Social Status free essay sample

The novel Wuthering Heights takes place in nineteenth century England, a time where social class held utmost importance and the characters in this novel were no exception to that standard. The effects of the extreme importance placed on social status on the characters is seen throughout the novel. These social pressures effected the character’s sense of self, and more importantly, their relationships and love. Heathcliff had the most trouble fitting into the prim and proper standards of the English high class society when he arrived at Wuthering Heights. Many of the family members shared negative opinions of him except Catherine, who herself once belonged to the lower class. The relationship between Heathcliff and Catherine ended on the basis of the negative views of Heathcliff and his lack of high social class. In Wuthering Heights, Emily Bronte illustrates how Heathcliff and Catherine are effected by the importance of social status. Moreover, the effects of social class had the greatest impact on the two main characters in the novel, Heathcliff and Catherine. We will write a custom essay sample on Social Status or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Heathcliff appeared poor and unkept but when Catherine saw him, she knew she loved him. But there was also Edgar, a handsome and wealthy man who Catherine also experienced feelings for. When choosing which man she would marry it became clear that the high social class of Edgar outweighed her true passion for Heathcliff. â€Å"It would degrade me to marry Heathcliff now; so he shall never know I love him† (Bronte, 82). When asked why Catherine loved Edgar she explained it was because he was handsome, young, cheerful, and wealthy. â€Å"I shall like to be the greatest woman of the neighbourhood, and I shall be proud of having such a husband† (Bronte, 80). Catherine was concerned about her reputation among the other women she knew, although Nelly knew that, in reality, Catherine’s true passion and love lied with Heathcliff. Nelly questioned Catherine on her acceptance of Edgar’s marriage proposal because she saw that Catherine wanted to marry him for all the wrong reasons. Catherine knew this as well but fear kept her from admitting to herself that she loved someone who could possibly ruin her social class and reputation. â€Å"My love for Heathcliff resembles the eternal rocks beneath- a source of little visible delight, but necessary† (Bronte, 84). Even Catherine herself recognized her true love was Heathcliff saying that while he may not be handsome and socially acceptable, she needed Heathcliff. Catherine’s impression of Heathcliff came not only from herself but from the opinions of the strong minded people around her. Furthermore, Catherine was not the only one who held high social standards, especially when it came to Heathcliff. From the moment that Mr. Earnshaw arrived back to Wuthering Heights Heathcliff was not greeted with open arms, †Hindley hated him, and to say the truth, I [Nelly] did the same† (Bronte, 42). Hindley’s strong opinions on Heathcliff influenced Catherine. The impression that Heathcliff made was that when he first walked into Wuthering Heights looking disheveled, the first sign of a person in England with low social class. Everyone at Wuthering Heights saw Heathcliff as a â€Å"dirty, ragged, black haired child† and a â€Å"gipsy brat† (Bronte, 41). Because of these conceptions that the English had during this time, almost all of the family members at Wuthering Heights wanted nothing to do with Heathcliff. Accordingly, Catherine also tried to convince her sister-in-law, Isabella, not to marry Heathcliff. She feared the same thing for Isabella that she did herself, she did not want her to lessen her reputation by marrying Heathcliff. She called him â€Å"a half-civilized ferocity† and yet again mentioned how he would degrade her (Bronte, 96). Edgar, Isabella’s brother also very much despised the idea of her marrying Heathcliff. Edgar did not want someone of Heathcliff’s status to have the rights to the land and the fortune of Wuthering Heights and the Thrushcross Grange. He did not believe someone such as Heathcliff deserved so much and thought Heathcliff only wanted status and wealth. All of this hatred towards Heathcliff stems from the views all of the characters share about the importance of social class and keeping a good reputation. Neither Catherine nor Edgar cared that Isabella actually loved Heathcliff. The social importance effected Heathcliff that his rel ationship with Isabella stemmed from revenge. Heathcliff wanted to exact revenge on Edgar and Catherine for their marriage, since Catherine chose Edgar over him. Heathcliff knew that by having relations with Edgar’s sister he could obtain his revenge. Heathcliff knew of the hatred towards him caused by his social class. Therefore, the major theme that runs through the novel Wuthering Heights, is the effect of social classes in nineteenth century England. The social standards of the characters create havoc in the lives and the relationships. The relationship most effected by these views of social classes is that of Heathcliff’s and Catherine’s. If not for the skewed view of social importance Catherine would have married Heathcliff over Edgar. Catherine had a passion for Heathcliff but in the end was negatively impacted by the strong, narrow-minded opinions of Hindley and the others at Wuthering Heights. Another relationship involving Heathcliff was also looked down upon due to his low social class. The main character, Heathcliff, has the negative conceptions of social importance impact him the most throughout this novel.

Free Essays on EU Federalism

Explain what you understand by a ‘federal Europe’ The signing of the European Constitution on the 29th October 2004 marks the latest step in movement stretching half a century; the integration of European states to promote stability and prosperity across the continent. Yet, this step has once again ignited a debate on European federalism, with fears prevalent in many countries of the establishment of a European state, a single entity that makes the states redundant. The aim of this essay is to examine the extent of federalism within the European Union (EU) to explain what a federal Europe means, how it already exists, and why it does not mean a ‘United States of Europe’. This essay shall begin with a necessary distinction between federalism and confederalism. It will be seen how the modern conceptions of these ideas came about following the establishment of the USA. This will allow a more detailed evaluation of the state of European integration. Following from this, it will be shown how the ‘fathers’ of European integration, namely Monnet and Spinelli, clearly had federal-style objectives for Europe in their ultimate goals of establishing a strong peace order in the continent. Nevertheless, it will be seen that it was functionalism, rather than federalism, that provided the mechanism for the beginning of European integration. Thirdly, this essay shall examine the common belief that the EU at present is a confederation of separate states. It shall be seen how the initial ‘economic confederation’ that was established by the European Coal and Steel Community (ECSC) has grown and expanded in many directions and levels. The prese nt day, with the signing of the Treaty Establishing a Constitution for Europe on the 29th October 2004, has moved well and truly beyond this confederal image. Yet, Europe remains an entity of states, not individuals. The final part of this essay shall show how, despite federal tendencies and incr... Free Essays on EU Federalism Free Essays on EU Federalism Explain what you understand by a ‘federal Europe’ The signing of the European Constitution on the 29th October 2004 marks the latest step in movement stretching half a century; the integration of European states to promote stability and prosperity across the continent. Yet, this step has once again ignited a debate on European federalism, with fears prevalent in many countries of the establishment of a European state, a single entity that makes the states redundant. The aim of this essay is to examine the extent of federalism within the European Union (EU) to explain what a federal Europe means, how it already exists, and why it does not mean a ‘United States of Europe’. This essay shall begin with a necessary distinction between federalism and confederalism. It will be seen how the modern conceptions of these ideas came about following the establishment of the USA. This will allow a more detailed evaluation of the state of European integration. Following from this, it will be shown how the ‘fathers’ of European integration, namely Monnet and Spinelli, clearly had federal-style objectives for Europe in their ultimate goals of establishing a strong peace order in the continent. Nevertheless, it will be seen that it was functionalism, rather than federalism, that provided the mechanism for the beginning of European integration. Thirdly, this essay shall examine the common belief that the EU at present is a confederation of separate states. It shall be seen how the initial ‘economic confederation’ that was established by the European Coal and Steel Community (ECSC) has grown and expanded in many directions and levels. The prese nt day, with the signing of the Treaty Establishing a Constitution for Europe on the 29th October 2004, has moved well and truly beyond this confederal image. Yet, Europe remains an entity of states, not individuals. The final part of this essay shall show how, despite federal tendencies and incr...

Assignment Example | Topics and Well Written Essays - 1000 words - 7

Assignment Example Thus there exists a significant relationship between the content and the process. Content is one side of teaching on the science subject where you need to know what needs to be taught. The content is the knowledge side of the activity of teaching. This knowledge needs to be imparted in an effective manner in the classroom which suits the pedagogy of the students and generates an interest on the subject. For example, an adoption of the process of meta-cognitive discussions include discussing the strategies required to effectively disseminate the learning to the students creates a balance between the two concepts in the classroom. Setting ground rules, providing a road map, taking feedbacks from the students on their expectations followed by delivery of the educational content fulfils the objective of learning in a balanced manner. Answer 2 The five elements of effective adolescent literacy program are i) direct, explicit and comprehensive instruction, ii) effective instructional princ iples embedded in the content, iii) motivation and self directed learning, iv) text based collaborative learning, v) strategic tutoring. In elementary level grade, strategic tutoring is essential for effective adolescent literacy program. The teachings on science concepts are imparted through strategic instructions on reading and writing given to an individual and group of students. The requirements of the students are assessed in terms of their needs and expectations and strategic instructions are given to the students to suit their capacity of learning. For example, a group of students who may not be able to keep up with pace of progress of studies could be instructed separately to bring their reading and writing skills on the same platform. This helps to carry out the classroom program in elementary grade in an effective manner. Answer 3 A culturally responsive classroom environment celebrates the existence of different culture and languages in the environment. The activities to support culturally responsive instruction includes i) labelling of objects of the classroom like desk, chair, table by different languages, ii) inviting students from different cultural background to share stories of the culture and religion of their origin, iii) use of video clips of different regional sources in the course of learning, iv) having a world map or globe to promote acceptance of global views, v) using choral readings for students with limited fluency of language of instruction. During science classes in elementary grade, the invitation to students to share stories on scientific achievements of their countries would help to promote a culturally responsive classroom environment (Gay, 2010). Answer 4 The B-D-A framework of teaching is adopted by the teachers that are largely dependent on the students present in the classroom, the text that is to be studied during the course of education and the kind of activities that are to be performed in the classrooms. The three stag es of B-D-A activities are the before reading stage, during reading stage and the after reading stage. The purpose of the before-reading stage is to understand the knowledge and awareness of the students on the subject. The responses of the students are connected to the areas of learning through engagement in activities. For example, small groups of students are formed and are made to participate on activities related to science subjects and then feedback is taken from the students on t