Inspector Goole Essay Example for Free

Inspector Goole Essay I believe such cliff-hangers put the characters in a defensive and confused mood and they left wanting to know what is to happen next. Who thought the inspector knew a lot therefore they have to co-operate by telling the truth and this makes the jig-saw puzzle of the mysteries easily soluble. That is the scenes with each Act are easily identifiable as the initial atmosphere is established, as the focus moves from one character to the next and as the family seeks to explain the evenings events. At the end of the play, the audience are shocked and surprised that inspector Goole, who has acted professionally, so it seems, has turned out to be a fraud and a fake. Afterwards, the audience, I presume, becomes more confused and bewildered. The plan was a type of whos done it (by Agatha Christie) which progressively builds up and heightens the supernatural nature of the mystery surrounding the inspector. However, the inspector has successfully made Sheila and Eric confessed their guilt and irresponsible behaviour towards Eva Smith yet the inspector leaves the audience guessing who actually is responsible for the death of Eva Smith, and the audience having learnt that the inspector is a fake, makes them more surprised at his professional manner and style of his interrogation and enquiries. Initially, the role of the fake Inspector Goole, who visits the Birling family residence and to interrogate them about the supposed suicidal death of Eva Smith, tries to make the characters aware of the broader view of responsibility because before the entry of Inspector Goole in Act one, Mr Birling tells the two young lads Gerald and Eric that,  A man has to mind his own business and look after himself and his own After the inspector has given his speech of Love, the three; Mr and Mrs Birling and Gerald are adamant and refuse to accept any responsibility on their part, which contributed to the death of Eva Smith. Before the end of the play, Gerald Croft rings the infirmary to confirm the death of Eva Smith and the falsehood of his cocked up story of the death of a young woman now on a slab at the infirmary. Mr and Mrs Birling and Gerald are in jubilant and triumphant mood that they have been vindicated that no girl has died and the infirmary hasnt had a suicide for months. Just then, the phone rings. This time, it is a real inspector who confirms that indeed a young girl has died drinking disinfectant and is on the way to the infirmary. Then inspector wishes to visit the Birlings (second time round) for a fresh investigation. I therefore believe that this is proof of Priestleys use of time as element of his play. Now the audience are left in no doubt that the events of the play are going to start all over again because according to theory of nature of time, the cycle of identical lives will be repeated if people involved change nothing of significance. J.B Priestley wants to convey a moral and social message that we all should think, feel and act like responsible people in the community helping one another. I believe that the sort of audience who went to the theatre in 1945 were, naà ¯Ã‚ ¿Ã‚ ½ve and ignorant but rich and powerful. Despite the ignorance of the audience, they were wealthy and powerful people of the society at that time after the Second World War. Therefore, they could easily identify with the Birlings. These people are selfish, uncompromising and thought of themselves and their families and disregarded the plight of the poor and disadvantaged members of society. This is vividly in Mr Birlings advice to Eric and Gerald;   but I care. I was almost certain for a knighthood in the next Honours List-  Having identified themselves with the Birlings, I feel that the audience will feel guilty for being irresponsible and selfish towards the poor and disadvantaged in the society. Therefore I believe if injustice and inequality are allowed to flourish in the society, mistakes of the old generation will repeat itself in generations to come. The play encourages the audience to learn from the mistakes of the past and to recognize that selfish pursuit of riches and power can be destructive. J.B Priestley encourages his modern audience to see that capitalism has many victims. He also makes them aware that our lives are linked and that our behaviour affects one another to see the need to create a better society. Nevertheless, the modern society reacts to the characters in the same way in the sense that the rich are becoming richer and the poor becoming poorer, due to the selfishness and inward looking of the wealthy and powerful over the less advantaged members of society. I feel Priestleys use of surprise interrogations and inquiries do not work in modern times. This is because before an inspector of the police visits a residence to interrogate, he first makes himself known by producing his identity card. I believe the end is a surprise because after inspector Gooles speech, the real inspector of the police rings announcing the death of a girl who has drank a strong disinfectant and that the police inspector is on his way to ask questions. Despite the present of socio-political conditions, I believe Priestleys moral and social message is still relevant. For instance, inequality and class systems are prevalent in modern societies. For example, the labour party which is socialist inclined seems to stress the idea of interdependent community but fail to practice what they preach. The original audience are different from the present day audience, whereas the audience in 1945 were aristocrats, wealthy and powerful, the present audience have different social status therefore I think one should expect diverse reactions. Thus, the play does not affect them in the same way. However, I feel that the play is still worth performing because modern audience are still committing the old mistakes that the original audience committed. Morden society is still irresponsible and class system is also operative. Again the elite and affluent exercise power over the less advantaged and the poor, and they are business conscious more than being charitable. In this play, Priestley writes about social message, love and responsibility. Socially, the writer makes me feel and accept that people share a common humanity and that we are all interdependent.  Again Priestleys writing about love through charity which is faked by Mrs Birling encourages me as an audience to express true love.  I believe this play has encouraged me to look back to the mistake of our fore-fathers in all circumstances and live as a member of a community contributing and helping to build a society devoid of wickedness, irresponsibility and selfishness.  In conclusion, I must admit I have been overwhelmed by Priestleys use of time as an element of his plays ( The dessert Highway-1944 and The Linder Tree-1945), to demonstrate how in general; the behaviour of each member of a community can affect others.

family as a product of the Environment :: essays research papers

What is family? Family can be described in several ways, a group of persons of common ancestry, or by a person’s perceived view of what a family actually is. Everyone has their own beliefs on what actually makes and defines a family. We will compare the views on family based on Karl Marx’s â€Å"Communist manifesto† and Jose Saramago’s â€Å"The Cave† to see the differences and similarities that take place, and then we will come to a general conclusion that family is a product of our environment Marx felt that history of man is the history of class struggles; these class struggles generally exist between the oppressed and the oppressors. As for the modern class struggle, the authors of the Manifesto blame industrialization, the discovery of the New World and other foreign markets, and the amount of capital available to the businessmen and the bourgeoisie as reasons for the abuse of the working class. The working class is described as being nearly impossible to make better; they have only the bare minimum to survive and the growth of capitalism is making the proletarian class even bigger. This is why they are fit to rise up, together, in open revolution to change the current social structure, to overthrow the rule of the bourgeoisie. Because of the drive to make money, Marx felt the ties between men had been reduced to â€Å"naked self-interest† and â€Å"cash payment†. (Marx 11) To Marx families were seen as nothing more than a business relationship. For this reason, Marx advocated for the abolishment of families and supported free love to end the exploitation of wives. Instead of having many family units, the plan was to break these down to give way for the eventual birth of one large family of proletarians.   Ã‚  Ã‚  Ã‚  Ã‚  In â€Å"The Cave† the view of family is represented by Cipriano Algor, his daughter Marta, her husband Marcal and even the family dog Found. Family is very important to the Algor‘s as it can be found in the constant crying and discussions by the family. There are many arguments that end up with one or more of the people in the discussion crying. For instance when Marta finally tells he father that they are having a child, Cipriano is upset that they didn’t tell him sooner, Marta begins to cry and it all ends up ok. Crying is a key way to show someone that you care for them.

Ground Rules Essay

â€Å"Ground Rules are boundaries, rules and conditions within which learners can safely work and learns†. (Gravells A, 2010). This above definition explains that all learners require boundaries and rules within which to work. These must be made very clear and early on in the course; these terms could be set by organisation and/or produced by the tutor himself. In fact setting ground rules will help everyone know their limits. Learners like routine and will expect tutor to be organised and professional. â€Å"Ground rules articulate a set of expected behaviours for classroom conduct. They can be set by the instructor or created by the students themselves (some people believe that students adhere more to ground rules they have played a role in creating)†. (Carnegie Mellon, 2005). These rules must be shaped as soon as possible to help maintain order, underpin behaviour and promote respect. They should lead to a set of guidelines regarding acceptable and unacceptable behaviour and set clear boundaries within which to work. If they are not set, problems may occur which could disrupt the session and lead to misunderstandings. The instructor should explain the purpose to ensure that discussions are spirited and passionate without descending into argumentation, to ensure that everyone is heard, to ensure that participants work together toward greater understanding rather than contribute disjointed pieces. Some instructors ask students to sign a contract based on the ground rules; others simply discuss and agree to the ground rules informally. It is important for instructors to remind students of these ground rules periodically, particularly if problems occur (for example, students cutting one another off in discussion or making inappropriate personal comments). Instructors should also be sure to hold students accountable to these rules, for example, by exacting a small penalty for infractions (this can be done in a lighthearted way, perhaps by asking students who violate the rules to contribute a quid to a class party fund), by factoring conduct during discussions into a participation grade for the course, or by pulling aside and talking to students whose conduct violates the agreed-upon rules. 2. Establish Ground Rules: Classroom management and discipline can make or break a teacher. Even the most knowledgeable teachers can struggle with maintaining an effective and orderly learning environment.   Setting ground rules and consequences early, practicing procedures and enforcing rules consistently can contribute to a teacher’s educational success. Often problems arise with students because of unclear expectations about your role as a tutor and about their role as a student and a member of the class. Establishing expectations or ground-rules at the beginning of semester can help clarify these expectations and help in maintaining a good working relationship between you and the group, individual students, and among the students themselves. 2.1 Setting up the Rules: To set ground rules for student activities a behaviour code which all the class will agree with it. This helps to create feelings of trust when beginning to address the feelings the students may have when thinking and talking about the emotive problem. Getting the students to generate the ground rules themselves can also help to establish rules that will be more likely to be kept by the group, as students will feel like tutor trusted and valued their perspectives. A set of ground rules can be a helpful tool when having to deal with difficult situations at a later date. For example, if some students are dominating discussion or behaving inappropriately, being able to refer back to the ground rules that the students themselves negotiated can be quite powerful in getting back control of the class. It’s also quite useful to review the ground rules during the semester, to get feedback from students on how they think things are going, if there are any rules that aren’t working or any rules that should be added. Some possible ways to generate a set of ground rules with the learners include the following: (1) Use pyramiding to get students thinking about their expectations and what they would like as ground rules. First, ask students to think about (and write down) what kind of expectations they would like set for the group on their own, then after a couple of minutes, they turn to their partner and share their ideas, and then each pair joins with another pair and this group of 4 shares ideas and negotiates a common set of ideas. After a few minutes (say 5 – 10 minutes), ask one member of each group to report back to the whole class and you write each idea on the board. Once a set of expectations/rules has been generated, discuss the list with the class, clarifying if needed and making changes (if appropriate). (2) Start with a short list of rules and expectations that you have created, project this on an overhead projector (OHP) or write on the board, and ask the learners to form small groups (around 4 students) and discuss the list, do they agree, is anything missing, etc? Then ask each group to feed back to whole learners their comments. This then works in a similar way to the last part of pyramiding. (3) Ground rules can also be set up by having a group discussion. It is best to have the ground rules mutually agreed so that both tutor and learner has an opportunity to put their views forward and they must be doable. Once everyone’s views are considered, a set of rules that suit everyone can be designed. Learners are more likely to be committed and adherent to these rules and less likely to be broken, since they were designed by the group itself. After ground rules are agreed, they will have to be written down and distributed to every member of the classroom, and a copy will be displayed in a visible place in the classroom, all through the length of the course. Also it has to be agreed among in the learners how the tutor will react if rules are broken. Learners have to be warned, as to what actions will be taken and disciplinary procedures made aware which will be different for each institution. This will create a safe and respectful environment in which all participants will have the opportunity to benefit from the learning experience. 3. Appropriate Examples of Ground Rules: 3.1 Examples: Each and every learner is different when it comes to behaviours and respect for others. So agreements have to be made about expected behaviour in the classroom. Ground rules are mutually agreed arrangements between the tutors and the learners, which ensure that the views and needs of all learners are valued and appreciated. It helps learning, easy in the classroom. Learners need to know what the teacher expects from them and what they can expect from the teacher during the course. They need to know where the boundaries lie and what will happen if they step over the boundaries. These rules have to be established by thinking carefully, expressing clearly and enforcing consistently. Ground rules can be set either by the tutor, or by the learner or by the tutor and learners together. Here are some examples of Ground rules: * Listen actively and attentively. * Ask for clarification if you are confused. * Do not interrupt one another. * Challenge one another, but do so respectfully. * Critics ideas, not people. * Do not offer opinions without supporting evidence. * Avoid put-downs (even humorous ones). * Take responsibility for the quality of the discussion. * Build on one another’s comments; work toward shared understanding. * Always have your book/readings in front of you. * Do not monopolize discussion. * Speak from your own experience, without generalizing. * If you are offended by anything said during discussion, acknowledge it immediately. * Consider anything that is said in class strictly confidential. * Everyone will be on time. * Respect each other’s point of view. * Listen to each other, and don’t interrupt when another person is speaking. * Don’t criticise or ‘put down’ another person. * Come prepared for each class. * Turn off mobile phones. * Behave Seriously. * No Violence. * Helps other so everybody can enjoy the lesson. 4. Setting Ground Rules to promote respect for others: Well-defined rules in the classroom can prevent many behavioural difficulties. When learners are involved in the development of the rules, they are more likely to adhere to them and understand why they have been put into place. â€Å"Ground rules are boundaries, rules, and conditions within which learners can safely work and learn. If they are followed, they should promote respect for others and ensure the sessions run smoothly†. (A.Gravells, 2008) So agreements have to be made about expected behaviour in the session. Ground rules are mutually agreed arrangements between the tutors and the learners, which ensure that the views and needs of all learners are valued and appreciated. It helps learning, easy in the session. Learners need to know what the tutor expects from them and what they can expect from the tutor during the course. They need to know where the boundaries lie and what will happen if they step over the boundaries. These rules have to be established by thinking carefully, expressing clearly and enforcing consistently. Ground rules can be set either by the tutor, or by the learner or by the tutors and learners together. Ground rules can be set up by having a group discussion. It is best to have the ground rules mutually agreed so that both tutor and students have an opportunity to put their views forward and they must be doable. Once everyone’s views are considered, a set of rules that suit everyone can be designed. Learners are more likely to be committed and adherent to these rules and less likely to be broken, since they were designed by the group itself. It will instil positive discipline and maximise learning since the rules were set up with them and not enforced. As a tutor, ground rules will be to ensure that tutor will be fully prepared for the session, be punctual with start and finishing times for each session and make sure markings are completed in time. Tutor must make sure not to put down anyone, encourage the learners, assist in team work, help with course completion, be professional and honest, be non-judgemental and will have interactive teaching and no politics. Learners must have to decide on their ground rules like, respect for others, punctuality, confidentiality, honesty, equality of opportunity, learn and listen, no interruption, mobile phones off, no abusive language, self-control, no politics. After ground rules are agreed, they will have to be written down and distributed to every member of the classroom, and a copy will be displayed in a visible place in the classroom, all through the length of the course. Also it has to be agreed in the class how the tutor will react if rules are broken. Learners have to be warned, as to what actions will be taken and disciplinary procedures made aware which will be different for each institution. This will create a safe and respectful environment in which all participants will have the opportunity to benefit from the learning experience. Conclusion: This assignment focus on the ground rules between the tutor and learner. It defines some general ground rules between them, ways to establish and setting up in that way so it could promote respect for other learners. As I have already defined that Ground rules are the boundaries and conditions in which a learner can work and learn safely so these rules should be be established at the beginning of a course, and the tutor should explain the purpose they serve to ensure that discussions are spirited and passionate without descending into argumentation. It is vitally important point behind the ground rules that we could provide safe learning environment which promote respect for among the learner. At the end of this assignment, I conclude that these ground rules are the basic rules which create harmonious and safe environment during session, avoid the disaster situations and create a respective feelings for each other.

Negative Effects Of Globalization - 1552 Words

Globalization has negative and positive effects that impact all levels of everyday operations from the international community through regions to individuals. Some oppose the changes it brings, some turn it to their benefit. The latest globalization wave carrying American values hit the Arab Spring particularly hard. The fight against conformation to American values intensified Jihad movements through terrorism against the Western world. Terrorist groups were able to utilize the same communication advances that caused the latest globalization wave, trying to resist all the social changes it brought upon conservative Muslims, at the same time driving away moderates who want to pursue a better life elsewhere. Networks were built on new†¦show more content†¦Social backlash of those who are effected negatively by globalization are common forcing some groups of people turn to extreme measures such as terrorism or the obtainment of nuclear capabilities. In this literature review s ection we will look at the findings of other scholars on their quest for answers how these negatives such as the cultural and ideological clashes between societies will shape the future of globalization and take a look at their projection. One of the best captures of the ongoing global trends can be found in Stephen J. Korbin’s work from The Warton School at the University of Pennsylvania. His understanding of past global driving forces allow an accurate application of what we already learned from previous globalization waves to the current. (Kobrin, 2017) His thoughts of the of global social consequences due to the intertwined global connections of our world are very similar to Thomas L. Friedman’s, describing the world as shrinking and flat. (Friedman, 2005) Kobrin suggests that globalization is just as cyclical as history. His assertion aligns with Friedman’s that the underlying basic economic structure is resistance to the change necessary for globalization to proceed beyond this inflection point. The fear of protectionism in trade and in the workforce worry many globalists. Neville Laurence expresses the same fear ofShow MoreRelatedThe Negative Effects Of Globalization762 Words   |  4 Pagesworld. From what I have read, I have noticed, to a large extent, the positive aspects of globalization. Even Samir himself speaks about this that they greatly influenced him â€Å"Globalization has had a very strong effect on me. It has allowed me to live with my friends and extended families that live in very different cultures and settings.† He also talks about the moments that globalization gave him, â€Å"Globalization has also allowed me to be exposed to several languages. I am fluent in English, SpanishRead MoreNegative Effects of Globalization677 Words   |  3 Pages Globalization refers to the absence of barriers that every country had. Yes, it has helped to demolish the walls that separated us .Globalization, which is the process of growing interdependence among every country in this planet, can be seen as a sign of hopeful and better future by some, but for others it represents a huge disaster for the whole world. That’s why we are going to see the negative effect that globalization has on culture then focus on the ethical disadvantage it broughtRead MoreNegative Effects Of Globalization1361 Words   |  6 PagesFor many individual’s globalization is seen as being a process â€Å"of increasing of economic connections across various boarders around the world. It is a process that entails production and services of materials in which are usually outsourced across international borders.† (Das, 2017). Although globalization has the power to increase trade across the world, this has also resulted in multinational co rporations using developing nations in order to obtain an efficient amount of production due to takingRead MoreThe Negative Effects Of Globalization1179 Words   |  5 PagesChoose and focus on one negative consequence of globalization. Explain what the issue is, and why it is problematic for the world. The globalization of food production. This is not only problematic for the world, but on a personal level; it is a problem in the region in which I live. I live in rural America, known for its farm community. But, there are no local farms. The redefining of land use, the farming of food solely for mass production by affluent companies, and the introduction of GMOsRead MoreThe Positive and Negative Effects of Globalization1570 Words   |  7 PagesThe Positive and Negative Effects of Globalization Is Globalization ultimately positive or negative, or somewhere in between? I believe it depends on who you ask the question, and how it affects their life. For myself, I can’t get passed the negative way it has impacted my life and others around me in the same situation. Those of us who have lost our jobs and livelihood and are now labeled as â€Å"the long term unemployed† have seen our jobs eliminated and outsourced overseas; find it hard toRead MorePositive and Negative Effect of Globalization744 Words   |  3 PagesTopic: Discuss the positive and negative effects of globalization on the world today. The term globalization is the process of transformation of local phenomena into global ones. It is when different countries start to connect together as a whole, when people around the world are more linked to each other than ever before, when information and money flow more speedily and when goods and services produced in one part of the world are increasingly obtainable in all parts of the world. And it hasRead MoreNike Positive And Negative Effects Of Globalization1367 Words   |  6 PagesThe Promises and Perils of the Globalization of Nike Globalization involves global interaction and cooperation between individuals, corporations, countries and their governments. As demand for products grows and the technology it takes to improve the process by which products can be manufactured more cheaply grows, globalization grows as well. It is supported by advancements in technology. These changes can have both short-term and lasting effects on issues surrounding economics, politics, the environmentRead MoreNegative Effect of Globalization in the Philippine Economy4768 Words   |  20 PagesAdverse Effect of Globalization in the Philippine Economy Introduction The thrive of globalization has opened gates for economies both nationally and globally. The last three decades saw many governments acquiring the systems of free markets, thereby, maximizing their own potential and opportunities for international business  as well as investment. Whats more, as a result of globalization governments all over the world worked towards the elimination of limitations to business and trade ofRead MoreGlobalization : Positive And Negative Effects On Todays Society1582 Words   |  7 Pagesbeing more globalized. Globalization is the process of interaction amongst people, businesses, governments of different countries and nations, and is driven and or influenced by international trade and international business. Technology has been one of the largest contributing factors to the reason why the world is becoming more globalized. Globalization has both positive and negative effects on the environment, societies, as well as today’s cultures. Cultural globalization refers to the processRead MoreEvaluate the Positive and Negative Effects of Globalization in China894 Words   |  4 PagesEvaluate the positive and negative effects of globalization in China Globalization, which is the process of enabling financial and investment markets to be operated widely and internationally, usually refers to the increasing global relationships of culture, people, and economic activities (Simon. J, 2002). It is generally used to represent economic globalization including the global distribution of the production of goods and services, through reduction of barriers to international trade such

The Savior s List By Thomas Keneally - 879 Words

The Savior’s List Schindler’s List, by Thomas Keneally, is among the most significant literary works covering the Holocaust. The novel is a biography of Oskar Schindler (1908–74). Keneally strived to preserve the authenticity of the people and events of his novel, attempting to avoid fiction at all costs, however surly specific dialogues were reimagined using reasonable constructs of detailed recollections of people who experienced these events first hand. The story follows the Czechoslovakian businessman as he rescues Jews from the German ruling Nazi party during WW2. Although originally a member of the German the Nazi party, Schindler had many Jewish acquaintances as well as business associates. Horrified when he learns of the Nazi plans of eradicating Jews from Europe in entirety, Schindler dedicates himself to saving anyone he could. Schindler went about this through hiring Jewish workers for his privately owned factory in Poland. He utilizes bribes as well as his friends in high pla ces within the German political scene to ensure his workers safety. Ultimately, towards the conclusion of the war Schindler was responsible for saving many lives that were destined to end if it wasn’t for his intervention. After WW2 Schindler continued to be honored by the European Jewish community, as well as the Jewish communities around the world, and after his death he was buried in Jerusalem as a reminder of his actions. Keneally practiced no literary license, regarding his blatantShow MoreRelatedThe Story Of Schindler s List1206 Words   |  5 PagesSchindler’s List written by Thomas Keneally and the film recreated by the award winning director Steven Spielberg is known to be one of the most â€Å"amazing portrayals of the Holocaust† (Marks and Torry). Many stated that when the novel was written, â€Å"Thomas Kineally wrote something much more powerful than just a biography, not only did he tell the story of a great Holocaust hero, but also at the same time it described dreadful horrors of World War II† (Marks and Torry). The story of Schindler’s List is aboutRead More Schindlers list Essay672 Words   |  3 Pages Oscar Schindler Oskar Schindler would never have been anyone’s ideal savior, especially for the Jewish community. He was an open member of the Nazi party, a womanizer, a gambler, an alcoholic, and was extremely money hungry, but was successfully able to rescue and save from death over twelve hundred Jewish men and women. Schindler was born on April 28th, 1908 in Zwittua, Czechoslavakia. He was born Catholic and into a wealthy family, but started early on a life of sin. In 1930 he moved to PolandRead More Oskar Schindlers Actions During the Holocaust Essay examples1534 Words   |  7 Pagesrevered saviors of modern times. Oskar Schindler succeeded in accomplishing something everyone else deemed impossible. The saving of the first Schindler Jews began in 1939, when he opened up a small enamel shop right outside of Krakow near the Jewish ghetto. Here, he employed mostly Jewish workers, thus, saving them from being deported to labor camps. Then in 1942, when Schindler found out that the local Krakow Jews were being sent to the brutal Plazow labor camp, he convinced the S. S. and the

Working For The District Of Columbia Public Schools Case...

Working for the District of Columbia Public Schools (DCPS) Educational System, does not present an opportunity to evaluate its performances as a publicly traded company, due to it being a not-for-profit government organization. In as much, DCPS does normally set out strategic efforts, which are not as simple as one may view (Schmitz, 2012), by establishing and completing the list of five-year strategies (DCPS, 2017) in which can be evaluated from several key performances based on planned strategic goals set. These mapped out plans ultimately will determine how well they overall accomplish its visionary mission as a public educational institution (Schmitz, 2012). According to Schmitz (2012), realizing on these planned goals, must be†¦show more content†¦As pointed out by Schmitz (2012), how well an industry and the executives abilities to manage strategies, changes and challenges, will weigh heavy on and influence successes as well as failures, which are mapped out in Porterà ¢â‚¬â„¢s Five Forces and the very well known as â€Å"The Five P’s.† There are two larger eminent competitors and two substitutions within the education industry that DCPS must keep vigilant that creates a threat, due to rivalry and the competitiveness of receiving federal funds based first on student enrollment – these forces are attributed from Porter’s Five. One is the for-profit educational institution or private school sector – this is where prominent families would chose based on financial status or legacy; and where families also seek scholarship funding to assist in meeting paid obligation. The second and most relevant threat lies with the Public Charter School (PCS), who has picked up at least one-third of DCPS’s student population within the last 2 years – moreover, has eroded the growth of DCPS enrollment from 73,000 students in 2010, according to Ashby (2010), to around 49,000 in present 2017 (DCPS, 2017). This could eventually demise the lifecycle of the DCPS and other state-wide public schools alike. A third is the ability of new entries of increasing homeShow MoreRelatedMy Internship Pursuit Essay1733 Words   |  7 Pagestraining/orientation period or were not compatible with my schedule. Thus in finding the Urban Education Leaders Internship Program (UELIP) of the District of Columbia Public Schools (DCPS), which primarily focuses on an interest in education and public policy, I was skeptical that my interest in criminal psychology would be met. However, I quickly learned that this was not the case. Not only did my internship with DCPS indirectly appeal to my major, but it also provided me with a valuable experience in which IRead MoreCivil Rights Movement At Mid Century Essay1196 Words   |  5 PagesPritchett. Wendell E. Manning. Robert D. 2005. â€Å"A National Issue: Segregation in the District of Columbia and Civil Rights Movement at Mid-Century† This article explores the history of Washington D.C. during the post-World War II period and the impact that civil rights played in equalizing rights and opportunities for all races in the district. In several ways, the war improved Washington from a city that was rural and urban to one of the most important cities in America. It was a cityRead MoreEssay about Minority Students in Special Education Programs 1583 Words   |  7 Pagesproblem in this country because it is seen as the easy way out. Schools all over the U.S. are doing this in order to not have to properly test and evaluate students for learning problems. There have been numerous studies done on this topic, from assessing migrant students for special education programs to trying to understand why many language minority students are being put into special education programs. Data during the 1998-1999 school year showed that American Indians and Blacks were over representedRead MoreOccupational Therapy : A Diverse Field1395 Words   |  6 Pagesprimarily on children. This is mostly apparent in public school systems. Every human life is filled with occupations, meaningful everyday activities. Being a parent, friend, spouse, swimmer, or golfer are all occupations that are important to certain individuals. Occupational therapist ask, â€Å"What matters to you?† rather than â€Å"What’s the matter with you?† (AOTA). The goal of Occupational Therapy is to help children with disabilities to participate fully in school and social situations, to help people recoveringRead MoreWhat Are Lawyers?1083 Words   |  4 Pages Benjamin Franklin once said, â€Å"God works wonders now and then; behold a lawyer, an honest man.† (Brainy Quotes 1). Lawyers work hard each and every day to bring justice to this sinful world in which we live. Working full time and very long hours can be extremely stressful for lawyers, but is reflected in a pleasing salary. Students go through many long years of studying to become a lawyer and pass their bar exam. 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Expression versus expectations in Chekhov’s The lady with the pet dog Free Essays

In The lady with the pet dog, Chekhov’s notion of romantic love coincides with his idea of the duplicitous self and society. Central to Chekhov’s discussion of romantic love is the individual and the institutions that define him (in particular, marital and domestic ones) which Chekhov sees as anything but intact. What whole is perceived on the surface is in reality a fragmented clumsily held together by bogus and empty morality tantamount to hypocrisy. We will write a custom essay sample on Expression versus expectations in Chekhov’s The lady with the pet dog or any similar topic only for you Order Now In this case, the romantic impulse comes as a liberating and redeeming sensibility. However, Chekhov asserts, the survival, let alone existence of the romantic love is possible only in the dark—in the small, private (and forbidden) enclave away from the persecuting and prying eyes of the collective. Chekhov (2007) writes of Gurov, â€Å"†¦everything that in which he was sincere and did not deceive himself, everything that made the kernel of his life, was hidden from other people; and all that was false in him†¦all that was open† (chap. IV). Indeed what stands out in Chekhov’s work is the clash between individual sentiments and social expectations; defiance versus the norm, liberating passion as opposed to the stifling demands of pseudo-propriety. Such contestation of values is played out in the characters of Anna Sergeyevna and Dmitri Gurov. Both are trapped and paralyzed by their family and marriages, relationships which are more nominal than actual. Both suffer from a breakdown of communication with their partners and more importantly, their selves. Hence, the disruption of self-expression. Their efforts toward self-definition and determination are brutally countered by the conventions of their sexuality and status. As a result, what occurs is an extinction of their personality and consequently, the imperilment of their love. In this climate, masks are the only means of self-preservation. Gurov, for one, is a man of several faces. His faà §ade appears to be in strict compliance with the behavioral codes attendant of his class and gender. His misogynistic gestures belie his genuine nature. He â€Å"always spoke ill of women, and when they are talked about in his presence, used to call them the lower race†¦. yet he could not get on for two days together without the ‘lower race’† (I). Convention, together with his pretensions, reduces Gurov to a flat and passive character. So flat, in fact, that his entire life and personality can be summed up by the following words: â€Å"He was under forty, but he had a daughter already twelve years old, and two sons at school† (I). In this respect, Gurov is a typical family man. He is head (or better yet, cog) of a family the stability and comfortability of which is owed more to economic and social factors than human warmth and understanding. The family stands for the simple reason that Gurov and his wife, no matter how superficially are playing their parts well. Paradoxically and yet, understandably, Gurov’s extra-marital affairs offer no significant threat to the solidity of his domestic sphere. His women are but fleeting muses, objects of a passion that fades just as quickly as it ignites. Such transient and cold encounters inevitably deteriorate: â€Å"†¦every intimacy which at first so agreeably diversifies life and appears a light and charming adventure, inevitably grows into a regular problem of extreme intricacy, and in the long run the situation becomes unbearable† (I). In a sense, Gurov’s relationships with other women are simply extensions of his mechanical family life. Gurov is deader than alive; older than his years. Despite his numerous preoccupations— â€Å"He already felt a longing to go to restaurants, clubs, dinner parties, anniversary celebrations†¦ entertaining distinguished lawyers and artists† (III)—his hunger for life and love remains unsatisfied. His romantic sensibility continues to stagnate. Gurov’s fate is a microscopic version of the spiritual inertia plaguing larger society. As Gurov laments, â€Å"What senseless nights, what uninteresting, uneventful days! The rage for card playing, the gluttony, the drunkenness, the continual talk always about the same thing† (III). Apparently the preoccupied life of the materially comfortable fail to fill the gaping hole within the individual, in this case, a premature organism at most. What intactness is gained through the observance of superficial social rituals is nothing but conformity and monotony. Gurov’s premature self translates to the frustration of his artistic sensibility. Gurov â€Å"had taken a degree in arts, but had a post in the bank; that he had trained as an opera singer, but ad given it up†¦Ã¢â‚¬  (I). Again, passion has given way to practicality and material considerations. Though practically nameless (indeed, one can only name her through Gurov, and partially at that), Gurov’s wife is far from being a peripheral and passive figure. She enters the story (one can even say, intrude) almost simultaneously as Gurov does. The first glimpse of Gurov is intertwined with that of her that one appears to be the foil of another. Chekhov’s description of her evokes strength (and to a degree, death and deadliness) uncommon of her sex: â€Å"†¦his wife seemed half as old again as he†¦. as she said of herself, intellectual. She read a great deal†¦he secretly considered her unintelligent, narrow inelegant, was afraid of her, and did not like to be at home† (I). His wife’s sense of individuality proves corrosive to their relationship. Not that Chekhov despises individuality in women, Anna’s struggle toward self-definition show otherwise. What makes Gurov’s wife’s fatal is that it consumes, by emasculating, Gurov. An individuality such as her hampers union and unity, disadvantageous to love. The juxtaposition of Gurov and his wife’s sensibility lays bare a glaring incongruity, symptomatic of the failure of their marital communication. The marital environment isolates them both. For Gurov â€Å"in his home it was impossible to talk of his love, and he had no one outside†¦Ã¢â‚¬  (III). And when his wife catches on and reacts to   his hints on love: â€Å"†¦no one guessed what it meant; only his wife twitched her black eyebrows, and said: ‘The part of a lady-killer does not suit you at all, Dimitri’† (III). Their marital union is grounded on repulsion and revulsion. In stark contrast to his wife is the character of Anna Sergeyevna, whose individuality, at least in the beginning, is yet to be defined. Which is not to say that she is empty, for like Gurov, Anna is in search of a life above the mundane: â€Å"To live, to live!†¦ I was fired by curiosity†¦I could not control myself; something happened to me, I could not be restrained† (I). The amorphousness of Anna and Gurov serves as a point of connection, a common ground for them. Anna’s gradual progression from anonymity to indiviulaity is paradoxically combined in her identity as â€Å"the lady with the pet dog†. When Gurov’s â€Å"romance with an unknown woman† (I) unexpectedly escalates to full-blown romance – â€Å"that sweet delirium, that madness† (II) — Anna’s personality becomes indelible: â€Å"Anna did not visit him in dreams, but followed him about everywhere and haunted him†¦Ã¢â‚¬  (II). Indeed, what marks Gurov’s love for Anna is its sense of permanence and identity. Anna’s face is not gobbled up by oblivion, nor does it fade in the crowd. To Gurov, she is the only â€Å"lady with the pet dog†. This sense of eternity is not bound to be challenged though. Society looms as a more powerful and sinister force in the lovers’ lives. Their love is taboo, a truth which they can only postpone but never defeat: â€Å"†¦it seemed to them that fate itself had meant them for one another, and they could not understand why he had a wife and she had a husband†¦Ã¢â‚¬  (IV). Chekhov does not negate the potency, even necessity of genuine romantic love. He does not offer false hopes about it either. Gurov and Anna can only dwell in the present; what the future has to offer is far from hopeful: â€Å"†¦and it was clear to both that they still had a long road before them, and that the most complicated and difficult part is only just beginning† (IV). References Chekhov, A. (2007). The lady with the pet dog. Retrieved December 1, 2007, from   http://www.enotes.com/lady-pet-text. How to cite Expression versus expectations in Chekhov’s The lady with the pet dog, Essay examples