Relationship Analysis in A Christmas Carol Essay

Relationship Analysis in A Christmas Carol - Essay Example In books, the tone of communication is enough to describe the relationship between two characters and the author does not need to explain the relationship separately. The analysis in this paper will be done in a similar manner, i.e. by considering the tone of communication between the characters. Thus, this analysis would show that the context and manner of communication define the relationship between the individuals communicating with each other. This is also one of the most important aspects of the interpersonal communication. The main character of the book is Ebenezer Scrooge who has been described as being a stingy and miser person who stays away from philanthropic activities and spends every penny after giving it a significant thought. Scrooge has no value for the acts of kindness or benevolence and all he cares about is accumulation of wealth. Jacob Marley was the business partner of Scrooge who has been disclosed to have been dead for seven years when the story starts to unfo ld. On the Christmas Eve in the 1840’s Scrooge is visited by the ghost of his dead business partner Jacob Marley who tries to convince Scrooge to change his ways. In the past, Marley has been described as being the only friend, administrator, business partner and mourner of Scrooge therefore it can be said that both the characters had a similar personality, i.e. they both had love for money. After seven years of the death of Marley, Scrooge is visited by the ghost of Marley. Initially the character of Marley does not communicate directly with Scrooge but makes Scrooge feel his appearance in different ways. He then appears in the fireplace in Scrooge’s bedroom. Ultimately, the ghost of Marley appears in front of Scrooge himself. This is where the first verbal communication between these two characters takes place. Initially the character of Scrooge responds coldly to the appearance of the ghost and asks what does the ghost wants from him. The ghost of Marley replies, â €Å"Much!† Scrooge then asks who the ghost was and Marley replies, â€Å"Ask me who I was.† The character of Marley then reminds Scrooge that he was his only friend in his life. Scrooge still remains doubtful but the manner of his dialogue suggests that he is not as cold as he was at his first reaction. He offers Marley a seat and remains unsure whether a ghost would need one. Scrooge remains skeptical whether Marley is real or not and the communication between the characters takes another turn when Scrooge behaves as if Marley is just a figment of his imagination and it is not a real ghost. At one point, Scrooge expresses to Marley that it must be something he had eaten that is playing tricks on his mind. The ghost of Marley lets out a cry that makes Scrooge so afraid he fell upon his knees and begged from mercy. Here, it can be said that the context of communication has changed completely as compared to where it started. Initially, the character of Scrooge was cold t owards the character of ghost Marley. Perception of the characters also plays an important part in the effectiveness of communication between two individuals. If the perceptions of individuals are similar, there would be effective communication between them as the receiver would understand what the sender is trying to communicate (Robbins, 2009). However, if there is difference in perceptions there would be distortion in the flow of communication and a lot of reconciliation would also be required. In this book, the character of

Significants of Gallipoli Film and Documentry Essay Example for Free

Significants of Gallipoli Film and Documentry Essay The documentary Gallipoli by Tolga Ornak and the film of the same name by Peter Weir, are useful resources to stimulate middle school student interest in, and engagement with, the story of Galipoli and its context in Wold War 1. The 2005 documentary Gallipoli by Turkish filmmaker Tolga Ornek is a graphic examination of the disastrous Gallipoli campaign told by both sides. The story is explored through primary resources such as personal diaries and letters. By using exerpts from the diaries and letters of the soldiers living the experience, the documentary allows these young men a voice which reaches through history to tell us of the hopes they had, the betrayal they felt and the misery they suffered. This is not done in grandiose rhetoric but rather with the matter -of -fact simple language of ordinary men writing letters home or writing in their diaries. The documentary focuses on the experiences of ten men (two Turks, three Australians, three New Zealanders and two from Britain) who represent the range of the soldiers present on both sides of the battle. Their stories are illustrated with photographs taken of the actual events by both official war photographers and the soldiers themselves. These images of the faces of these men tell the human story of the suffering of both sides. Ornek also utilises reenactments to create dramatic reconstructions of the landings and the battle. Woven throughout the documentary are the historical perspectives given by academic and military experts. The 1981 Australian film Gallipoli, directed by Peter Weir is is focused on several young men from country Western Australia who join the Australian Army to fight in the First World War. They are sent to Turkey, where they take part in the Gallipoli Campaign. During the course of the movie, the young men slowly lose their innocence about the purpose of war. Gallipoli portrays the story through the eyes of these Australian men. It does not give the other sides view. It captures the ideals and character of the Australians who joined up to fight, as well as the conditions they endured on the battlefield. It does, however, modify events for dramatic purposes and contains a number of significant historical inaccuracies. The story , characters and their experiences while based on actual events are entirely fictious. The film and the documentary both explore similar themes. They are both overwhelmingly ‘anti-war focusing on the horror of trench warfare by showing the brutality and suffering of the individuals. Both works examine the loss of innocence and coming of age of the young soldiers and of their country. This is a central motif for Peter Weir’s film and is portrayed through Archy’s drive to go to war prove that he is indeed a man. This is highlighted early in the film when the Uncle reads from Kipling’s The Jungle Book in which he describes Mowgli’s tranformation into a man. Like Archy, Australia the nation is young and eager to prove its worth to and independence from its mother country. Like Archy the nation lost its innocence on on the battlefields of Gallipoli. Both the documentary and the film highlight Australia’s blind devotion to the Empire. The Australia of 1915 was still very much tied to the mother country Great Britian. In Weir’s film this theme is explored through the two main characters in Archy’s ignorant patriotism and Frank’s cynical pragmatism towards the British. In Ornak’s Gallipoli the blind devotion to the empire is explored throught the ANZAC’S tale. Although there were many reasons to enlist the documentary focuses on the larrikin spirit of the Australians and the adventure and pride the ANSACS felt serving their mother country Great Britian. The theme of mateship features heavily in Weir’s Gallipoli. This force that bonds Australians together in times of need is explored through the relationship which develops between Archy and Franky despite their being from different ends of the social spectrum. Yet in the chaos of war they are thrown together and their mateship overcomes the differences of their social backgrounds. Weir also uses the theme of the Australian sporting spirit. This part of the Australian campaign contributes strongly to Franks determination to sign up for the war effort. Competition was promoted to enable young men to be apart off the action â€Å"The greatest game of the all†. The Sport, an integral part of the Australian persona, is effectively linked to war by Weir, indicating that our soldiers are merely playing a mans game where they will have ‘no sporting chance’ — this time, there will be no winners. Orek and Weir convey the sense of betrayal these soldiers felt. Both vehicles highlight the way in which enlisting was sold as the chance to see the world and seek adventure. Weir uses the Trojan horse to highlight how war is often sold as an exciting adventure but this facade is a trap. Ornak’s documentary describes how the turks saw themselves as defending their homeland. The story of Galipoli is told in the film with the full cinematic experience. The leads are all good looking and the beautiful wide shot photography both help to ‘romantisice ‘the war experience. This ‘hollywood’ delivery of the story is very attractive to young audiences who are used to receiving their entertainment in this form. However based on events which took place on the Gallipoli Peninsula in 1915, the characters portrayed in this film are entirely fictitious. While the audience is emotionally involved with the charcters some of the power is lost when students learn that these characters are not real. The film also takes some dramatic licence with some historical facts. Some aspects of the film were inacurate as further research into the Gallipoli campaign I discovered that The Australian War Museum’s website says the minimum age for enlistments during World War I was 18, not 21 as shown in the movie This is not the case with Ornak’s Galipoli. His use of primary resources is a major strength of the film. Combining actual footage, stills and re-enactments with previously unseen letters and diaries of soldiers, Gallipoli allows us to experience the soldiers who suffered the consequence of false orders, bad orders and ill-prepared attacks. This makes a huge impact on the audience and makes it interesting and engaging to watch. Both the film and the documentary are rich resources to support the study for year 9 and 10 students in the frist world war and as apart of the mandatory Australian History course. Both works are suitable to be studies as part of Australian history course as both help students to engage and empathise with those who experienced Galipoli. Weir’s film is an easy introduction while Ornak’s documentary further extends a students understanding of the Galipoli campaign.

Police Moonlight Essay -- Ethical Issus, Conflict of Interest

A global problem Police moonlighting is not just a problem in the United States. Moonlighting is severally restricted or prohibited in Australia, England and Japan. It however is fairly common in one form or another in Canada and the USA (Bayley 1996). Under Russian law, police are permitted to engage in only very limited outside employment. Under the Law of the Militia, permitted occupations are limited to those connected to teaching, research and the arts. One study of officers in Russia found that 49% of the over two thousand surveyed stated that they engaged in some type of outside work in their off hours. Eighteen percent also reported engaging in other work during their on-duty hours. Nearly all officers were engaging in work that is prohibited by the Law of the Militia. Most were working in some form of private security while off-duty. Almost half were working in transportation services off-duty and approximately 30 percent were working in retail/wholesale. Slightly under half reported working as private security during the hours in which they were employed as police officers. Low wages were described as the primary reason for taking additional employment. There was an average 72 percent increase in officer's monthly income as a result of their additional employment (Wilson, et al. 2008). Slovenia forbids police officers from moonlighting in functions that overlap with those of police such as for private security companies or private detectives. Though illegal moonlighting was not observed by Sotlar and MeÃ… ¡ko, they suspect that it is occurring as it does in other countries with similarly restrictive policies (Sotlar & MeÃ… ¡ko 2009). Similarly in Brazil, Police moonlighting is prohibited by law, though it commonly occur... ...and public safety Moonlighting can prove to be a serious threat to officer safety. With fewer resources and increased fatigue, officers may be at greater risk for serious injury. Many officers are killed while moonlighting as private security (AIMS 1991). According to Brazil military statistics, the majority of military police killed in Brazil, were killed while moonlighting (Macaulay 2007). About nine percent of officers killed in the past decade in the USA were killed while off-duty. Though the report does not specify the officer's function beyond their status as off-duty, based upon the reported circumstance of the officer's death, thirty five cases could conceivable have occurred while moonlighting (FBI 2011). A search of the The Officer Down Memorial Page finds 61 deaths over the past few decades that occurred while the officer was moonlighting (ODMP 2011). Police Moonlight Essay -- Ethical Issus, Conflict of Interest A global problem Police moonlighting is not just a problem in the United States. Moonlighting is severally restricted or prohibited in Australia, England and Japan. It however is fairly common in one form or another in Canada and the USA (Bayley 1996). Under Russian law, police are permitted to engage in only very limited outside employment. Under the Law of the Militia, permitted occupations are limited to those connected to teaching, research and the arts. One study of officers in Russia found that 49% of the over two thousand surveyed stated that they engaged in some type of outside work in their off hours. Eighteen percent also reported engaging in other work during their on-duty hours. Nearly all officers were engaging in work that is prohibited by the Law of the Militia. Most were working in some form of private security while off-duty. Almost half were working in transportation services off-duty and approximately 30 percent were working in retail/wholesale. Slightly under half reported working as private security during the hours in which they were employed as police officers. Low wages were described as the primary reason for taking additional employment. There was an average 72 percent increase in officer's monthly income as a result of their additional employment (Wilson, et al. 2008). Slovenia forbids police officers from moonlighting in functions that overlap with those of police such as for private security companies or private detectives. Though illegal moonlighting was not observed by Sotlar and MeÃ… ¡ko, they suspect that it is occurring as it does in other countries with similarly restrictive policies (Sotlar & MeÃ… ¡ko 2009). Similarly in Brazil, Police moonlighting is prohibited by law, though it commonly occur... ...and public safety Moonlighting can prove to be a serious threat to officer safety. With fewer resources and increased fatigue, officers may be at greater risk for serious injury. Many officers are killed while moonlighting as private security (AIMS 1991). According to Brazil military statistics, the majority of military police killed in Brazil, were killed while moonlighting (Macaulay 2007). About nine percent of officers killed in the past decade in the USA were killed while off-duty. Though the report does not specify the officer's function beyond their status as off-duty, based upon the reported circumstance of the officer's death, thirty five cases could conceivable have occurred while moonlighting (FBI 2011). A search of the The Officer Down Memorial Page finds 61 deaths over the past few decades that occurred while the officer was moonlighting (ODMP 2011).

Human Interactions with Environment in Ancient Egypt Essay

Experience made them able hunters and gatherers, and later made them adept at herding. But, lacking the experience of modern people, they assumed that they were at the center of the universe, which they saw as flat, small and under sky. They were doing the best they could in drawing conclusions about the world around them. Much of the Paleolithic Age occurred during the period in the earth’s history known as the Ice Age. Around this time glaciers advanced and retreated many times. Because the people during the Paleolithic Age were living during such a harsh time they had to get adjusted to their environment so they started to depend on animals for their source of food. Since the paleolithic people were nomads and hunters and gathers, they followed their source of food. In this time their main source of food were the huge animals that traveled together such as mammoths. They used their environment to help them survive. The paleolithic people lived in caves and tents made from animal skin, their cloth were made from animal skin and leaves. It is hard to imagine how Neanderthals or Homo sapiens could have survived without fire during the Ice Age. The first stone tools were probably used as projectiles or to hit with them like with a mace. Later, the primitive humans observed that broken stones had cutting edges that could inflict deeper wounds or cut animals into pieces. Step by step, people learned to hit stone by stone to produce sharpened tools. The stone processing was used until the discovery of the metals by Homo sapiens, after the Neolithic[1]. Stone scrapers were used for removing the skins of the animals. Stone axes were used for wounding or cutting up the prey. They had handles made of wood or deer antlers. Stone drills were used too. During the Upper Paleolithic (40,000 to 10,000 BC), more complex stone tools appeared, like stone lamps that were filled with grease and had a wick made of plant fibers. The silex arrow points were complex, having rods that allowed them to be joined to the shaft via a resin or tendons. Bone harpoons and needles from this period were found in Europe[2] During the neolithic era people were developing ways to communicate, better ways to make weapons, better ways to obtain food and started to develop a religion. The neolithic people discovered a way to obtain a better source of food. They discovered how to farm. They started to grow crops and became farmers. They would usually look for sources of water and build irrigation systems. The great source of food now game them time to settle down and become civilizations. As they settled down they also found a way to domesticate animals. Their diet probably consisted of dairy products such as milk, cheese, meat and a variety of edible grains; wheat, barley, and rice. Because they discovered how to tame the animals they started to develop their technology they made their cloth from wool from the goats. Neolithic people were mostly farmers and herders, but then there were certain people who didn’t want to be a farmer or an animal tamer. These people started to specialize in different jobs, jobs that needed to be done. For example crafts like carpentry, weaving and pottery. Carpentry was needed to make homes and buildings, the weaving was needed for the cloth, and pottery was needed to make bowls or statues or even ornaments, decorative ornaments. They also developed sets of rules to guide ones behavior. With no defined difference between spirit and materiality, they believed that in preserving a corpse they were also helping to preserve the spirit of one who had died. And they believed that they could nourish the spirit of the corpse by putting gifts of food alongside it. They believed that a body went limp at death because the spirit that had been within it had left it for the invisible world of the spirits. They felt no urge to meld these ideas of spirits and materiality into the kind of consistent picture that modern people would demand for credibility. As you can see, both the neolithic and paleolithic ages had major impacts on the way civilizations started. They started everything. What we call technology today they, our ancestors created it. Applied science, even though they didn’t even know science existed they were smart enough to know that they needed to develop new ways to live as time passed on.

Human behavior in Late adulthood stage Essay

The paper will be focusing on the stages of psychosocial development specifically that of the Later Adulthood Stage. Though this stage of adulthood does not share the same significance to the other developmental stages in adulthood, especially to the earlier stages, at least in terms of how the individual sees his or her world in the context of one’s closing days of life and vice versa. Nevertheless, the Late Adulthood Stage remains of utmost significance for the reason that it holds one crucial aspect in the final development stage of an adult: the integrity of the ego. It must be noted at this point that the ego in the Late Adulthood Stage has already absorbed within the span of the individual’s life processes and life in general a considerable degree of experience. What remains in this stage are the radiations of past experiences that have not withered away with the forgetfulness of human memory, as well as the individual’s reformed perceptions of his or her world that have adapted to the series of changes in one’s environment and that have also shaped the very structure of the environment where one dwells in. A look into some of the significant details of this stage reveals the weight of this particular phase in contrast to the other stages in adulthood whereby the unique strands of psychosocial precepts that properly belong to this stage identifies it as more than just a culminating phase. Theoretical backgrounds In Erikson’s Eight Stages of Psychosocial Development, the Late Adult Stage summarizes its major tasks in the development of the adult in terms of introspection. This is primarily because this phase is essentially the stage wherein the individual is only able to perform fewer activities in contrast to the early years of one’s life where the person is actively participating, to a certain extent, in either leisure or work. Whereas younger people constantly interact with their surroundings and with other individuals, older people who belong to the last stage of human development are, in many cases, physically unable to meet the necessities required by leisure and work. For the most part, although the aged people can barely enjoin themselves in these physically challenging activities, the Later Adulthood stage in Erikson’s theory tells us that these individuals spend most of their time instead on recollecting in their memory the experiences they had in the early chapters of their lives. Thus, as one can observe among the elderly, their acts of relating stories of previous meddling with past events and persons reveal one aspect of human introspection. It manifests their attempt, at the very least, to cope with their physical inability or lacking in terms of mobility by contemplating on whatever is remaining in their memory. More importantly, the Later Adulthood stage highlights the inevitable fact in human life: death. As with the aged people, the wisdom they have acquired in their many endeavors during their younger days all point them to the inescapable fact of death thereby insinuating a sense of fear in their minds. As this fact is instilled in their thoughts, the elderly are eventually placed in a rather uncomfortable situation as their days are drawn closer to its closing chapters. This is the point wherein their views on both life and death are further defined by themselves, testing their maturity and emotional capability to accept such fact and to acquire the sufficient integrity and belief in their selves so as not to succumb to the fear of dying. Robert Havighurst, in his perception on the developmental tasks in the life of the individual, points our attention to his interpretation on the later maturity stage of the individual. He asserts that after the time of retirement from one’s occupation, the individual eventually undergoes several adjustments in the sense that the person begins to adapt a new lifestyle that fits the conditions that beset the individual. These conditions, especially after finally closing the window for a previous occupation, are reflected in many ways. A few of these conditions include relocating to a smaller house or the reduction in one’s income among many others. These circumstances ultimately brings changes, either drastic or gradual, to the living conditions in the life of the person that one is in turn prompted to realign one’s manner of living with new measures. In essence, Havighurst suggests that the elderly are more after the attempt at â€Å"holding on† to life rather than the actual seizing of the things that life has to offer. That is, the state of life of the elderly can be seen as one that is inclined to â€Å"maintain† life or the things that one already has in life rather than the expansion of it. To be taught of news ways of living entails not only the adoption of new approaches in dealing with the necessities brought about by age and one’s physical deterioration. It also entails the idea that these elderly people are bound to attempt at putting more effort in â€Å"holding on† to life, quite apart from the idea that they ought to broaden their perception of the world and their perception of both life and death. In the context of the theories that revolve around the analysis on the stages of human development in terms of the psychosocial perspective as well as the patterns of behavior exhibited by the elderly, we can fairly extract the idea as hypothesis that these patterns of behavior are the results of the developed perceptions of the elderly with the further realization of death or, at the very least, the deterioration of one’s health and living conditions. Methodology The participants in the interview are composed of 20 non-working elderly from the male and female genders with age 60 and above randomly chosen. All of the participants can understand and speak the English language, their primary language, and are residents of the United States of America. The religious orientation of the participants is Roman Catholicism as well as they are financially dependent on the insurance money they receive every month, apart from the medical assistance they are able to acquire from it. Moreover, the participants are now living on their own, with their families living in their respective homes separate from their elderly.