A Comparison of The Jewel in the Crown and Wuthering Heights

Shared Elements of The Jewel in the Crown and Wuthering Heights The Jewel in the Crown, by Paul Scott, and Wuthering Heights, by Emily Bronte, are romantic tragedies which share many common elements. Although written in two vastly different time periods, the shared elements reveal the continuity of romantic tragedies over time. Wuthering Heights, a 19th century realistic fiction, shares the same kind of passionate, violent and emotional characters as The Jewel in the Crown, a post colonial modernist fiction. Both stories contain a love triangle which subsequently end in death. In both stories, Catherine and Daphne are much alike in that they are the point around which the two men in their lives dance circles around.†¦show more content†¦108). Heathcliff and Hari Kumar are very much alike, and yet very different. Both are dark complected, although we dont really know Heathcliffs originations. Both characters are outcasts in the society in which they live. Heathcliff is treated as a servant, given no rights or privilege which Catherine and Hindley share, He [Hindley] drove him from their company to the servants, deprived him of the instruction of the curate, and insisted that he should labour out of doors instead (WH, p. 36). Hari Kumar, raised in English and returned to his native India after the death of his father, does not fit the traditional Indian mold, his English mannerisms and ideologies prevent him from belonging to either the English nor the Indian world, his father had succeeded in making him nothing, nothing in the black town, nothing in the cantonment, nothing even in England... (JIC, p. 242). The third members of these tragic triangles are Edgar Linton, mild mannered husband of Cathy, and Ronald Merrick, violently aggressive representative of the British raj. While these two remain somewhat on the outskirts of the real love affairs, they each close the triangle and bring about the events which lead to the eventual deaths of the protagonists. A contrasting point here is that Ronald Merrick carried a darkness of the mind and heart and flesh (JIC, p. 150) much like Heathcliff, in whom a half

Resdietial schools Free Essays

This explaining what Residential Schools did for all these years. In the 19th century the Canadian government believed it was responsible for educating and care for the countrys aboriginal people. It though that native people best chance for success was to adopt Christianity and Canadian customs. We will write a custom essay sample on Resdietial schools or any similar topic only for you Order Now This event was trying to make Aboriginal children talk, dress, think and act like Canadians. Children were the main targets, because it was believed that it would be asier to change a young child as opposed to an adult. At the time, the government and churches believed that residential schooling was the right thing to do for the Aboriginal children to be better and wiser people. â€Å"In order to educate the children properly we must separate them from their families†¦ Some people may say this hard, but if we want to civilize them we must do that. (A federal Cabinet Minister, 1883, CBC Learning DVD) Government and churches believed in the movement, due to their intent of educating, assimilating and integrating the Aboriginal people into Canadian society. The system was designed to â€Å"kill the Indian in the child. † Aboriginal families all across Canada were affected by the Residential Schools system, and still are affected. Children were forced to attend and live year round at these schools. Parents had to accept that their children would no longer be in thei r care and that they would be looked after by churches and funded by the Canadian government, or face imprisonment. The importance of this issue is that, Residential Schools had a high impact at the time to destroy the close ties in Aboriginal families and the strong sense of culture in communities. Our objective is to continue until there is not a single Indian in Canada†¦ that has not been absorbed unto the body politic†¦ and there is not Indian question and no Indian Department†(Duncan Campbell Scott, Deputy Superintendent of Indian Affairs Jan 1,1920, CBC Learning DVD) The government wanted to blend the aboriginals in to the â€Å"norm† of Canadian society. If you are an â€Å"outsider† like a First Nations person, you are expected to follow to rules and social normalities of a Canadian. Life at Residential Schools was hard for the first nation’s children. Children were taught that their spiritual practices were vil, and were banned from their practices. They were forced to speak English, and were punished if they spoke their own native languages. Many suffered physical, sexual and emotional abuse while living in the residential schools. Some children died from how horrible treatments were at the Residential schools. They couldn’t take the abuse or the poor poverty anymore. Very few of the teachers were qualified to teach therefore the education was poor. It’s important to note that the Residential School programs were disgraceful, not Just from the perspective of our times, but rom the perspective of their own. This policy has had a lasting and damaging impact their homes, separate from the cultures and traditions that are created for many lives and communities. They government now recognize that, these institutions gave rise to abuse and you shouldn’t change a culture Just because they are living in Canada. â€Å"As Aboriginal and non- Aboriginal Canadians seek to move forward together in a process of renewal, it is essential that we deal with the leagues of the past affecting the Aboriginal peoples of Canada, including the First Nations, Inuit and M ©tis. Our purpose is not to rewrite history but, rather, to learn from our past and to find ways to deal with negative impacts that certain historical decisions continue to have in our society today. (A Day at Indian Residential Schools in Canada, DVD) Many Aboriginal people had enough and wanted to take power over this issue. Families couldn’t be a proper family anymore because they couldn’t communicate with one another. The Residential Schools broke the. Children coming from Residential Schools, grew up, got married and had kids. But they couldn’t be good parent s because they didn’t now how. They didn’t have a role model of being a good parent when growing up in Residential Schools. A Day at Indian Residential Schools in Canada, DVD) This caused even more problem to the Aboriginal People. Protesters by Aboriginal parents, National Brotherhood and Inspectors from Indian Affairs making this world wide for Government to hear the people and know about this horrible issue the Aboriginal People had to go through. â€Å"Sadly, our history with respect to the treatment of Aboriginal People is not something is in which we can take pride. Attitude of racial nd cultural superiority led to a suppression of Aboriginal culture and values. As a country we burdened by past actions that resulted in weakling the identity of Aboriginal peoples, suppressing their languages, cultures and outlawing spiritual practices. We must recognize the impact of these actions thatonce self- sustaining nations that were disaggregated, disruned, limited or even destroyed. â€Å"(A Day at Indian Residential Schools in Canada, DVD) After years of protests by Aboriginal parents, leaders, organizations, and the many the many reports of problems, the federal government knew that the Residential School system was being coming a big problem. Regional Inspectors from Indian Affairs recommended that the Residential School should be over and done with and they made sure the Government heard the voices about the issue. The National Indian Brotherhood’s position paper of 1972, â€Å"Indian Control of Indian Education,† proposed to implement two principles of education that would make school more relevant to students and their communities: Parental responsibility and local control of education, including the right to hire staff and develop curriculum. (Aboriginal People in Canada, pg. 33-358) this went worldwide. The federal government and now recognizing that, what they did before was wrong and that the Aboriginal People should take over. The Residential School system failed as a system of education for three reasons: Server underfunding, particularly during the two World Wars and the Depression, Inadequate management due to the rapid growth of the system and students. (Aboriginal People in Canada, pg. 358) Aboriginal People were not satisfied with Just the closure of Residential Schools, individuals and communities took action. In 1988, Residential School survivors from St. George’s Residential School in Lytton, British Columbia, filed lawsuits against the Anglican Church for damages for sexual abuse. Canadians were shocked by news reports about routinely abuses by the Catholic Church. This case opened the accounts of abuse in the Residential school across Canada and, finally, national attention focused on the damages that this system had inflicted. Non- Aboriginal leaders and citizens condemned the abuse that had taken place for so long. It was time for the churches and government to respond, take action about the problem and hear the voices (Aboriginal People in Canada, pg. 8) The treatment of children in Indian Residential Schools is a sad chapter in history of Canada. Indian Residential Schools separated over 1 50,000 Aboriginal children from their families and communities. The primary objectives of Residential Schools system were to remove and isolate, transitions and cultures, and to assimilate them into the dominant culture. The government now recognize that this policy was wrong, had caused great harm and has no place in Canada. The legacy of Indian Residential Schools has contributed to social problems that continue to exist in many communities today. The government also recognizes the consequences of Residential Schools policy was negative and that it has had a lasting and damaging impact on Aboriginal culture, heritage and language. â€Å"On behalf of the Government of Canada and all Canadians, I stand before you, in this Chamber so central to our life as a country, to apologize to Aboriginal Peoples of Canada’s role in the Indian Residential Schools system. â€Å"(Stephen Harper, CBC Learning, Stolen Children) Government policy destroyed the fabric of family in first nations, M ©tis and Inuit communities. Parents and children were made to feel worthless. Parents and grandparents were given no choice. Their children were stolen from them. â€Å"Today we live in a reality created by the residential schools system, stole from them. â€Å"Today we live in a reality created by the residential schools system, a present that is haunted by this tragic and painful heritage from those first nations, M ©tis and Inuit children, from their families and their communities, a dark and painful heritage that all Canadians must accept as a part of our history. (St ©phane Dion, CBC Learning, Stolen Children, DVD) For a pretty long, Canadian governments chose denial over truth, and when confronted with the eight of truth, chose silence. Canadian governments also refused to acknowledge their role in creating the residential schools system and perpetrating the goal of wiping out aboriginal identity and culture. Canadian governments ignored the consequences of this problem. Instead of trying to understand the Aboriginal People’s suffering that continues to this day, they went into silence. Today, we, representatives of the Canadian people, apologize to those who survived residential schools and to those who died as a result of the laws enacted by previous governments and parliaments. By speaking directly to survivors and victims’ today on the floor of the House of Commons, we apologize to those who died waiting for these words to be spoken and these wrongs acknowledged. † (St ©phane Dion, CBC Learning, people for accepting the apology that they are getting from Canada. Together we remember and honour them for it was they who suffered the most as they witnessed generation after generation of their children taken from their families’ love and guidance. for the generations that will follow us, we bear witness today in this House that our survival as First Nations pe oples in this land is affirmed forever. (Phil Fontaine National Chief, CBC Learning, Stolen Children, DVD) The First Nations now significance of the day of apology is not Just about what has been done, but equally important, what id to come. They know that never again will the House consider the First Nations the Indian problem for Just being who they are. The first Nations heard and know that the Government of Canada will take full responsibility for this dead chapter in their shared history. they heard the Prime Minister declare that this will never happen again. They finally heard Canada say it is sorry. â€Å"Everyone has still have o struggle, but now they are in this together. † (Phil Fontaine National Chief, CBC Learning, Stolen Children, DVD) The effects of Residential School last generations and healing will take as long. If is not possible for communities, families and nations to heal within a few years and will continue to grow. Steps to Healing that I think is good: Creating safety from violence, Showing respect and tolerance for differences, Being responsible and holding others responsible for actions and recognizing the hurt and the need to change. In conclusion, I think Residential School shouldn’t been built in the first place. Even if you were trying to change a cultural to become Just like yours. There were different ways to d it; like teaching them your ways on your own time. Instead of doing it a whole culture and causing so much problems. Or not doing anything about the issue at all. When Canada was apologizing to the Aboriginal People, In my opinion, I think Canada’s attempt was trying to close the Aboriginal identity and culture by taking away from their families when they were children and by building a system to punish them for whole they were. They didn’t value the Aboriginal people as parents. Didn’t trust and respect them. How to cite Resdietial schools, Papers

Social Work Support Group

Question: Discuss about theSocial Workfor Support Group. Answer: Introduction In this video, few young age boys and girls are gathered with a counsellor in order to discuss the existence of stress in their life and to know the process to overcome their stress. The chosen group for completing this assignment is Support Group and there will be discussion on stress. According to Levi (2016), more or less every individual goes through a phase of stress and on every occasion, an individual overcomes stress with proper process of stress counselling. Stress can damage the mental and physical health if it cannot be treated so long. Description of the Group and Over Viewing its Purpose The purpose of this group is to offer and discuss several ways to overcome the stress in the life from various sources. From various studies, it has been proved that the students aged in between 17-25 encountered with stress than the other ranges of ages from the social life, pressure from schools including tasks, exams, schedules, family and friends (Moreland et al., 2014). This group will discuss the beginning of the pressure, which actually leads to the stress in immense manner if he pressure cannot be handled in proper and adequate manner. This young group of individual has been associated for overcoming the stress as it may lead to adopt unhealthy practices, such as drinking or smoking, which will be harmful for this young age people. The stress counsellor in this video is a professional individual, who can treat the experienced difficulties of the gathered individuals (Beebe Masterson, 2014). Type of Group This particular video is solely based on three different questions, which are closely related to the stress and all the gathered individuals have shared their own perspective upon the stress and stress management. There is a discussion on their adopted strategies during the time of their stress and even the member of this particular group have communicated with each other for sharing own experience during the stressful situation. This group is task-oriented group and the name of this group is Support Group. Gchter et al., 2012 has mentioned that stress can be considered as the response of the body towards different demands, criteria of the life, which engages both the mind and emotions. This particular group has understood the necessity of overcoming and preventing stress as it affects the human feeling and the physical health. However, there are some contradictions among the associated group members of this video while communicating regarding different stress scenario within own lif e. The member often oppose and often appreciate the process of overcoming the stress of the group members. Description of the Group The group shown in this particular video are young people from schools and there are three female and two male members. The stress counsellor has initiated the discussion and then asked the group member to provide their views regarding their experiences of stress and how they had overcome it for leading a stressful life. One by one, every group member has shared his or her experiences and visions upon it. This group can be considered as initial session of Group therapy. This particular discussion has been continued for 8 minutes and 49 seconds and the entire discussion has been completed with a proper following of some portion such as the introductory portion, the selection of the topic and there are discussion after the asked questions of the stress counsellor. The counsellor has provided equal chance to each team member for sharing different viewpoints. As opined by Oradee (2012), often the stress level increases in manner, which is next to impossible to overcome and in such position there are requirements of effective and potential counsellor, who can help to overcome stress. This group is a true example of group interactive session, where every group member is closely interlinked with each other and share own notion on a fixed topic that is stress. The Stage The associated members of the group are all young people from school; therefore, they are standing at the initial stage of their life. Their life has just started, therefore, if these young individuals have lost hope only because of encountering stress from their social life, family, friends, tasks, exams and other pressures, then it will lead a serious depression for them, which is not at all expected (Beard, 2016). These people should have adopted strategies to deal with stress, as with the ages, the level of stress will increase. The Dynamics in Between the Participants The group dynamics suggest that the team members are associated for achieving same motif (Trotzer, 2013). The team dynamic helps the team member to share their ideas, suggestions and visions on certain topic. However, in this particular video, the group members also do the same. Hwang Lin (2012) have referred that the group dynamics deal with the basic behavioural patterns and attitudes of a particular group. The video suggests an interactive group session, which has been started with a introductory speech of the stress counsellor, who clearly explains the requirement of this particular group. The entire gathered group member is quite interactive with each other and it make easy for the counsellor to communicate with everybody. Every group member has been provided with equal opportunity to share their own views and any longer viewpoints are not entertained as the counsellor stops the individual, who provide a long statement regarding their experience in order to give other team memb er chances. The gesture and process of interaction with the other team member is appropriate for this group therapy session. Chiclana et al., (2013) have suggested both the negative and positive experiences in life can lead life transition, which is responsible to lead any kind of stress. Even in this particular video, the woman counsellor has mentioned that stress should be avoided in the life as it damages both the physical and mental health of an individual. According to Zhang et al., (2012), group dynamics are solely concerned with the process of group formation, its structure and processes of performing some tasks in order to reach the same goal. In this video, the group members also present their viewpoints on stress and its effective ways to overcome it. Even the group dynamics help to appreciate the suggestion of a team member and criticising it. The leader of this group has followed participative leadership style as this person involves every team member to take a part of t he interaction and share own viewpoint upon stress. The Role, Tasks and Strategies of the Leader According to Shin et al., (2012), adequate and potential strategies and task should be selected for meeting the goal of creating the group discussion. In this particular video, the group member shares own experience and it actually helps them to release their stress. The strategies the leader has followed involves the team member to share brief picture of their experiences instead of elaborated version of it and to interact with maintain positive gesture, which can encourage the other group member to share their own experiences. Every team member is associated and connected with each other only because of suitable implication of strategies of the leader. The leader has played the role of participative leader with allowing every group member to share own viewpoints (Triantaphyllou, 2013). One of the group members Stephanie is quiet and calm and fails to communicate with the entire group. However, Jolene presents her own viewpoints in smooth way. The leader appreciated both of them for their participation as it encourages them for further discussion. The participative leadership style gathers the shared viewpoints of the participants of group members. My View on Groups Effectiveness I think the effectiveness of a group suggests the capacity of a group for accomplishing the set goals, which have been administrated by the leader. I have observed that this group develop internal feelings of the close affiliation among the existing group member and it helps to enhance the loyalty among the group member after sharing own visions related stress. The size of the group also determines the effectiveness of a group and every group member has understood their roles and responsibilities within the group for accomplishing the objectives of this group. As stress is a complex subject to discuss, therefore, I have noticed that the leader in this video tries to free the group members and only engage 5 member for discussing this complex issue. I have understood that as stress has been considered as critical issue to deal, therefore, this interactive discussion will help these school going young people to overcome their encountered situations in potential manner. Conclusion The provided video reveals the necessity of overcoming stress with the help of interactive session and it evaluates the basic idea regarding the capacity of the individuals for dealing with several stressful situations. With the constant improvement in the contemporary lifestyle, there are gradual enhancement of the stress, which often lead and individual towards a severe level of depression and on certain occasion towards the suicidal tendency. The group member helps one another for helping them to share their experiences. References Beard, F. (2016). Preparing campaigns students for group work.Journal of Advertising Education,20(1/2), 111. Beebe, S. A., Masterson, J. T. (2014).Communicating in small groups: Principles and practices. Pearson Higher Ed. Chiclana, F., GarcA, J. T., del Moral, M. J., Herrera-Viedma, E. (2013). A statistical comparative study of different similarity measures of consensus in group decision making.Information Sciences,221, 110-123. Gchter, S., Nosenzo, D., Renner, E., Sefton, M. (2012). Who makes a good leader? cooperativeness, optimism, and leading?by?example.Economic Inquiry,50(4), 953-967. Hwang, C. L., Lin, M. J. (2012).Group decision making under multiple criteria: methods and applications(Vol. 281). Springer Science Business Media. Levi, D. (2016).Group dynamics for teams. Sage Publications. Moreland, R. L., Levine, J. M., Wingert, M. L. (2013). Creating the ideal group: Composition effects at work.Understanding group behavior,2, 11-35. Oradee, T. (2012). Developing speaking skills using three communicative activities (discussion, problem-solving, and role-playing).International Journal of Social Science and Humanity,2(6), 533. Shin, S. J., Kim, T. Y., Lee, J. Y., Bian, L. (2012). Cognitive team diversity and individual team member creativity: A cross-level interaction.Academy of Management Journal,55(1), 197-212. Triantaphyllou, E. (2013).Multi-criteria decision making methods: a comparative study(Vol. 44). Springer Science Business Media. Trotzer, J. P. (2013).The counselor and the group: Integrating theory, training, and practice. Routledge. Zhang, Z., Wang, M. O., Shi, J. (2012). Leader-follower congruence in proactive personality and work outcomes: The mediating role of leader-member exchange.Academy of Management Journal,55(1), 111-130.