Monday, January 27, 2020

How Does Hydro And Wave Energy Work Environmental Sciences Essay

How Does Hydro And Wave Energy Work Environmental Sciences Essay Energy also known as electricity is an important source of energy use all around the world. Electricity Energy helps do a lot of work such as it gives people light. It warms our bodies and homes. It runs our TVs and our cars. It makes us grow and move and think. Energy is the power to change things. It is the ability to do work. Light is a type of energy we use all the time. We use it so we can see. We get most of our light from the sun. At night people must make there our own light. Usually, we use electricity to make light. In todays world with the help of latest technology energy can be created by using heat from sun, power of wind and the force of falling water or wave. Currently government from all around the world are keen in investing a lot of money in these projects. The projects are met to be environmentally friendly, low in cost, easy to maintain and noise free. Hydro energy system provides energy that normally comes from water force and converts to electricity. Hydro energy can be created by using many ways. In most of the leading countries, the most reliable and cheap common method of generating energy from water are hydroelectric dams, where water comes down through an area that causes turbines to rotate and then energy can be captured to run a generator. Power can also be generated from the energy of tidal forces or wave power, which uses the energy created by waves. 1.2 Technology in different countries Technological advances in the plants and in power transmission make it feasible to build hydroelectric plants in remote locations, far from where the power will be used. The Itaipu Dam on the Paranà ¡ River between Paraguay and Brazil can produce up to 12,600 megawatts of power. This plant, opened in 1982, supplies nearly all Paraguays electricity and one-quarter of that needed for Brazil. Tasik Kenyir (Lake Kenyir) Sultan Mahmud hydroelectric power station in Malaysia has a capacity of 400 megawatts of power. One of the largest hydroelectric projects in the world is Chinas Three Gorges project on the Yangtze River. The dam, designed to control the devastating floods on the river, includes a large hydroelectric plant. With a capacity of 18,200 megawatts, Three Gorges is projected to be able to provide up to one-ninth of Chinas electricity needs. China has also built many small hydroelectric plants for local use around the country. 1.3 Stage of development of Hydro Energy Hydroelectric power grew rapidly after that. In 1886 there were 45 hydroelectric plants in the United States. By 1889, 200 plants were generating electricity by using water for some or all of the power. At the same time, hydroelectric power plants opened around the world. Italy built its first hydroelectric plant in 1885 at Tivoli, in the mountains outside Rome. The plant initially powered lights in the nearby town. But by 1892 a second plant in the same location was providing power to Rome, the first long-distance power transmission in Italy. Other countries with good conditions for hydroelectric power soon built plants. Canada, France, Japan, and Russia were among the first on board. During the period from 1900 to 1950 the use of hydroelectric power increased rapidly. 1.4 Economics and politics involved Hydro energy systems have a big impact economically as the system provides energy to public where they are charged for the serviced. While this process go on capital usually comes in the market where every one gets a portion of the business or makes profit for there business. Politically the system can make a difference for example if there is a natural disaster the government will make a loss. 1.5 Cultural and decision making in different countries Many countries in the world use hydro energy system to create electricity in a lower cost. Currently Canada comes up top of the list for high usage and the United States comes in second. One of the main reasons the following countries took the decision to use hydro energy system the most to produce electricity is because its a renewable energy, which means it will not be depleted over time and it will consistently be replenished. It is also a clean energy source. 1.6 Possible Problems when using Hydro Energy One problem that can happen when using hydro energy is that it sometime can change the natural flow of the water which can make it possible to harm plants and animals in the water. It can also damage areas and wildlife, as when creating a hydro electric dam, areas should be flooded. 1.7 Profitable Hydro Energy system Other reasons that many countries want to use hydro energy is that it is cheaper than using other methods to convert energy to electricity. It is also reliable and can be used almost immediately when turned on to meet the demand for electricity. Therefore, one must weigh the pros and cons before deciding to use hydro energy to supply their demand for electricity. 1.8 Application of Hydro Energy our Major A hydro energy plant can absorbs the energy of falling water to generate electricity then a turbine can converts the energy of falling water into mechanical energy. Then a generator has to convert the mechanical energy into electrical energy.  Hydro plants can be in different size from micro-hydro that power only very few homes. A Dam can raise water level of a river to create falling water.  Also the dam can control the flow of water. The reservoir that is created is will practically stored energy. The force of falling water should push against the turbines blades causing the turbine to turn in one direction. A water turbine is similar to a windmill,  except that the energy is provided in different way, falling water instead of wind. The turbine should convert the kinetic energy of falling water into a mechanical energy. Generator that is connected to the turbine via shafts so  when the turbine turns it makes the generator to rotate also convert the  mechanical energy from the turbine into electric energy. Wave Energy 2.1 Background of wave energy Waves are naturally caused by the wind which blows over the sea level. In many part of the world, the wind blows with different force to provide waves that can be used to produce energy. There is high level energy and force in the ocean waves.  Wave power can devices  and extract energy directly from the surface ocean waves or from pressure fluctuations below the surface. Wave can also be generated wave when earth quack takes place. Wave power  varies widely  in different parts of the world, and wave energy cant be usefull effectively everywhere. Wave-power can be found in different areas of the world include the western coasts of Scotland, northern Canada, southern Africa, Australia, and the  north-western coasts of the United States. 2.2 Technology In the current market technologies and design in wave Energy system has improved tremendously. The industrial wave power station/plant has to use a shoreline chamber, in which seawater comes and goes naturally. As the water come, the air in the chamber is pressurised and forced to go through a hole into the turbine, to make it turn. As the water recedes, the air is goes back, leaving the turbine turning. The turbine then can be connected via a shaft but the new technology is using belt to the generator where energy will be converted into electricity. 2.3 Impact on environment In todays world wave power is considered as environmentally friendly. Most complain usually come from local neighbours as it can be a bit noisy, landscape, or affect of roads leading to the sites. These complains are currently seen as disadvantage. 2.4 Political and Economical Impact Wave energy has made a big impact economically and politically from years. Economically in a way when a project take place it brings capital together which means everyone small business, contracts labourers, shops and many get a portion of the business and earn them profit. Politically it can affect the government if the project does not work because of a natural disaster. 2.5 Application of wave energy Kinetic energy naturally has to be in the wave that moves in the ocean. The energy can be used to power and run a turbine. Following the example in diagram 1 below wave should rise while reaching the chamber. The forces of the rising water actually have to push air out of the chamber. The moving air in red colour shown in the diagram spins the actual turbine which will manually turn the generator. After this process wave down, air flows through the turbine and back into the chamber through doors that are normally closed. Others system actually uses up and down motion of the wave to power piston that moves up and down inside the cylinder. That piston should be able to turn a generator. Tidal Power Wave Energy Diagram 1 Comparison of different energy system Hydro Energy Hydroelectric power has other benefits as well. Dams and hydroelectric plants last a long time. This means that once the costs of building are paid off, a hydroelectric plant becomes a relatively inexpensive source of electricity. Wave Energy Wave energy system is as good as hydro energy. Advantages are it does not disturb public in case there of noise. Disadvantages are it can cause damages in case there are sea storm and also mite be difficult for engineers to do any maintenance. Wind Energy Wind Energy system work nearly the same way wave energy works. Before engineers used to place big turbines in land but now technology has improved same system can be build on sea and works as good as any other system. Conclusion Following the discussion between different kind of energy systems. Energy is a very important factor in todays world. As technology level is rising better energy system is been design and tested. Currently a new energy system has been tested which works under water. The turbine system is fixed on the ground to protect against vibration. The turbine system rotates with the help of sea water pressure. Engineers and government of all the leading countries are investing more energy system because they are pollution free and do not need any expensive fuel.

Sunday, January 19, 2020

Psychological Theory And Research And The Foxwood Inclusion Education Essay

â€Å" Inclusive instruction is concerned with all scholars, with a focal point on those who have traditionally been excluded from educational chances – such as scholars with particular demands disablements, kids from cultural & A ; lingual minorities, and so on ( UNESCO, 2001 ) † This is an inclusion which was set out by the guidelines for learning. With that being the instance it is difficult to grok why some students with SEN, who â€Å" attend mainstream † school, are frequently still separated from their typically developing equals. This is known as integrating and was identified to hold 3 types ; location, societal or functional- ( Warnock, 1978 ) . . It can be seen by the survey of students with SEN who attended categories in a particular unit- Sinclair Taylor ( 1995 ) . Here it was found that these pupils, even though they had SEN, were cognizant of how others around them thought about them and knew they were non like the remainder of their typically developing equals due to this separation. The classification of those with SEN is based on medical rules and factors which Belanger ( 2000 ) researched and schools frequently abide by this theoretical account prior irrespective of their consent or want. What features can be identified that are consistent with the recommendations from psychological theory & A ; research? Inclusive instruction is centred on the human right to instruction, which was asserted in the Universal Declaration of Human Rights in 1948: â€Å" Everyone has the right to instruction†¦ † ( art.26 – Universal Declaration of Human Rights ) From the present article it was addressed that the really word picture of what inclusion is to each individual needs to be addressed in articles environing this subject, an as Booth and Ainscow ( 2002 ) pointed this out as being â€Å" cardinal † to inclusion but which is frequently left out, The present survey does a good occupation to turn to their conceptualization of what inclusion is early in the article. From the Education Act ( 1981 ) and the Education ( NI ) Order ( 1986 ) the authorities had been be aftering a steady patterned advance towards inclusion. This entails that all kids should hold entree to a basic but good quality education- ( Frederickson & A ; Cline, 2002. ) There is grounds that kids can do appropriate advancement in a mainstream scene if specific course of study distinction and instruction schemes are employed ( Manset & A ; Semmel, 1997 ) . In the Foxwood inclusion, this was adhered to as the single plans were developed for the demands of each kid alternatively of them seeking to suit into a stiff plan or course of study that would non function their best involvement. Pupil diverseness is something which needs to be accounted for in order for successful inclusion to happen. Wedell ( 1995 ) besides reported that stiff learning methods and regulations that merely cater for typically developing pupils may do issues for pupils with SEN. Local instruction governments ( LEAs ) are now draw a bead oning to explicate 1why a kid ‘s demands can non be met in mainstream schools if they have SEN, 2 why inclusion can non be achieved without the intervention to other kids ‘s instruction 3and why inclusion puts emphasis on resources portraying it to be complicated to supply schools with resources. Some have implied that the impression of inclusion extends further than simple integrating. It is people ‘s revised thought that has led to a re-conceptualisation of â€Å" particular demands † . If troubles had by the students are recognized, it makes advancement more likely. Communication between those involved in the kid ‘s integrating into the new school was recognised by the Foxwood inclusion programme as being imperative. Mainstream categories, predating and during the first phases of debut of students from the SEN school, were provided with a equal readying bundle. This included workshop activities which were held by an inclusion squad member and besides the category instructor. This provided the pupils with information to help their supportive interactions towards the kids with SEN. The kids with SEN wore the same uniform as the remainder of the kids in the Foxwood inclusion strategy. This brought a sense of integrity and belonging to the kid as they were visually granted the sense of adjustment in and being the same as the other pupils. This characteristic has been given more attending in the US than the UK. What farther developments could be suggested? In a survey carried out by El-Ashry ( 2009 ) the relationship and attitude of instructors towards kids with a disablement and their inclusion into mainstream schools was investigated. This showed a negative attitude from the instructors towards these kids. However, instructors that reported a relationship with one of the kids with a disablement spoke more favorably of their inclusion. This could hence be implemented in schools and reversed to happen out the attitudes of kids with SEN towards their instructors and in add-on, the instructors ‘ attitude towards them. It could give penetration into the possibility of the kid with SEN picking up on the instructors ‘ attitude towards them and their ideas on inclusion, whether it is negative or positive. Conveyance to and from school would necessitate to guarantee the obliteration of a seeable barrier implemented between mainstream and SEN. If kids with SEN are required to utilize â€Å" particular conveyance † this is a seeable separation of them from their equals e.g. â€Å" The xanthous coach. † Goodman and Burton ( 2010 ) used â€Å" Semi-structured interviews to analyze instructors ‘ experiences and attacks to including pupils with BESD in mainstream instruction † . They stated that they found this difficult â€Å" due to a deficiency of resources and degree of proficiency † . Their work showed that although the sum of work done was extended and hence a assortment of schemes for working with pupils with BESD identified, they were still concerned that instructors still raised by issues resembling those recognized in policy over 20 old ages ago. This would propose that despite the alterations that have been made ; already established obstructions to guarantee inclusion have yet to be addressed. There would necessitate to be more schoolroom helpers available to help the instructors every bit good as the pupils. Wedell ( 2000 ) really stated that for effectual inclusive instruction at that place needs to be a greater alteration than is presently acknowledge d. Educational psychologists have a cardinal function to play, nevertheless the assorted demands placed upon them raises issues as to how they can concentrate on inclusion to accomplish a coveted result every bit good as support from specializer instructors ( Takala & A ; Aunio, 2005. ) Therefore once more at that place needs to be more resources and services available in any inclusion scene, nevertheless, the Foxwood inclusion did demo grounds of this. Information and communications engineering has potential for larning among students, as has the development of equal tutoring. This could advance the sense of belonging and credence for kids with SEN every bit good as a sense of duty towards them from their equals, which in bend may turn out to decrease the extent of intimidation. Class Wide Peer Tutoring, ( CWPT ) was used to heighten the spelling public presentation and societal interactions of three typical pupils and three pupils with mild disablements in an probe by Sideridis ( 1996. ) The consequences showed a addition in the truth of spelling of all pupils, an addition of pupils ‘ continuance of positive societal interactions and eventually the satisfaction of pupils and instructors showed an addition besides. Another survey showed the same consequences, although somewhat less clear cut, with regard to kids with autism ( Ward and Ayvazo 2006, Mc Donnell et Al 2001. ) If this was incorporated it could demo success and advance coveted emotional and societal success for both the kids with SEN and their equals. In such scenarios, learning and larning becomes a collaborative activity. How might the undermentioned facets be investigated: the societal competency & A ; affectional operation of the kids with SEN, and the attitudes & A ; behavior of their schoolmates towards them? Gresham et Al ( 1997 ) described this, societal capableness, as â€Å" multidimensional concept made up of societal accomplishments, adaptative behavior and equal relationship variables. † There are multiple ways in which societal competency or ability can be investigated. A technique which could be used would be the Roster and Rating Scale. It provides the kids with a record of all those being targeted for the intent of the consequences, i.e. , their schoolmates. The numerical graduated table is explained and the kid rates each kid in conformity with this. Forced Choice Group Preference Record is besides one which can be used. Connolly ( 1983, cited by Frederickson & A ; Furnham, ) emphasized the hazards of recognizing unpopular kids, yet, Fredrickson and Furnham ( 2004 ) argue that this fact-finding method is suited for mensurating societal inclusion and besides noted that few researches supported Connolly ‘s claim as small grounds was found to reenforce it. Frederickson & A ; Graham ( 1999 ) reported dependability and cogency with respects to the information which the method produced. The present survey investigated some of these facets by analyzing the relationship between strong-arming and exploitation between kids with SEN and their equals. In a reappraisal by Gresham ( 1997 ) it was concluded that kids with mild disablements had poorer societal accomplishments and besides displayed more clogging job behaviors. They were unsuccessfully accepted or discarded by equals. However, it is Important that the instruction proviso giv es extra attending to warrant that kids who have SEN are non subjected to severe societal rejection since they lack expertness in cardinal societal and emotional countries. Dodge et Al ( 1982 ) illustrated that kids with SEN experienced troubles in certain societal state of affairss as they found it hard to construe these state of affairss in the manner that their equals could. The â€Å" Guess who † societal behavior, bully and victim steps developed by Frederickson & A ; Graham ( 1999 ) was used in the Foxwood inclusion strategy and is utile for the indicant of the pupils sentiments to give an penetration into the attitudes towards the kids with SEN. Some worried that if kids with SEN were incorporated into a schoolroom or school with typically developing kids, that the typically underdeveloped kids would be disrupted. However research by Kalmabouka et Al ( 2007 ) found there to be no unfavorable effects for the first initial pupils when SEN kids were included in the school. In the Foxwood inclusion article, it was reported that Trends in equal studies of strong-arming suggest that there is no room for complacence and that ongoing monitoring is required. Humphrey ( 2008 ) worryingly admitted that after their research for including kids with SEN among their equals that â€Å" none of the schemes outlined here or elsewhere are likely to be successful unless they are underpinned by nucleus values and attitudes that include regard for ( and jubilation of ) diverseness. † Decision of inclusion The current Foxwood inclusion strategy made usage of bing research and schemes, every bit good as guidelines for successful inclusion. The students were good supported and accepted contrary to Warnock ‘s ( 2005 ) uncertainnesss. The equal readying bundle may be responsible for the differences among the consequences of credence. They admitted more research would be insightful. In order for the concerns of intimidation and credence within the schoolroom, the literature could be farther examined to set into topographic point any suggested which may farther better the state of affairs. Combined work on inclusion along with the hereafter developments discussed supra could hopefully retroflex the consequences shown by the Foxwood strategy except on a more cosmopolitan graduated table. The inclusion of a kid would normally come about by the petitions of the parent or the kid ; therefore it is the figures in the educational system, pupils and parents etc to guarantee the kid ‘s e xperience is worthwhile.

Saturday, January 11, 2020

how Far Do You Sympathize With Heathcliff?

Wuthering Heights was written in 1847 by Emily Jane Bronte a year before her death. It is a love story between a poor, savage, gipsy called Heathcliff and a wealthy respectable woman called Catherine Earnshaw, set on the Yorkshire moors. Hindley, who is cruel, jealous and power-seeking, is the master of the Heights after Mr Earnshaw dies. He treats Heathcliff like a slave. As Cathy and Heathcliff grow up together their friendship develops into a passionate relationship. However Cathy betrays Heathcliff by marrying Edgar Linton from a neighbouring house named Thrushcross Grange, which is a very large house whose owners, the Linton's, are very wealthy. In spite Heathcliff marries Isabella Linton, to gain money and respectability. The second volume of the novel is the sons and daughters of the first generation almost repeating history, and it ends in Master Heathcliff owning both houses. Heathcliff entered the story as he was brought to Wuthering Heights by old Mr Earnshaw. He was a starving orphan from the streets of Liverpool. Bronte portrays him as a mysterious character, very cold, stubborn, heroic and extremely emotional. When he arrived Heathcliff was referred to as â€Å"the gipsy brat,† and â€Å"it†, by Hindley and Nelly Dean, the housekeeper. This made Heathcliff very angry, which is understandable. Old Mr Earnshaw's fondness for Heathcliff fuelled the jealousy of his son, Hindley, and the compassion of his daughter, Cathy. Hindley treated Heathcliff very badly, almost like a slave and inferior. â€Å"Heathcliff you may come forward' cried Hindley.† He added: â€Å"You may come and wish Miss Catherine welcome, like the other servants.† Heathcliff was denied education. This made Heathcliff extremely rebellious and because he and Cathy had become good friends they used to escape from the Heights and enjoy freedom on the moors. This gave Heathcliff a respite from his mental torture at Wuthering Heights. One night out on the moors Heathcliff and Cathy visited Thrushcross Grange. Seeing Edgar Linton and Isabella Linton fighting, Heathcliff and Cathy were seen and thinking they were robbers, Edgar set the dog on them. Cathy was very badly hurt and had to stay at the Grange for some time. With Cathy gone, Heathcliff had lost his only friend, and his life became one of total slavery and misery at the hands of Hindley. He realised how much his friendship with Cathy meant to him. When Cathy came back from the Grange, recovered, she was clean, well dressed and turned into a proper lady â€Å"with fine clothes and flattery.† When she met Heathcliff again she was extremely happy and Heathcliff was glad that things were back to normal again, â€Å"Cathy, catching a glimpse of her friend in his concealment, flew to embrace him; she bestowed seven or eight kisses on his cheek within the second.† But when Cathy stopped, and burst into a laugh because he was very dirty Heathcliff was very insulted and confused by the change in Cathy. Cathy's return created a huge surge of confidence in the new master of Wuthering Heights. Heathcliff was patronised at every opportunity, â€Å"make haste Heathcliff, the Kitchen is so comfortable.† And when the Linton's are asked to dinner, Heathcliff tries to smarten himself up to please Cathy but is just humiliated. The final straw for Heathcliff is over hearing a conversation between Cathy and Nelly Dean. â€Å"It would degrade me to marry Heathcliff,† he heard Cathy say. He ran off and didn't return for three years, because he felt that everyone at the Heights and the Grange was against him. After this time Heathcliff comes back from being abroad and he has become richer and more civilised and his appearance has smartened up, only to find that Cathy has married Edgar Linton. However this wasn't a shock to Heathcliff because there were talks of this happening before Heathcliff went away, but he still blames Cathy for this betrayal later on in the novel. Heathcliff went to the Grange, where Cathy was now staying and asked to see her. When they met he â€Å"bestowed more kisses than ever he gave in his life before.† After five minutes of seeing Cathy, Heathcliff broke down and showed some soft emotion, for the first time in the novel; â€Å"Oh, Cathy! Oh, my life! How can I bear it?† I think that Heathcliff didn't want to go away if he felt this strongly about Cathy but he was forced to. The story continues with Heathcliff marrying Isabella Linton but treating her very badly as his true love is Cathy. Isabella realises this and knows their marriage is doomed: â€Å"She slipped the gold ring from her third finger, and threw it on the floor. ‘I'll smash it!' she continued, striking with childish spite. ‘And then I'll burn it!' And she took and dropped the misused article among the coals.† This results in a character change, because up until this point I have felt sympathy towards Heathcliff. From here on Heathcliff becomes darker, more cynical, and frustrated. Catherine Earnshaw died in child birth. Heathcliff was outside when Nelly Dean came out to tell him about Cathy. At first he tried to keep his cold, hard image but once he asked about how Cathy died he broke down into â€Å"a cry of humiliation.† â€Å"And – and did she ever mention me?† After asking this question and finding that Catherine didn't recognise anyone before her death, Heathcliff became very angry: â€Å"May she wake in torment!' he cried, with frightful vehemence.† â€Å"Catherine Earnshaw, may you not rest, as long as I am living! You said I killed you – haunt me, then! The murdered do haunt their murderers.† Heathcliff couldn't bear living without Cathy. Cathy was the only person that Heathcliff could really talk to, and he loved her immensely: â€Å"Be with me always – take any form – drive me mad! Only do not leave me in this abyss, where I cannot find you!† Heathcliff had lost his one true love. This left him angry and incredibly sad which explains why he wanted Cathy to haunt him and never rest. Some could see this as a sign of madness but I feel sympathy for Heathcliff because Cathy was is only friend and true love but she has died without Heathcliff fulfilling his true feelings for Cathy. After Cathy's death Heathcliff becomes very cold, hard and vicious. He returned to the Heights to find that Hindley wanted to kill him. But the fight ended in Hindley's death. This led to the question did Heathcliff murder Hindley? After the fight Hindley drank a vast amount of alcohol, but I am not sure that a young man can drink himself to death in a night, so maybe there is a possibility that Heathcliff had something to do with the death of Hindley. This is very serious, and could a bad childhood be the cause or an excuse for this? Heathcliff has had an awful upbringing being patronised, treated as a slave and denied education. But what Heathcliff does in his latter life with the other generation of Linton's and Earnshaw's could be inexcusable: Isabella leaves him with a baby called little Linton. He is very weak and Heathcliff doesn't accept Linton because he isn't like him. Hareton grew up to be a savage, dirty boy just like Heathcliff when he was younger because like Hindley, Heathcliff denied education to Hareton. As old Edgar Linton was dying Heathcliff made young Cathy marry Linton by locking Cathy up in the Heights whilst her father was dying at the Grange. Heathcliff was doing this because he wanted Thrushcross Grange and all the wealth from the Linton family. Finally Cathy and Linton were married, Cathy was free to go to be with her father and shortly after they were married Linton died. Heathcliff wrote Linton's will and in it stated that Linton left the Grange to Heathcliff. During this whole episode Heathcliff was cruel to Hareton for two reasons: Hareton was very fond of Cathy but Cathy treated him like an inferior because he couldn't read or write, and because Hareton was the son of Hindley who had tormented Heathcliff from the day he set foot in Wuthering Heights, Heathcliff felt a lot of schadenfreude towards Hareton for this. It is clear that Heathcliff's personality changed after Cathy died but can his awful upbringing be to blame for his actions in his later life? We are told little by the author of his early childhood treatment before he came to Wuthering Heights. We can only expect that his life before was one of rough street living and neglect. In this case I do feel sympathy for Heathcliff because he wasn't accepted by his new found family and all the people who were nice to him died, namely old Mr Earnshaw and Cathy. Heathcliff has been denied happiness and true love and is in a state of desperation when he wants Cathy to haunt him because he will accept love at any cost and in any form. I can only feel sympathy for someone who has had a life long experience of bullying and exclusion: â€Å"He would stand Hindley's blows without winking or shedding a tear, and my pinches moved him only to draw in a breath, and open his eyes as if he had hurt himself by accident.† A quote from Nelly Dean who I think deep down sympathizes with Heathcliff because she was there when Heathcliff was getting brutally beaten by his master Hindley. When she was the narrator Nelly portrayed Heathcliff as the ‘ugly duckling.' She realised what his up-bringing had caused and passes her knowledge on to the reader. Isabella Linton feels the exact opposite towards sympathizing with Heathcliff. Isabella doesn't know what Heathcliff has been through and because she has been brought up by the Linton family who disliked Heathcliff. She is biased and thinks bad things about Heathcliff. Nelly Dean tries to portray an un-biased view on Heathcliff. She understands what he has been through but at times cant help hating Heathcliff and as readers because Nelly is the ‘neutral' character in the whole novel then Heathcliff can be felt sympathy for. Heathcliff's character is far too enigmatic to simplify. Bronte portrays Heathcliff as a violent person. He regularly beat his wife Isabella: â€Å"a white face scratched and bruised,† and he threw a kitchen knife at her head which struck beneath her ear. He beat young Cathy whilst she was trying to escape to visit her dying father and Nelly Dean in the same incident. He has no compassion and feelings for anyone in the novel except for his rescuer, Mr Earnshaw, and his true love, Cathy. It is easy to feel hatred for him at his treatment of: Hareton, little Linton, Isabella and Edgar, whom he taunted and humiliated openly. The greatest insight to Heathcliff's character is found early in the novel in chapter four where he blackmails Hindley into giving him Hindley's colt after his own went lame: â€Å"You must exchange horses with me; I don't like mine and if you won't I shall tell your father of the three thrashings you've given me this week, and show him my arm, which is black to the shoulder.† Heathcliff taunts Hindley further knowing he can manipulate his temper and the tussle ends with Hindley punching Heathcliff and shouting: â€Å"Take my colt, gipsy, then! And I pray that he may break your neck; take him and be damned you beggarly interloper! and wheedle my father out of all he has.† And this is exactly the out come of the novel as Heathcliff orchestrates the inheritance of both houses. One through Hindley's debt, and the other through tricking little Linton in to altering his will. Maybe the reason for Hindley's mistreatment towards Heathcliff is because he saw the side that no-one else saw. The vindictive, manipulative, and the dark side of Heathcliff which he recognised while they were both still young boys. As I conclude my analysis of Heathcliff's character I find my sympathy does not lie with him, but I wonder what Heathcliff would turn out like if Mr Earnshaw would have lived longer and if Cathy had married him.

Friday, January 3, 2020

Education And The Intellectual Era Of Enlightenment

The educational system that we have today was built in the intellectual era of enlightenment. Our educational system hasn’t changed since then and no one has complained about it before or made a new educational system to propose. Our educational system today is mainly about math and English which limits the creativity for a student to want to do something else with his life then count numbers or read books. When children are placed in kindergarten they tend to have more creativity then older ones who are in middle school or high school. A student in kindergarten is given more free time to be creative then just be given homework for math and English. That is usually the cause of many students failing in school or lacking interest for school. If I had the opportunity to change the educational system I would make three changes. The three changes that I would make would be adding more courses of performing arts, students getting the opportunity to change their major before college , and I would remove preschool before kindergarten. First, I would add more courses of performing arts and anything artistic in middle school. Students tend to lose their creativity when the go into middle school since there is no art classes or performing arts class so if a student wants to be in dance then they have to wait until high school so it effects their interest in school. It is very easy for a young adult to lose interest in something but it is more difficult for a child to lose interestShow MoreRelatedThe impacts of the Enlightenment on the European Society 1398 Words   |  6 PagesThe impacts of the Enlightenment on the European Society The Enlightenment is also referred to as the Age of Reason. These names describe the period in America and Europe in the 1700s. During this period, man was emerging from the ignorance centuries into one that was characterized by respect for humanity, science, and reason. The people involved in Enlightenment had the belief that human reason was useful in discovering the universe’s natural laws, determining mankind’s natural rights, and therebyRead MoreThe Enlightenment Period : The Age Of Reason1332 Words   |  6 PagesAge of Awareness The Enlightenment period, also known as The Age of Reason, was a highly intellectual movement of the late seventeenth century and the eighteenth century Europe. This development highlighted reasoning, equality and more of a humanistic approach was taken as opposed to traditional practice. This period was heavily influenced by scientific thought, skepticism and intellectual stimulation. The plan of this era was to reform society and the way it used reasoning as well as oppose longRead MoreEssay on Scientific Revolution and Enlightenment903 Words   |  4 PagesDiscuss the Scientific Revolution and Enlightenment along with the subsequent reaction as embodied by the Romantic movement. Give specific examples of how these movements affected the arts. What was their eventual impact on the western intellectual world. The Scientific revolution and The Enlightenment period overlapped by a hundred years and were co-occurring between 1650-1750. The Scientific Revolution happening first and beginning around 1600, was a period of time when new ideas and toolsRead MoreEssay on Immanuel Kant (1724 - 1804)1093 Words   |  5 PagesImmanuel Kant (1724 - 1804) Author of Foundations of the Metaphysics of Morals (1785). The Enlightenment was a desire for human affairs to be guided by rationality than by faith, superstition, or revelation; a belief in the power of human reason to change society and liberate the individual from the restraints of custom or arbitrary authority; all backed up by a world view increasingly validated by science rather than by religion or tradition. (Outram 1995) In the eighteenth centuryRead MoreDifference Between Romanticism And Transendinlalism In American And British Writers1584 Words   |  7 PagesHowever, the Romantic era is to identify a period in which certain ideas and attitudes arose, gained the idea of intellectual achievement and became dominant. This is why , they became the dominant mode of expression. Which tells us something else about the Romantic era which expression was perhaps everything to do with them -- expression in art, music, poetry, drama, literature and philosophy. Romantic ideas arose both as implicit and explicit criticisms of 18th century Enlightenment thought. For theRead MoreThe Enlightenment Era Of 1620 And 1789910 Words   |  4 Pages Enlightenment Era of 1620 and 1789 The European politics, communication, science and philosophy were radically reoriented between 1685 and 1815, during a time that was referred to as the Age of Reason, or in other words, the Enlightenment Era. The European thinkers from Britain, France and throughout Europe started questioning the traditional authority and developed the idea that humanity could be made better through rational change. As a result of the Enlightenment, there was production of numerousRead MoreImpact Of Enlightenment On The French Revolution878 Words   |  4 PagesI agree that the Enlightenment was force for positive change in society. The Enlightenment was one was the most important intellectual movements in History, as it dominated and influenced the way people thought in Europe in the late 17th and 18th centuries. We will look at how it ultimately influenced the American and French Revolution which is still strongly governed by these ideas and principles today. The Age of Enlightenment was a European movement emphasizing reasoning and individualism ratherRead MoreThe Enlightenment And The Enlightenment During The Scientific Revolution1686 Words   |  7 Pages â€Å"Have the courage to use your own intelligence! Is therefore the motto of the Enlightenment,† (Kant). The Enlightenment consisted of the ideas of nature, reason, progress, and optimism. Sir Isaac Newton, a scientist during the Scientific Revolution, greatly influenced the Enlightenment due to his stance on natural law. The idea of a social contract, where the power to govern came from the consent of the governed, was a major force during this time period. Adam Smith, a physiocrat from Great BritainRead MoreThe World Progress Without The Progression Of Women s Rights Essay1051 Words   |  5 PagesWomen, throughout the history of western civilization, have struggled to fight for their rights as equal citizens. The problem of gender inequality has been prevalent for centur ies. The movement for equal opportunity has gained traction in different eras but is still far from complete. Today, we are faced with an America that has made a choice. It has made a choice for division, for stagnancy and for retrogression. Women have been subtly told that their value does not rest in politics, nor in businessRead MoreDifference Between Romanticism and Transendinlalism in American and British Writers1616 Words   |  7 PagesHowever, the Romantic era is to identify a period in which certain ideas and attitudes arose, gained the idea of intellectual achievement and became dominant. This is why , they became the dominant mode of expression. Which tells us something else about the Romantic era which expression was perhaps everything to do with them -- expression in art, music, poetry, drama, literature and philosophy. Romantic ideas arose both as implicit and explicit criticisms of 18th century Enlightenment thought. For the