from students during the lesson when no routines were reminded to them while entering the class and no starter was on the board. 21.6% students agreed and strongly agreed that they learned a lot in the lesson, they felt challenged in the lesson, and they worked well in the lesson, however 32% disagreed and strongly disagreed with the above statements. 30% students agreed that they felt distracted during lesson and only 25% students disagreed. 20% of students manage to finish work. Figure (3) shows the graphical representation of the results of questionnaire completed by students. The bar chart shows that 35% of students agreed and strongly agreed that they learned a lot in that lesson, felt challenged and worked well in the lesson and 18% students disagreed with the statements. 12.5% students agreed and 37.5% disagreed that they got distracted in the lesson. Hence if the two results of figure 2 and 3 are analysed and compared, it can be seen clearly how effective reminding routines and displaying starter at the beginning of the class, if the starter is already on the board for students it challenges students energy. Lastly during focussed groups, students answered about how they feel when routines were reminded, their answers matched to the data collected through observations and questionnaires, they felt reminded that they are in the class and they should be ready to do work, similarly they thought when the starter is not on the board they dont feel challenged and focussed as they dont know exactly what to do. Figure (4) shows the mathematical representation of two sets of data collected in two different lessons of same class, blue bars shows the data collected when there was no movement in the class and teacher stood by the board while students were given a task. The systematic data is very clear and shows the difference that how LLD changes when teacher is moving around the class, which show how teachers presence is influential. If teachers remain still at the front of class students can easily get distracted and it can be seen from the bar chart that many students were talking and were off-task. When teachers move around and talk to students about their task, it helps them to remain on task and focussed. Figure (5) shows the graphical representation of the results of questionnaire from students during the lesson when teacher was not moving around the class and was standing at front of the class. 21% of students felt they learned a lot, they felt challenged and they worked well during the lesson. 30% of students felt distracted and 20% disagreed that they felt distracted during lesson. Only 15% of students finished all work and 40% disagreed that they managed to finish their work. Figure (6) shows the graphical representation of questionnaire results during the lesson when teacher was moving around the class to check students work and to help them. 31% students agreed and strongly agreed that they learned a lot, they felt challenged and worked well during this lesson. 20% students felt distracted and 30% disagreed that they felt distracted. 28% students finished all their work and 22% students disagreed that they managed to finish their work during this lesson. The outcomes between two situations can be compared and analysed, there is a difference of 10% of students better learning and less distraction when teacher was moving around the classroom and these results relate to observations taken in figure 4. It shows very clearly that when teacher moves around the classroom, students remain focussed and stay on task and ask questions, teachers spot common mistakes made by students and it helps teachers as well to assess them during this time. Hence it can be evaluated by focus group answers, when teacher is standing at front of the classroom, students dont work and get a chance to talk to their peers, whereas when teacher is moving in the class, they feel focussed and try to get engaged, and added that sometimes they feel shy to ask questions and if the teacher is moving around, its easier for them to ask questions. Figure (7) shows the mathematical representation of the data collected from two lessons of same class, blue bars shows the data when there were no worksheets used between the lesson and grey bars shows the data when worksheets are used in the lesson. It is evident that the LLD is much lower when worksheets are used in the class, especially for low set classes as they get distracted by looking at the board for a longer time, also it causes less anxiety for struggling students, and they feel successful repeating over and over again. When there are no worksheets, sometimes students find it boring and nothing different been done in the class[M4]. Figure (8) shows the results of the questionnaire requested by students to answer after lesson when No worksheets were provided during lesson. The data collected shows that 21.6% students strongly agreed and agreed that they learned a lot, felt challenged, and worked well this lesson; however 28.3% students disagreed and strongly disagreed about these statements. 30% students agreed and strongly agreed that they felt distracted this lesson and 22.5% disagreed and strongly disagreed. 20% students agreed that they finished their work and 30% disagreed that they finished their work. Figure (9) shows the results of questionnaires from students when worksheets were provided to students during the lesson. The graphical representation shows clear results that students learned better when they were provided worksheets during lesson. 32.5% students strongly agreed and agreed that they learned a lot, they felt challenged and they worked well. 22.5% agreed that they felt distracted and 25% disagreed and strongly disagreed that they felt distracted. 30% of students agreed that they finished all their work and 20% students disagreed that they finished their work[M5]. The data between two different situations can be compared and it shows a clear result that only 21.6% students were concentrated during lesson when no worksheets were provided as compared to 32.5% students learned a lot during the lesson when the strategy was applied to diffuse LLD and worksheets were given to students, 22.5% students agreed that they felt distracted during that lesson as compared to 30% students who agreed that they felt distracted during lesson when there were no worksheets provided. This analysis shows that the strategy to diffuse LLD using worksheets is very effective and especially for lower ability sets who gets uninterested and disengaged by the middle of the lesson[M6]. Results of providing worksheets in the class can be triangulated by students focus group feedback, where they responded that it gets boring for them to see the board and copy questions from there, and they lose attentiveness, if worksheets are provided they feel focussed[M7]. Conclusion: The first investigation carried out to diffuse LLD was reminding routines to the class and starter on board or ready for them to hand over, to conclude it is essential to point out the reality showed during a controlled and disciplined approach, shows from all three methodologies by observations(case study), questionnaires and focus group with a group of students that the LLD was massively reduced, as reminding routines fairly worked as it reminded students that they are in a learning environment, same as setting up the starter reduced all sort of LLD, students felt that they managed to [M8]do work well when they are given a direction as soon as they enter the class and they have work from previous lessons as starter, it keeps them enthusiastic about the lesson and focussed. Similarly, second investigation carried out was The effects on learning when teacher moves around the classroom, the results drawn and analysed shows clear and positive outcome of this defined strategy that there was less LLD during the class, quantitative and qualitative both results conclude that it is an effective strategy whereas when the teacher was not moving during the lesson, students were disengaged and LLD was higher, students took advantage that teacher is not looking at their work so they can either talk or remain quiet and stay off-task. It was also proved while I was moving around and checking their books, students were trying to solve questions and focused as they knew teacher is present in the class and checking their progress[M9]. Third investigation carried out was How providing worksheets can help to reduce LLD. At first observations and questionnaires were carried out when no worksheets were provided during lesson and questions were displayed on board, it was quite evident that they got disengaged and lost concentration copying questions from board, it can be the effect of seating of this class too as this class seating is they all sit in one columned desk and they find it difficult to look at the board for 60 minutes. Clear indications from observations, questionnaires result and lastly focus groups shows that student learn better if they receive a worksheet, as they are only focussed on the worksheet and not moving their head around and get distracted[M10]. The strategies applied to diffuse LLD shows clear results in improvement of behaviour, however for each strategy only one lesson was observed due to time constraint, which can give biased results, and students were informed that a research is taking place, and their behaviour could have been altered as defined by Hawthorne effect. Other than this human errors can occur while taking data and topic of lesson can affect these factors too as this is a lower ability class and doing higher GCSE, some topics are challenging and harder for the class to remain focus on. Therefore, the results are inconclusive, as there was no repetition of observations and the conditions of the class was not same throughout[M11]. Ways Forward: This research has proved that to minimize or diffuse LLD in low ability classes: Students should be reminded routines of the class as they enter the class. Students can be anxious when they do not know what is going to happen during the day, students needs to be reminded and explained what are the expectations and what is going to happen during the lesson. Prepare starter and display on board or hand in to students as they enter the class, this is a basic one but it allows teachers to challenge students energy, setting out resources, finding papers and setting up the classroom while students wait only encourages LLD. Move around the classroom while students are given a task, teachers presence is extremely important and powerful. Moving around the class helps students to stay on task and not to get distracted. Talking to them about their task giving them deadlines can help to reduce LLD. Provide worksheets for the lesson, as it helps especially lower ability groups to stay focussed, as students lose concentration easily copying questions from board and lesson becomes boring for them, as moving around their head encourages to see around and talk to their peers rather than concentrating on the task. As discussed in conclusion, to draw more reliable and successful understanding of this research, further investigations have to be supported in the following way. Each strategy used to minimise LLD, would have to be repeated, so that more accurate and wide data can be drawn, so that the degree of accuracy is higher. Students will not act or be conscious about the research and will be more comfortable in the research environment. This study should take place on a wider range and research should be carried out with different year groups and different abilities. Recording a lesson is another way to make data more reliable, as there will be no biased results or human errors involved. The following research can help other teachers and the school, in order to maintain better learning of pupils and minimising LLD[M12]. References: Bullock, L., Rielly, T., Donahue, C. (1983), School violence and what teachers can do about it. Contemporary Education,55(1), 40-43. Colvin, G. (2010) Defusing Disruptive Behaviour in the Classroom, California: SAGE Cowley, S. 2001, Getting the buggers to behave, Continuum, London. Capel, Leask and Turner. (2001). Learning and Teaching in the Secondary School. A companion to School Experience. London. RoutledgeFalmer. Ofsted(2014) Below the radar: low-level disruption in the countrys classrooms ,[Online], Available: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/379249/Below_20the_20radar_20-_20low-level_20disruption_20in_20the_20country_E2_80_99s_20classrooms.pdf [september,2014] Bennett, T. (2011) Behaviour Low Level Disruption, [online], Available: http://www.tes.co.uk/article.aspx?storyCode=6087267 [19/12/2013] Walliman, Nicholas. The Basics : Research Methods: The Basics : The Basics (1). Florence, US: Routledge, 2010. ProQuest ebrary. Web. 12 November 2016. Brown, Nicole. (2015)Action research or Case study.[Online],Available: http://www.nicole-brown.co.uk/action-research-or-case-study/ BMJ 2008;337:a567 Bell, J. and Waters, S. (2014). Doing Your Research Project. 6th ed. England: McGraw Hill Education Cohen, L. Manion, L. and Morrison, K. (2011). Research Methods In Education. 7th ed. London: Routledge. Lawrence, T(2013). 10 ways to deal with Low Level distruption,[online], Available: https://www.theguardian.com/teacher-network/teacher-blog/2013/may/21/classroom-disruption-top-tips [M1]Good to see that you have used sources and you build a good context. This is sufficient but EBI you have focused on some detail here on particular strategies. (i.e. given that starters is a strategy you look at could you have used the lecture where start the lesson before the lesson was considered?) [M2]Good, this part is sourced well, you understand some important methodology concepts and have built a reasonably clear plan. <

The Power And The Glory :: essays research papers

As countless people in a third world country fall to the ravages of poverty and disease, a single woman fights to make a difference. Living a spartan life, through conditions far from humane, she helps those who are poor, suffering and sick, with total disregard for her own personal comfort. One might say that this woman is a saint and for many she already is. Her selfless abandon to help those in need makes her virtuous to a heroic degree. Her name is Mother Theresa. By stark contrast, the whisky priest can hardly be classified as a saint. A saint is an individual remarkably free from human weaknesses. The whisky priest however, is the incarnate of human failings: a sinner.   Ã‚  Ã‚  Ã‚  Ã‚  Priests are respected members of their communities and should exemplify what it is to be a Christian. They are model citizens who practice the teachings of Christ and take on the responsibilities of their title. Under the circumstances of an anti-clerical purge in the southern states of Mexico, it is understandable that the whiskey priest is unable to perform all of his priestly duties for fear of his life. To survive, he must lie, cheat and steal to avoid the law. These tactics however, are not new to him. Even before the purge, he is a priest that is hardly good and honest. By requiring a fee for services such as baptism, at a price of two pesos a head, he is no better that the common thief. Families that can hardly put food on the table are asked to pay for a service that should be given, not sold. The fees for his services are most often directed to luxuries such as brandy, his personal favorite.   Ã‚  Ã‚  Ã‚  Ã‚  As a man whose calling is to serve the people, the whisky priest does nothing but serve himself. When the villagers ask the priest to hear their confessions, he unwillingly complies. He is compelled only by his sense of duty and angrily responds, 'Oh let them come. Let them all come, I am your servant.'; (p. 45) He begins to weep not for their sins, but in pity for himself. He does not perform his tasks graciously but feels that they are a chore imposed on him. A priest's duties are not to himself but to God and his neighbours. When the whisky priest prays, it is only for his daughter and no one else. The Power And The Glory :: essays research papers As countless people in a third world country fall to the ravages of poverty and disease, a single woman fights to make a difference. Living a spartan life, through conditions far from humane, she helps those who are poor, suffering and sick, with total disregard for her own personal comfort. One might say that this woman is a saint and for many she already is. Her selfless abandon to help those in need makes her virtuous to a heroic degree. Her name is Mother Theresa. By stark contrast, the whisky priest can hardly be classified as a saint. A saint is an individual remarkably free from human weaknesses. The whisky priest however, is the incarnate of human failings: a sinner.   Ã‚  Ã‚  Ã‚  Ã‚  Priests are respected members of their communities and should exemplify what it is to be a Christian. They are model citizens who practice the teachings of Christ and take on the responsibilities of their title. Under the circumstances of an anti-clerical purge in the southern states of Mexico, it is understandable that the whiskey priest is unable to perform all of his priestly duties for fear of his life. To survive, he must lie, cheat and steal to avoid the law. These tactics however, are not new to him. Even before the purge, he is a priest that is hardly good and honest. By requiring a fee for services such as baptism, at a price of two pesos a head, he is no better that the common thief. Families that can hardly put food on the table are asked to pay for a service that should be given, not sold. The fees for his services are most often directed to luxuries such as brandy, his personal favorite.   Ã‚  Ã‚  Ã‚  Ã‚  As a man whose calling is to serve the people, the whisky priest does nothing but serve himself. When the villagers ask the priest to hear their confessions, he unwillingly complies. He is compelled only by his sense of duty and angrily responds, 'Oh let them come. Let them all come, I am your servant.'; (p. 45) He begins to weep not for their sins, but in pity for himself. He does not perform his tasks graciously but feels that they are a chore imposed on him. A priest's duties are not to himself but to God and his neighbours. When the whisky priest prays, it is only for his daughter and no one else.

Influence and Creativity Essay -- Individuality Culture Media Essays

Influence and Creativity I have a habit of noticing redundancies in other people. Their personalities and their thoughts just seem so similar: daughters trying to be like mothers, or sons trying to be like fathers, or friends trying to be like each other. In my mind the sense of "self" that we as human beings have is more of a delusion than a reality, where we are nothing but the products of a multitude of influences throughout our lives. Did I ever have an original thought in my life? Or is it always someone else's idea that I am only repeating? What does it mean to be a human being without original thought and creativity? I talk like my friends do. I learned body language from my parents, stories from movies and books, perspectives on life from parents or philosophers or friends or teachers. Despite the myriad of thoughts that make up my personality, I feel as if I only absorbed my surroundings with no real personal creation. My parents keep asking me: "Who have you been hanging out with? Why do you a ct like this?" as if they already know that the comments I make, or the movies I enjoy or any of my other sudden preferences and mannerisms are not my own. When we are young, the adults tell us that "everyone is `special,' but how could I believe in this idea of personal creativity and uniqueness when there are so many influences that I copy in my life? Of course, the term "creativity" is almost inherently ambiguous. What do I hope to achieve, or more specifically, what do I feel that I lack because of this supposed lack of personal creativity? When I think of creative minds, I imagine Pablo Picasso or Thomas Edison and the contributions they have made to society or the impact on our emotions. But fame or critical acclaim a... ...y mine. I don't see creativity as being some sort of individual contest that must be won as an indication of my uniqueness and verification of my or anyone's human value. And although I don't think I fully understand the greater picture regarding the role of influence of creativity in my life and society, maybe the answer is not nearly as complex as it seems. Maybe creativity is a societal, collective process in which everyone has a role. I like to think that the point of creativity and the creative process is not to individually labor over the seminal work of the century, or to painstakingly differentiate one's self from others. Creativity should be about the pure enjoyment of having been involved, influencing others and being influenced, combining ideas and preserving those that speak to us, discovering and appreciating all that which is greater than ourselves.

Jane Austen’s Persuasion Essay

Jane Austen is a successful classic romance novelist, one of her many novels is Persuasion, a novel that portrays love. She published six novels that all relate to the theme of love and marriage along with the consequences of making that important decision. While the novel Persuasion is romantically favourable, there are ideas presented about marriage that are not very appealing. The main story of the novel was the reunion of Anne and her shattered love with, Captain Wentworth. Though they were sincerely in love, the relationship was rejected by her father and Mrs. Russell from a financial and social class perspective. The ending of the story brings us to a beautiful happily ever after, where the engagement of Anne and Captain Wentworth takes place. The reunion of the couple, led to happiness for the two and that was all that concerned them. There are marriages however, that are quite uncooperatively performed. Some marriages usually serve the purpose of financial aid or social mobility for the significant other who is less fortunate, in this case it is usually the women. This is evident with Mrs. Clay and her desire to marry Sir Walter for wealth or Mr. Elliot and his desire to marry Anne to become baronet. Marriage in Regency England was used as a vehicle for many things (Pack 2012) . Hence, Jane Austen tells her perspective of women’s idea of why they should marry during that period of time. Overall, the ideas of marriage would be happiness; social class and wealth are what persuades most of the women into marrying in Regency England. â€Å"Why should the people be unhappy? Are there not landed gentry, country parsons, and even wealthy naval commanders for them to marry? Ruoff 2012)† For a successful marriage relationship involves the dedication and affection of both partners. During the course of the novel, the most successful and content relationship would be Anne & Captain Wentworth. Though their relationship was unapproved and disregarded by the elders of the family, they both knew from time that they were meant for each other. Jane Austen uses Anne and Ca ptain Wentworth as an example, contrary to the other marriages present in the novel to reveal her belief in the possibility of â€Å"good† marriages. The substantial ratio of love marriages to the others in the novel evidently conveys Jane Austen’s opinion on happy marriages; indicating that perhaps happiness in marriage is just a matter of chance. The love relationship with Anne Elliot and Captain Wentworth in the beginning was very strong; regardless of their separation it is still continued to be one. â€Å"You pierce my soul. I am half agony, half hope. Tell me not that I am too late, that such precious feelings are gone forever. I offer myself to you again with a heart even more your own than when you almost broke it, eight and a half years ago. Dare not say that a man forgets sooner than woman, that his love has an earlier death. I have loved none but you. Unjust I may have been, weak and resentful I have been, but never inconstant. † (Austen, page 177) When Captain Wentworth says this to Anne its describes his unconditional love towards Anne which is true, regardless of her breaking their engagement when Lady Russell discourages her from the engagement. He willingly stated the truth of his feelings which indicates the fact that he had loved nobody and thought of nobody other than Anne. In this novel Captain Wentworth was portrayed by Jane Austen as a character to show the value of men’s love. â€Å"What was most wrong to Jane Austen was to marry without at least affection if not love. Always ridiculed when young women and their mothers go into secure marriages more than love† (wit and wisdom of Jane Austen 2012). In all the novels that Jane Austen has written it showed how much of a believer she was in love marriages and how she regarded it as. Austen felt that love should be shown in all relationships within the partners. When the other reasons of marriage were looked upon it came back to the necessity of women. When looking at this argument however, men also have the equal standing and determinations regarding the decision of marriage. Throughout this story Austen points out and mocks the characters that chose to get married for security of themselves over happiness of their lives. For example, Mary was shown to be arrogant, complaining, and careless mother because she cared about social class more. Just as much as men showing their affections and happiness towards their partners, women also show the same amount of affection and happiness but in some cases women’s love towards their partner is greater than expected compared to men. If I loved a man as she loves the Admiral, I would always be with him, nothing should ever separate us, and I would rather be overturned by him, than driven safely by anybody else. â€Å"(Austen, page 61). When Louisa says this line it portrays that another character who believed in love marriages. This quote points out the depths of a women’s love in Austen’s perspective, showing her understanding of love and how it should be seen. The effectiveness of this line proves that it is not easy for a woman to accept love and it’s just as important as any other decision that you could ever make in your life. Their union, she believed, could not divide her more from other men, than their final separation. (21. 2). When Anne says this quote it shows her unconditional love towards Captain Wentworth and that there will be no other man other than him to replace her love, it also shows that even after seven years she never stopped loving Captain Wentworth still regretting her actions. This proves that women take their love seriously and that it is very strong. â€Å"†¦ is the only man she can love †¦ she in sorrow and lose beauty and youth in unveiling regret† (Kavanagh 2012). This quote reveals the sorrow of a woman when she has to part from her partner, it uses imagery to better illustrate the feelings of a woman when she goes through this. It relates to Anne because this is how she felt when she had to break the engagement between her and Captain Wentworth; and how much she regretted making that decision. Marriage is an important factor when it came to women especially when it either helps elevate their social status or bring it down. Throughout the story, Austen mainly portrays the significance of social ranking in society marriages. She pictured out which couples were more successful in the marriages, for example, the Crofts whom were well matched when it came to social status. Most of the women in this novel are put out as wanting to marry for high position in social rank. One of the marriages was Mary, it helps the purpose of marriage but it does not show the real meaning of marriage. â€Å"He thought it a very degrading alliance† (Austen, page 18). At the end of the novel, Anne and Wentworth are united but in the beginning they were disapproved especially by Sir Walter because Wentworth had no social ranking. Particularly, to the people of higher ranks, social class was tremendously important regardless of what the situation might be. No matter what the circumstance was, one does not marry below their own class. Looking at Anne’s perspective, her being a Baronet’s daughter could not marry Wentworth who was not of social rank or it was frowned upon in society and brought disgrace to the family. â€Å"Westgate Buildings! † said he, â€Å"and who is Miss Anne Elliot to be visiting in Westgate Buildings? A Mrs Smith. A widow Mrs Smith; and who was her husband? One of five thousand Mr Smiths whose names are to be met with everywhere. And what is her attraction? That she is old and sickly. Upon my word, Miss Anne Elliot, you have the most extraordinary taste! Everything that revolts other people, low company, paltry rooms, foul air, disgusting associations are inviting to you. But surely you may put off this old lady till to-morrow: she is not so near her end, I presume, but that she may hope to see another day. † ( Austen, page 14). The usage of this quote reminds Austen’s audience the consequence of marrying of low class. Since Mrs. Smith married someone of a low class she was frowned upon those who were above her like Sir Walter. â€Å"Jane Austen’s novels do affirm the value of a social order is undeniable† (Ruoff 2012). When Jane Austen wrote her novels she was extremely careful about how social class worked in marriages and the importance it gave even for the smallest issues, social class was almost a question of life or death. Marriage was undisputable. Women needed to find a husband with a high status to maintain personal status. Mary had merely connected herself with an old country family of respectability and large fortune, and had therefore given all the honour (chap 1 page 3). Mary like her father was very concerned about her personal statues and chose to get married to a wealthy and respected family. Since she was married into a family like that she was given all the honour and respect automatically regardless of what she was before. Here Austen shows that marriage in Mary’s case was to upgrade her social ranking and it shows the relationship of Mary and Charles is rather unstable and nor do they love each other. Marriage here was shown as a social mobility. â€Å"†¦by her pride, the Elliot pride† (Austen, pages 65). When Louisa said this, a believer of love marriages, suggested the pride that she had towards her husband, his family and herself. Mary is completely proud of her married life because as Baron’s daughter she held up the pride of the Elliot’s name and married into a respectful family. Even though she does not lead a happy life, she is fulfilled with the position that she has in society from the marriage she had. Jane thought the worst case scenario of a woman is not able to find a husband in her own social class and whose family cannot support her (wit and wisdom of Jane Austen 2012). Even though Jane Austen was a believer of love marriages at heart she also understood that a woman without social rank or a husband without a social rank won’t have a bright future. Especially when the woman’s family won’t support her in any way. Respect and Pride was two words that if in any case it was taken away; it is almost as life or death in most women’s lives. Mary acquired importance after becoming Mrs. Charles Musgrove; but Anne, with an elegance of mind and sweetness of character †¦ was nobody: her word had no weight†. Anne’s characteristic was portrayed as sweet, wittier and overall a better person compared to her sister Mary. However, she was barely respected or seen as a member in the family. Mary’s characteristic was portrayed as a horrible mot her, arrogant and just obnoxious and yet people respected her and treated her like an equal part of the family. Mary, being married into a wealthy and high social ranked family, secured her position as high in the social circle. Still, focusing on appearance and rank as he inserts Captain Wentworth’s name in the Baronetage. He has not changed at all (Adamson 2012). Sir Walter dismissed Captain Wentworth as a potential husband for Anne because he had no title or wealth but now Wentworth is respected by Sir Walter since Wentworth has acquired a fortune putting him stable and rich and qualified to be respected as one in the high society. This will help Anne gain everybody’s respect when she becomes dependent on Captain Wentworth and will lead a wealthy life. Throughout the past, marriages were frequently seen as a contract to protect the welfare of the family’s statues and finance, especially amongst the mist of local nobility and landlord gentlemen which is always pointed out and focused on in all her novels. Marriage was a tool and excuse to become wealthy and respected. Vastly women took the upper hand and advantage when considering marriage especially if it allows their lives to be prosperous. They are not mainly to be blamed because they have no choice, they were not educated or had the right to their parent’s wealth, marriage was the only other option for them to avoid the gutters and live royalty. Since women had no education like the men, women had no means or opportunities to make money to live their own life of their choosing. â€Å"Education has been theirs in so much higher a degree; the pen has been in their hands. † (Austen, page 172). This quote states that education was not something woman were able to grasp at all, it was given to the men at a high degree and even if women were given education and it was just to read and write a little and that was it. In today’s world the more education you had, the better the career. However, back then, women were unfortunate as the quote suggests â€Å"The pen has been in their hands. † â€Å"Men always had the upper hand and the means of living compared to the women, â€Å"You have always a profession, pursuits, business of some sort or other, to take you back into the world immediately, and continual occupation and change soon weaken impressions. (Austen, page 173. ) When Anne says this line it bluntly says the situation of women and how they can’t have a job to rely on or anything else like the men because they have no education and mostly women were not allowed to even work in England. They were expected to stay home and look after the house and the children. Hence women relying on making good marriages financial wise in order to live happily. Women in the upper classes had the leisure to educate themselves; however, they, like their counterparts in the lower classes, were not expected to think for themselves and were not often listened to when they did. Jane Austen’s novels both reflect and challenge the period’s attitudes toward women (Smith 2012). In Jane Austen’s novels, Austen was able to portray the struggles of uneducated people in that time period. The lower class women had no education at all compared to the high class ladies so their words were not considered anywhere. While the high class ladies at least were able to read and write somewhat and because of their positions in society it was easier for higher class ladies to express themselves. Regardless, of whether a family had a daughter, as the oldest child, the parent’s wealth always ended to the closet male family member and the daughter has nothing. â€Å"She had, while a very young girl, as soon as she had known him to be, in the event of her having no brother, the future baronet, meant to marry him. † (Austen, page 4). In England back in the time, had the law where the property and wealth of the family will go to the son who will be the next in line to take responsibilities of the household. Sir Walter has no heir; son, hence, putting his nephew William Walter Elliot, cousin of Elizabeth and her sisters next in line to the Baronet title. Elizabeth knowing this well enough decided to get married to him at such a young age to gain respect and wealth, proving that women have no choice regarding the family’s wealth it never went to the daughters. Hence, forcing them to marry for just wealth and prestige. â€Å"The gentlemen, the head of the house, like you father† (Austen, page 8). Ideally the head of the house back in the time and even now the men were the head of house. Austen uses a little dryness in this quote because women were in charge of looking after the house like cooking and cleaning and they were considered as â€Å"head of the house†. However, this quote says men to be the head of the house. This shows the reality of a woman’s life and goes to prove that women had limited to no opportunity regarding credit and job opportunities. Therefore, pushing forth with women using marriage has a tool to get the hold of respect and money. She realised that it was necessary for women to marry in order to avoid poverty (Gill and Gregory, 2003).

The Best Pieces of Legeslation,The Servicemen’s Act of 1944

The Servicemen's Readjustment Act of 1944 is considered one of the best pieces of legislation to emerge from the Second World War (White). This Act, known as the GI Bill, was signed into law on June 22, 1944, and has through the decades had a profound effect on American society (White). For example, more than 21 million veterans have received educational benefits and some 14 million have been able to purchase homes through the home-loan program (White). Sixty years later, the GI Bill is still a major source of veteran benefits and an attractive inducement for enlistments (White). The World War II veterans were a generation that had grown up during the Depression Era, many living in tenement apartments and cold-water flats, or on rural farming communities and small towns (Mettler). Most of this generation expected to enter the same type of work as their fathers, however the GI Bill allowed them a remarkable opportunity to gain an education and the means to own their own home (Mettler). Some became teachers, electricians, engineers, college professors, physicians, scientists, and dentists (Mettler). This Bill literally changed the future of an entire generation (Mettler). Moreover, the GI Bill fueled the development of the middle class and revitalized American democracy, as many veterans joined fraternal groups and community organizations and became involved in postwar era politics (Mettler). The GI Bill was the most far-reaching item of veterans' legislation that has been passed in the history of the United States, allowing low interest rates, and low or no down payment for homes and farms, in addition to low-interest loads for high education (Baby). The United States had endured the era of the Great Depression and the Dust Bow, thus the World War II veterans were a generation that had been hardened by poverty, and many deprived of home and job security (Baby). The GI Bill allowed them to achieve the American Dream (Baby). Many of these veterans returned home from the Warm married and started families, began and finished their education, bought their first homes and secured employment (Baby). The GI Bill created a mass move to the suburbs, where veterans found suitable housing in the new tracts that sprawled on the outskirts of major cities (Baby). This postwar suburban housing boom began in a â€Å"planned community† called Levittown (Baby). â€Å"Levittowns are located in rural New York and Pennsylvania,† and are named after developer William J. Levitt, who constructed the communities with â€Å"prefabricated units and mass production techniques, beginning in 1947† (Baby). Soon large-scale, planned communities and housing tracts were being built throughout the United States, filled with young couples giving birth to a new generation, the Baby Boomers (Baby). Eventually, these suburban tracts were surrounded by new schools, strip malls and businesses, and became new communities and new townships (Baby). Farm and ranch land became seas of similar-looking homes, a trend that continues today (Baby).

Dr Jekyll and Mr Hyde Essay

The famous Dr. Jekyll and Mr Hyde was written by Robert Louis Stevenson and has remained popular ever since its publication in 1886. Robert was born in 1850 and was born in Edinburgh, Scotland. He was brought up a calvalist, however followed the bohemian life style. He married Mrs. Fanny Osbourne in 1880 and supported Priest Dameor who cared for the lepers. Dr Jekyll and Mr Hyde is a rich tale of the duality of mankind and how we are in ‘essence creatures created for good’, however in all of us there is the seed to do bad. The moral of the story is an old biblical one that many Christians recite daily in prayer†¦Ã¢â‚¬â„¢Lead us not into temptation, but deliver us from evil’. This might be one of the reasons Stevenson wrote this book; Jekyll lives a double life of propriety and shame, imprisoned by the moral demands of Victorian society, and so did Stevenson. He too was surrounded by upright, religious and rigid citizens. He was even pressured into studying law at Edinburgh University. This book was written as a horror story. We know this because of the settings and plot. Stevenson wrote the book at the time of many murders in the east of London and the complete ignoring of social values and heartless deeds committed by Mr Hyde are totally in synch with Jack the Ripper and Sherlock Holmes. Mr Hyde represents the exact opposite of what Victorian gentlemen should act and the savageness of his actions is what made the book so scary back then. The story takes place in London during the nineteenth century. The central mood of the novel is one of mystery and terror. Stevenson creates dark settings to create a mood of anticipation and mystery. E.g.’ He was aware of an odd, light’. Mr Hyde only comes out in the dark, foggy night, which subsequently makes the reader suspect mainly sinister intentions and automatically informs the reader that there is an expectation of trouble and something threatening, as the dark brings ominous feelings and terror to the reader. Stevenson changes the weather from regular night to more dark and foggy so that it is almost impossible to see clearly, therefore emphasising the fact through the fog, there is something concealed and surreptitious lurking about which makes the reader feel anxious. Also, he makes the character more evil looking in the dark e.g.’ In the darkness of the night he gave an impression deformity without any namable malformation’. This makes the reader picture a horrific creature that makes them feel defenceless and exposed. Stevenson describes the fog being broken up as a ‘haggard shaft’. This gives the sense of destructiveness and violence. Also the quote ‘swirling wreaths’ gives the sense of death as wreaths is what is placed on-top of a coffin. Finally Stevenson describes the gloomy avenues as ‘mournful re- invasion of darkness’ which gives the sense of decay and obscurity. All these quotes also make the reader feel uneasy and apprehensive. The quotes ‘It seems she was romantically given’ and ‘London from all around very silent’ gives an eerie effect and provides a somewhat peaceful response. These quotes are also examples of emotive language, because they give the reader an emotional response. ‘A certain sinister block’ and ‘tramps slouched’ are both examples of figurative language which gives the reader a precise picture of what is in the setting. The quote ‘tramps slouched’ gives us an unpleasant image of what reality was really like for the poor, making the reader feel uncomfortable as well as sympathetic. As addition to Stevenson using figurative and emotive language, he also uses a wide range of verbs like ‘ragged’ and ‘dingy’ which helps the reader to get a detailed picture of the insecurity and filthiness in which they lived through, and adjectives like ‘ragged children huddled’, which illustrates the fear and torment which even children went through. The quotes ‘low growl of London’ and ‘city in a nightmare’, all give off the impression that the streets of London at the time were grimy, dangerous, dingy and simply terrifying places to live. Also the word ‘growl’, an example of personification, gives a sense that there is a savage, ruthless and a ferocious monster prowling about London. Finally the metaphor, ‘light of some strange conflagration’, gives a reference hell which makes the reader feel uncomfortable. Even though there are many quotes referring to the struggles of Victorian society, there are on the other hand several quotes which describe the other side of Victorian society which was entirely different. For example, ‘bachelor house’, ‘close by the fire’ and ‘gratefully to bed’, all give off a cosy, warm, safe and welcoming impression. So yet again we have another contrast of the rich, warm, safe Victorian residence to the poor, insecure and generally tough Victorian slums. This shows that if you were rich you could use the power whatever way you like, however if you were poor, you were trapped in a world of poverty and in a sense of revulsion. There are three main characters in the novel, Dr Henry Jekyll, Edward Hyde and Mr Utterson. Dr. Henry Jekyll is a prominent middle- aged doctor and throughout the novel he is physically described as both ‘tall’ and ‘handsome’. He is also extremely wealthy and by all who him, he is described as well respected and proper. For example, Stevenson describes Jekyll as a ‘entertainer’ and a person known for ‘charities’ which gives the impression that Jekyll is a warm, pleasant, middle class gentleman. In the book, his voice is only heard in the concluding chapter (Henry Jekyll’s full statement of the case), only after being described through the lens of Utterson, Lanyon, Poole and Enfield. The doctor’s belief that within each Human- being exists two countering forces, good and evil, leads to his experiments to try to separate the two. This however, was not done merely for scientific reasons, but also because he enjoyed escaping the confines of the respectable guise of Dr. Jekyll. The quote which illustrates this is ‘The transformation was succeeded by a sense of joy’. This also suggests that people didn’t know what was right and what was wrong and would do and ask questions later. Also in the book he is described as ‘less distinguished for religion’, which suggests he too questioned Christianity like many other people of his time. For example, Darwin challenged religion as he came up with the theory that we evolved from monkeys which would mean the world wasn’t made is seven days. Edward Hyde is a ‘small’, ‘deformed’, ‘disgusting’ young man (much younger than Dr Jekyll) that is devoid of an apparent profession. Also the quote ‘deformed’ illustrates that some Victorians disliked and rejected disabled people. Stevenson describes Hyde as ‘callous’ and ‘violent’ and ‘a murderous mixture of timidly and boldness’, which gives the impression Hyde is a fierce, ruthless, brutal monster. Despite the many descriptions of the horror that Edward Hyde invokes (by Lanyon, Utterson and Enfield), we are never told in detail precisely why or what features are so disgusting to observers, which emphasises the fact the novel was made in the time where phrenology (judging someone by their appearance) was the key to knowing if someone was good or evil. Hyde is also often compared to animals e.g.’ snarled’, implying that he is not a fully evolved Human- Being. Another factor which suggests he is compared to animals is the fact he only menaces society at night e.g. trampling a girl in the street and murdering Sir Danvers Carew, which relates him to rodents and other nocturnal animals. Finally the quote ‘the man seems hardly human’, illustrates the fact Hyde is not a whole and has something missing†¦. Good. Mr Utterson is the narrator of the book and is described as ‘tall’ and ‘loveable’. He is a middle- aged lawyer plus someone that all the characters confide in throughout the novel. As an old friend of Jekyll, he recognises the changes and strange occurrences that centre around both Jekyll and Hyde. Stevenson describes Utterson as a ‘reliable’ and ‘Modest man’ which suggests he is perhaps the most circumspect and respected character in the book; therefore, it is significant that we view the crimes of Hyde through his observant frame. However, when Utterson discovers Hyde’s body in a red cabinet, instead of reporting it to the police he precedes in reading a letter addressed to him, which suggests he is more interested in his social status than solving the mystery. The quotes ‘his friendship seemed to be founded in a similar catholicity of a good nature’ and ‘his friends were those of his own blood or those who he had seen the longest’, illustrates the fact he is insular, biased and narrow-minded. Knowing this makes the reader question if the story is told accurately and truthfully. The thing I noticed about this novel is that all the women are either victims or maids. E.g. the girl who got trampled on, the maid who witnessed the murder of Sir Danvers Carew and the house maid. This suggests that the middle class Victorian society were very sexist. However, if a Victorian was to read a modern day horror story, they would probably come up with the same conclusion, as the majority of victims in today’s horror stories are women. The strange case of Dr Jekyll and Mr Hyde is typical of the horror genre as it has many factors in which we would expect to see in a horror story today. For example, the story is mainly set at night, there are victims and most importantly the evil character is punished at the end of the novel. Mr Utterson is the narrator of the book and we are told the story through his eyes and told as though it’s true. This contributes to the element of suspense as we only know what Utterson knows. Suspense is also built up as Stevenson writes as if there is a final explanation as to whom the mystery figure is but doesn’t let on and instead lets the suspense build. He occasionally allows a small amount of information out just to whet the appetites and keep up an atmosphere of mystery and confusion. For example, at the end of chapter five (Incident of the letter), Utterson says ‘Henry Jekyll forge for a murderer’. Not only does this make you wonder who the murderer is, but it also makes the reader want to read on. This atmosphere, one of controlled suspense, gradual building up of a sense of horror and destruction is achieved through a slow accumulation of unemotional detail, as this leaves the reader wondering what the characters are like and what they might do . I believe horror stories today do still follow a similar pattern, in the fact people who do bad deeds are usually punished, they are packed with suspense and often include someone trying to solve the mystery or catch the villain or monster, which in our case is Mr Utterson. However, the major difference in more recent examples of the genre is the tendency to locate the monstrous squarely within the normal, rather than presenting it as a threatening creature, such as Mr Hyde and Frankenstein, all made by individuals. Alfred Hitchcock had in fact changed this direction of the horror genre in 1960 with Psycho; the movie not only presented its most frightening moment, the shower murder, it also suggested that horror resides in everyday life rather than in alternative worlds of the supernatural or the gothic. Finally, the recent so called ‘slice and dice’ films, such as Halloween, and ‘living dead’ movies such as the ‘night of the living dead’ are demonstrations of how contemporary special effects technology can depict increasingly gruesome and imaginative dismemberment and mutilation usually at the expense of character, plot and theme. Even though these are all films, we can still see how there is a greater desire for horror stories which are related to everyday occurrences or objects. In Dr Jekyll and Mr Hyde, Robert Louis Stevenson illustrates the devastating effects of meddling with God’s creation and how our negative and evil desires and urges can overtake our original selves until we lose touch of who we once represented. Furthermore, Dr Jekyll’s desire and addiction to temporarily alter his existence results ultimately in his deadly demise. Jekyll and Hyde demonstrates how innocent curiosity about the darker sides of our nature can soon get out of hand and how evil is compulsive and how evil can so easily take control of the good. Stevenson has used Jekyll and Hyde to show that everyone has good and evil inside them. He portrays this very well by using the setting to portray good and evil e.g. dingy street and a grand residence. He also makes a very important point which is relevant today as it was in the nineteenth century. This is that bottled antisocialable behaviour can lead to sudden violent outpourings, such as seen in Hyde’s murder of Sir Danvers Carew. In Victorian society no one questioned God so the idea of something happening which isn’t controlled by God would be unusual. Also electricity had only just been invented so people were quite wary about the things science could do. I think the main theme in the book is duality and how London is split into good and evil, rich and poor, scientific fact and experimenting new ideas. The final point I wish to mention is how they kept secrets. On the outside people were warm and inviting, however inside, people kept intimate secrets, such as dealing with drugs, alcohol and prostitution. I believe this was probably due to the fact there wasn’t much pleasure in this type of life. There are many morals included in Dr Jekyll and Mr Hyde; however there are two main morals which stand out, one straight forward moral and a more complex moral. The straight forward moral is that if you do bad deeds you will be punished and also how addiction can lead to violence and how violence can lead to murder. The more complex moral, however is about the appeal of being Mr Hyde. Because Mr Hyde is described and talked about so much, he is probably the most interesting and exciting character in the book, which turns the straight forward moral on it’s head and makes Hyde the most appealing character in the novel. I believe the relevance of Dr Jekyll and Mr Hyde has changed considerably over the last hundred years. The main difference is that the Victorians saw this book religiously, however now when we read this book we think it’s about personal weakness and how addiction can lead to evil. A Victorian also wouldn’t see the relevance of drugs and alcohol in this book, nor would they understand the relevance of addiction and what effect it has. Some may say that as humans, we wear masks. Not real masks, but masks that cover up our true personality showing our good side around our friends and our bad side around our family. These are great examples of man’s fight in duality; our good side is always competing against our evil side, resulting in our duality, our fight over good verses evil. In this story, Doctor Jekyll is a regular scientist with the same feelings as every other human being; Mr. Hyde is a manifestation of Doctor Jekyll’s evil side and as a result, he is able to commit murder without any guilt. In the end, the evil manifestation won, taking completely over the Doctor’s body. The fight between good and evil is over! Finally, I believe the strange case of Dr Jekyll and Mr. Hyde is about how Dr Jekyll struggles to decide either to do the right thing and be a good citizen, or to do the thing Dr Jekyll desires the most and to be Mr. Hyde which he knows is wrong.