The Effects of Child Abuse Essay examples -- Child Abuse Essays

The effects of child abuse are multiple. The pain and trauma the abused child goes through is just a small part of how this cauldron of hidden depravity in our society affects all of us. Wrecked lives can be seen in persons of all ages and in all walks of life. Society as a whole is also effected by child abuse both in negative and positive ways. In this essay I will present some of the factor and results of this violent behavior on individuals as well as our culture. Early American culture did not consider child abuse a crime. Children over the age of 7 were made to work as hard as adults of the time period. They were often beaten if they did not. This changed in the late 19th century when 9 year old Mary Ellen, who endured physical beatings from her foster mother, was reported to the authorities by concerned neighbors who heard Mary’s repeated cries at the hand or switch of her foster mother. In 1874, a mission volunteer named Etta Wheeler was informed of Mary’s cruel life of beatings, imprisonment and cold-hearted servitude. When Etta Wheeler was finally permitted to observe Mary in her living quarters, appalled she began to do everything in her power to get Mary out of her horrid situation. Wheeler convinced the American Society for the Prevention of Cruelty to Animals to intervene and by legal means have Mary removed from the home. Their argument was that â€Å"Mary Ellen was a member of the animal kingdom, and thus could be i ncluded under the laws which protected animals from human cruelty† (Bell, 2011, p. 3). Out of this advocacy for Young Mary was formed the Society for the Prevention of Cruelty to Children. The overall effect of young Mary’s abuse was permanent changes in United States law making abuse, violence, and negle... ...y know about some forms of family violence, such as child abuse, we should be able to more quickly gain a better understanding regarding every type of family violence that we encounter in our society. What we learn about overcoming child abuse, may be helpful in therapy for partner abuse, or elder abuse. The continuing cycle of child abuse can be ended when we are willing to look at the devastation it leaves in the lives of not only the child victims, but everyone who is a part of the family or society where family violence dwells. When individuals are willing to stand up for these young victims and get involved, only then will positive change come. Look at the positive change that grew out of the abuse and rescue of one 9 year old girl named Mary Ellen when one person with compassion in her heart was willing and resolute to get involved and make a difference. The Effects of Child Abuse Essay examples -- Child Abuse Essays The effects of child abuse are multiple. The pain and trauma the abused child goes through is just a small part of how this cauldron of hidden depravity in our society affects all of us. Wrecked lives can be seen in persons of all ages and in all walks of life. Society as a whole is also effected by child abuse both in negative and positive ways. In this essay I will present some of the factor and results of this violent behavior on individuals as well as our culture. Early American culture did not consider child abuse a crime. Children over the age of 7 were made to work as hard as adults of the time period. They were often beaten if they did not. This changed in the late 19th century when 9 year old Mary Ellen, who endured physical beatings from her foster mother, was reported to the authorities by concerned neighbors who heard Mary’s repeated cries at the hand or switch of her foster mother. In 1874, a mission volunteer named Etta Wheeler was informed of Mary’s cruel life of beatings, imprisonment and cold-hearted servitude. When Etta Wheeler was finally permitted to observe Mary in her living quarters, appalled she began to do everything in her power to get Mary out of her horrid situation. Wheeler convinced the American Society for the Prevention of Cruelty to Animals to intervene and by legal means have Mary removed from the home. Their argument was that â€Å"Mary Ellen was a member of the animal kingdom, and thus could be i ncluded under the laws which protected animals from human cruelty† (Bell, 2011, p. 3). Out of this advocacy for Young Mary was formed the Society for the Prevention of Cruelty to Children. The overall effect of young Mary’s abuse was permanent changes in United States law making abuse, violence, and negle... ...y know about some forms of family violence, such as child abuse, we should be able to more quickly gain a better understanding regarding every type of family violence that we encounter in our society. What we learn about overcoming child abuse, may be helpful in therapy for partner abuse, or elder abuse. The continuing cycle of child abuse can be ended when we are willing to look at the devastation it leaves in the lives of not only the child victims, but everyone who is a part of the family or society where family violence dwells. When individuals are willing to stand up for these young victims and get involved, only then will positive change come. Look at the positive change that grew out of the abuse and rescue of one 9 year old girl named Mary Ellen when one person with compassion in her heart was willing and resolute to get involved and make a difference.

Critical Incident Analysis Essay

Engagement with a service user can be a challenging process which needs to be reflected upon by the individual nurse (van Os et al 2004). When a critical or unique incident arises reflection enables the practitioner to assess, understand and learn through their experiences (Johns, 1995). It was also suggested by Jarvis (1992) that reflection is not just thoughtful practice but a learning experience. This assignment is a reflective critical incident analysis of an engagement encounter on a community placement recently using Gibbs (1998) Reflective Cycle (Appendix 1,3). In maintaining confidentiality (NMC, 2004) and privacy, even for reflective pursuance (Hargreaves, 1997), pseudonyms will be used. I will also further reflect on a teaching session I contacted following this incident. Critical Incident analysis During a recent clinical placement with the local CMHT there was a distress call from parents of a client, Mat. An immediate visit by the two co-coordinators and me, followed without checking, or doing a risk assessment. This visit resulted in aggressive and abusive encounter and Mat was then admitted to hospital, (Appendix 2). This incident is critical to me as it presented a learning opportunity as well as a risk of physical harm to me and the nurses with me. As I look back on this incident there are several issues that relate to the role of the nurse. When I look back at this incident, I felt anxious but my thoughts were that this was a learning experience even when it was clear I was the main focus of the aggressive threats (Fazzone, et al, 2000) I knew I needed to remain calm and to assess for escape routes. I made mental notes of these but still I was not sure and everything was happening so fast and my mentor was already telling us what to do. Being able to remain calm could have help and I feel this was a positive thing. As I reflect if I had panicked visibly this could have encouraged Mat to have a real go. It also helped us to remain in control as we walked out of the house. This could have reassured her parents that the nurses were confident of what they were doing. This incident was bad as an engagement with the client did not go well resulting with the client going into hospital. This is usually distressing for most people although hospital is regarded as a place of safety in these circumstances. Even guidelines to the mental health act (MHA, 1983) acknowledge this that hospital can be distressing to others. On a positive note the situation was handled well and no physical harm was done to anyone. It was also a learning opportunity for me, as I gained an insight and now the opportunity to reflect on relevant issues related to risk assessment and management in the community. When the message was received about Mat, a decision was made promptly to visit. On each planned visit I would get an update and I was expected to find out more about the client as well. This usually focused on risk and other necessary background information which would help me understand the intervention and interactions with that client. I took this to be good practice and put one in an informed position. I don’t recall Rita finding exactly what was going on from the parents neither did we check documentation on his file. There are protocols and guidelines on managing risk in the community and the local team had its own arrangements. A good risk assessment through the CPA process will minimise distress to staff, carers and the patient in service provision in the community (Manthorpe and Alaszewski, 2000). All these are resources which are available and it is the nurse’s responsibility to use or adhere to them. Rita is a senior CPN and knew about this client. Maybe she decided to react straight on the basis of the cues she picked from her short conversation with the parents making use of her clinical experience and knowledge of the service user (Benner, 2001; DOH, 2007). She could have considered the clinical need and prioritised and as this was an emergency, practice and theory rarely converge in these circumstances depending on what you perceive to be the link between practice and theory (Welsh and Swann, 2002). Mat could have felt provoked by three strangers walking into his place. Nurses are expected to respect the client and more so in their own homes. Manley and McCormack (1997) contended that the client should be respected and given autonomy and choice and some do feel aggrieved if this is breached. The situation was different in this case as Mat lived with his parents who had invited us and opened the door for us. But this could appear Mat as clear case of invasion of his privacy or space. Although Mat was clearly unwell I feel seeing a crowd rushing into your house will make anyone uneasy and feel disrespected. When Mat was clearly aggressive Rita informed us to leave. This was logical for safety and as nurses are not to be subjected to abuse. The trust and across the NHS there are ‘zero tolerance policies’ (DH, 1999) on violence to staff. The NMC has also emphasised the need for employers and government to consider the human rights of the nurses while the Healthcare Commission has called for a balanced between protecting the healthcare staff and protecting patients’ rights. (Healthcare Commission, 2007). Without a prior risk assessment this decision could have been meant to create pace and time for risk to be considered. The space created may have been meant to allow space and time for Mat to calm down as well. Under the Health and safety at work (1974) we had responsibility to follow the employer’s safety procedures. I did not see explicit measures and effort being put to de-escalate the situation at that moment. I am of the opinion that this could have helped and saved the stress of involving police and the hospitalisation which followed. I think this way, as by the time they got to hospital I was informed that Mat was apologetic for his attack especially on me. Maybe with a bit of time he could have calmed down. The decision taken by the nurse could have been based on the need to protect the safety not only of the staff and the parents who appeared vulnerable but also for Mat’s safety. Rita could have felt the need to fulfil that requirement of her role duty of care as a nurse (NMC, 2004) and moral duty towards the vulnerable parents. In all this I assumed a back seat role. This was in line with my position as a student as I had to be aware of my limitations (NMC, 2006). I was not sure of how to react, whether to wait for cues from my mentor or to take the initiative was on my mind. On reflection I have to agree with Irving and Hazlett (1999), who observed that working with people with challenging behaviour puts strain on the nurse’s interpersonal skills and weaknesses in this area are more evident in such situations. This could also have helped as I could have reacted in a way to aggravate the situation as I was target in this aggression. Working in a team requires professionals to be aware of each individual’s role and not to contradict one another so I acknowledged that Rita was taking the lead role. In light of the risk posed by Mat a decision was made to involve the police. This is not an easy decision to make if one considers the impact this will have on the client. Even the staff’s time consumed by this can be enormous. In this case Rita had to spend the rest of her day involved on this issue. My mind kept telling me that there could have been an alternative approach somewhere, but Rita could have made the right choice as after MHA (1983) assessments carried out by other professionals; a consultant and ASW, it was felt there was a need for Mat to be in hospital. In decision making Rita might have considered the vulnerability and the stress the parents could have been going through. Nurses also have to look after the interest of the public or carers as in this case (NMC 2004). After reflecting on what transpired on this day I feel there are things that could have been done differently. This does not suggest that anything was done in any wrong way, neither that my suggestions are better. Most of my suggestions are grounded in the benefit of hindsight which might not have been available to Rita at the time. The staff could have taken their time and risk assessed before rushing out to see the client. Rita could have explored about the risk posed from the parents (DH, 2007). This could not have breached any confidentiality and eventually could have helped reduce further distress on all involved. This could clearly have quantified the level of risk and appropriate arrangements for interventions made. This could have involved a full MHA (1983) assessment with the right personnel in attendance. If the risk was high for the parents police could have been involved in the first instance to minimise risk. Policies and procedures are there to give guidelines and they could have proved to save the day in this incident. It is the responsibility of staff to adhere to them (NHS SMS, 2005). Once we were at Mat’s place more effort could have been put to de-escalate the situation or to give him more space to calm down. Mat appeared prepared to talk to Rita and not the rest of us, even if it was on racial grounds. This issue could have been addressed later after he was composed highlighting how his behaviour was inappropriate. NHS SMS, (2007) has emphasised on this in nits guidelines. Since he was unwell benefit of the doubt could have allowed Mat to speak to appropriate staff in the situation and this could have saved hospitalisation or involvement of other professionals. Such positive risk (Morgan 2004) taking could have saved distress on the part of the client and carers and resources of time and number of agencies and professionals involved. Further to positive risk taking, staff from CMHT could have involved the Home Treatment Team. This could have helped Mat to remain at home with an increased level of support as Mat settled down fairly quickly once in hospital. It was also realised that his level of medication was quite a low dose and there were other factors triggering a relapse. HTT team could have given support and assurance to the parents in line with holistic care and moral agency, (Manley and McCormack, 1997). A discussion with the parents could have been considered to ascertain how they felt about Mat staying home with the support from HTT. After being involved in this incident and reflection I have considered several issues as regards my professional position and development. I have identified that risk assessment is varied and circumstantial to the environment. I have to be aware of the risk considerations and then to equip myself with the right skills and tools to meet my responsibilities (Rew and Ferns, 2005). The tools provided such as policies and procedures are there to complement and minimise risk and not to hinder our work. It is my professional duty to be aware of these and make use of them where they are available. As I go into my last clinical placement I will make sure I am aware of these polices and adhere to them. Following the critical incident I carried out a teaching session during my clinical placement which I will reflect upon also using the Gibbs’ Reflect Cycle. Teaching session reflection I planned for a teaching session on Risk Management as an issue I had identified in the incident I reflected upon. This was also a rare incident with this CMHT. Violence to anyone is distressing so when I looked at the role of the nurse as a teacher, RCN (2006) statement on violence and the professional expectations, I felt the need to share my knowledge on the topic. I delivered a presentation on the topic of risk management with focused reference to the incident. The participants were all the 8 staff members who attended the staff meeting for that afternoon. In preparation I encountered encouragement and support from some team members but challenges were also there. In planning the teaching I looked at the subject area and relevance to the prospective audience. The language in terms of jargon and the method of teaching was considered looking at my position as teacher and learner as well as the adult professional participants. I had hoped to use power point but this was not available. The room and timing of the session were determined by doing the session during a weekly staff meeting which provided for teaching or presentation session (appendix 5). From the onset anxiety set in as I was trying to decide what exactly I was going to focus on (Haward, 2004). This was mainly so as I was going to deliver a teaching to people who I was sure knew the subject matter better than me. Awareness of my limitations was glaring me in the face. The subject of risk is such a vast area and being specific can be a mammoth task. This happened early on in my placement and I was still getting familiar with the team. My confidence was low at the start of preparations and on delivering the session. The participants were from different professions including the team manager. It was more difficult as most of my support was from my mentor who happened to be in hospital on the day. On the day of the incident I was given time to reflect on what had happened. This was good for me as this set the ball rolling for the planning and delivering of the teaching session. As part fulfilment my studies I was aware that I needed to present a teaching session (appendix 4). This was good as it helped me decide on what to do. This reflection also helped me understand that one of the most important issues in mental health if not heath and social care at large is risk management. I got support and encouragement from my mentor and another newly qualified staff. Positive feed back and realising how my confidence had grown in those twenty minutes I had delivered the teaching felt very rewarding for my efforts. The challenges of deciding on the subject and planning of the teaching were unnerving. I was aware of my disadvantaged position that I was going to teach people who in all probability knew and had more experience on the subject than me, which who did not help my confidence regardless of what Thompson, (2004) suggested. This was not helped by one member of staff who encouraged me to abandoning the teaching on the last point. He was not clear on his reasons but maybe felt he was doing me a favour. The timing of the teaching at the end of a staff meeting was not favourable and conducive for such a topic which could be very dry. The planned media of delivery of power-point was not available although contingency plans were in place. See appendix 5. Teaching requires preparation. The first consideration was who I was to teach. Knowing that I was going to teach experienced practitioners in their own area of practice was un-nerving. When you teach something you need to impart some knowledge and you want to make worthwhile the student’s time. I was not sure what I should teach on. I had to find a topic which I would be able to research on and give some interesting knowledge that would be valued by my audience. This was partly achieved by basing my teaching on the critical incident that everyone was aware of. Reflective learning was achieved by the presentation which focussed on a known incident allowing the participants to discuss issues around that incident and relate it with the theory. Cropley (1981) contends that adults learn best when encouraged to relate learning to their experience. Baud, et al (1985) also talked about leaning being enhanced by the use of experience, ideas and the reflective process and looking at the outcomes. In a group with nurses and other professions social workers, occupational therapists, doctors and psychologists as well as an administrator the language was important (Haward, 2004). This is an issue I had not seriously considered initially on the basis that this was one team which had been together for a long time. But during my presentation I quickly realised that this was not the case when I had to elaborate or explain certain terms as well change substitute some terms as I continued. This lack of consideration could have left the participant uncomfortable or miss to fully benefit from the session. When teaching adults you need to treat them as adults and the same treatment should be expected from them (Knowles, 1984) making choose the androgogal approach. Although I was the one teaching my position was peculiar as I was aware that I could be the one with the least knowledge on the subject in the room. I managed to realise and accept this short coming in knowledge on the basis that I cannot know everything. I also accepted that preparing and delivering this session makes me a learner and teacher at the same time. My learning was not limited to the researched material but also the discussions during the session and the experience of delivering the session, increasing my confidence (Thompson, 2004). One important consideration was the environment. The need to ensure basic intrinsic needs (Maslow, 1987) of physiological comfort and safety could not be overlooked. This was initially not an issue as the room was prepared for the meeting. But as the time dragged on tiredness might have become a factor although this was not explicit. I was aware of this; I can recall trying to go through my presentation before anyone excused themselves. The timing of the session at the end of the meeting was good in that the largest audience was available after the team meeting and the meeting room was prepared already. Also this did not affect the work of any staff as they were all scheduled to be available at that time. Initially there was passivity but progressively participation improved as questions were discussed among the participants. My fear was that this will be centred on me as the teacher (Quinn, 2000). Being aware of my limitation my audience could have missed out on those areas I could not fully articulate. Handout were prepared and used for this session. Personally I would have preferred to use power point for two reasons. Firstly I am used to using power point and I can manipulate the presentation (Sammons, 1997). I am someone who likes to use the latest technology and aids available especially with environmental awareness on my mind. The second reason is that power point will help to divert some attention from me the presenter. This was topic so crucial that the student and mentor should work closely in partnership. In this way I will have gained more from getting a closer insight into what informed the mentor’s actions and a practical view of the issues at hand. The rest of the team members will also benefit more broaden view point (Jasper, 2003). With hindsight I could have discussed with the staff member who was discouraging me from carrying the teaching, challenging his position. Some practitioners are only concerned about doing the minimum to do the job, treating education as an extra to necessity, described by Conway (1996) as ‘traditionalists’ and by Houle (1980), as ‘Laggards’ who resist both learning and new ideas. The topic of risk assessment is such a vast topic and given the opportunity I had on this occasion I could do justice to this important issue. I could revisit my ability to set work towards realistic goals that are achievable within my personal and professional life (Cropley, 1981). This was a learning opportunity which I will nurture and utilise to develop myself and other professionals. Critical incidents are learning opportunities for everyone concerned staff and clients alike. My role as nurse requires me to be an educator and a health promoter. To this end a teaching session on such an incident should include experienced staff and clients in preparations and delivery where possible (Manthorpe and Alaszewski, 2000). I will also consider delivering a similar teaching to educate the clients as well especially those who were part of such an incident (NHS SMS, 2007). Conclusion After this process of reflection I can realise the importance of life long learning (DH, 2001). In nursing there are many challenging situations which are so varied; one is expected to fully appreciate the need to continuous update and keeping one self abreast with skills and knowledge. Challenging situations occur on a daily basis and unless we are prepared for them the quality of care will suffer. Some of these incidents will leave staff at the ‘end of their wits’ and may affect their confidence. More skills and knowledge will become hand especially in challenging engagement situations where there will not be time to look up things. Clinical supervision will form a big part in maintaining and improving competency. Competency as a nurse is critical and justifies need for PREP (NMC, 2004a) for transition for newly qualified nurses and need for life long learning requirements of KSF standards (DH, 2003) Reflection will help one to identify areas for personal and professional development. This will go a long way helping the KSF and clinical governance requirements (Scally and Donaldson, 1998). All these factors to enhance the nurse’s knowledge and skills are prerequisites for responsibility and authority which underpin accountability. Skills and knowledge in professional practice brings the ability to exercise professional judgement.

Kate Chopin s The Awakening And Jon Krakauer s Into The...

Nabeela Mian Mrs. Cohen American Literature, E Block September 8, 2014 Of Nature, The Liberating Destroyer (Question 2) In both Kate Chopin’s The Awakening and Jon Krakauer’s Into the Wild, nature is paradoxically symbolized as both a liberator and a destroyer- intellectual maturation and hubris- through the â€Å"awakenings† of Edna Pontellier and Chris McCandless. The ocean, represented in Chopin’s novel, underscores liberation through nonconformity and independence, but also destruction through its solitude and waves of uncontrollable power. For instance, when Edna embarks on a boat excursion to the Chà ªnià ¨re Caminada for mass, Chopin reveals that Edna felt as if â€Å"she were being borne away from some anchorage which had held her fast, whose chains had been loosening...leaving her free to drift whithersoever she chose to set her sails† (Chopin 34). Thus, Edna’s first outing away from the Grand Isle serves to awaken her in the sense of sailing away from the limitations of societal norms in which she feels trapped. This is further underscored through Chopin’s symbolic use of an anchor, as it represents the heavy weight of which Edna feels burdened by societal customs. In addition, Edna reveals to Robert that she has â€Å"been seeing the waves and the white beach of Grand Isle† (Chopin 100) while he was away in Mexico. Waves are often associated with uncontrolled activity; as such, the ones of which Edna speaks of may symbolize that her rebellion against

Cmp9500B Comprehensive Exam Solution - 1570 Words

CMP9500B Comprehensive Exam Solution Click Link Below To Buy: http://hwaid.com/shop/cmp9500b-comprehensive-exam-solution/ Question 1: Theory Theories play a vitally important role in guiding research and organizing and making sense of research findings. In spite of the great importance of theory-building and theory testing within your field of specialization, there is no generally accepted conception of what a theory is. Because your dissertation must contribute to theory, you must have a clear understanding of the variety of conceptions of theory, types of theories, and ways of contributing to theory and be able to justify how, exactly, your study contributes to theory. Part 1 Using Gelso (2006), Harlow (2009), Stam,†¦show more content†¦The structure of your paper should be as follows: Title page Body (10-15 pages, no more or less; APA Style; use appropriate headings for organization of the paper) References (APA Style) Learning Outcomes: 1. Compose a theoretically sound and conceptually rich essay that demonstrates knowledge of fundamental subject areas of a student’s academic discipline and specialization. Question 2: Practical Application Your dissertation research must contribute to theory. Your research and the theory to which it contributes may or may not have a practical benefit or application. There is no doubt, however, that there is a theory in your dissertation topic area that does have a practical application. Part 1 Referencing at least five peer-reviewed journal articles or scholarly books, discuss views on the relationship between theory and application or practice. How can a theory guide or inform practice? What are the issues involved in translating theory into practice? Be sure to keep in mind the various conceptions of theory you discussed in Question 1. Part 2 Referencing at least five peer-reviewed journal articles, fully describe a theory of current interest in your topic area. A theory is currently of interest if there are articles published on it in the past five years. This theory may or may not be the same as the one you examined in Question 1, Part 3. Describe a current view of the theory, not the founder’s view or a

Benefits Of Effective Leadership For The Organizational...

2- Taking self-assessments allow for recognition and understanding concerning one-self and the qualities possessed. Various approaches to leadership, decision-making, and personality traits greatly influence communication, motivation and management abilities within an organization. These skills can be learned and enhanced. Understanding how these styles impact others can empower leaders to increase organizational performance and create an improved work environment. Great leaders have impacted our societies and organizations. They have shared necessary guidelines for increasing leadership skills. Slide 3- My preferred leadership style is transformational leadership, which has been acknowledged as a style capable of creating advantages for an organization. Setting a good example, clearly communicating goals and expectations, creating loyalty and group cohesiveness, and providing inspiration and motivation are all aims of a transformational leader (Muchtar Qamariah, 2014). The benefits of effective leadership improve the organizational performance and satisfaction of employees. Slide 4- Change has been the constant in my life and through this challenge I have learned to be adaptable and comfortable with change. Married to an active duty military member has moved us over eight times in the last fifteen years, with two of those locations being overseas. I have learned how to integrate into various societies and cultures, which has strengthened my understandingShow MoreRelatedBenefits Of Ethical Leadership : A Positive Corporate Reputation, Ethically Empowered Employees, Increased Quality, And Higher1734 Words   |  7 PagesAbstract The purpose of this paper is to discuss four benefits of ethical leadership; having a positive corporate reputation, ethically empowered employees, increased quality, and higher customer satisfaction. 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Jane Eyre compares to The Eyre Affiar Free Essays

The maln protagonist from both Jane Eyre and The Eyre Affair both deal with the struggles of achieving honest love with their respective love interest due to the unusual circumstances of the relationships. For Jane, her and Rochester’s relationship is not normal in any sense of the word. For Thursday, the issues she has with Landen are much more realistic, but they sting just the same. We will write a custom essay sample on Jane Eyre compares to The Eyre Affiar or any similar topic only for you Order Now Both Jane and Thursday have their fair share of Issues with their men, but some of them are not that far off from each other. Quite a few of their relationship problems are the same, however varying In some degree. The want to no longer love but know deep Inside you always will, the surprise wife that springs up out of nowhere, and a purposeful distancing because of differences in ideal. Both Jane and Thursday understand what it feels like to love even though you wish you didnt. For Jane, she has felt this way about Rochester a few times throughout the book. One of them is when Rochester leaves Thornfield for a few days on business. This where Jane starts to become confused about how she really felt about Rochester, what exactly does she want to happen between the two of them? l had not intended to love him; the reader knows I ad wrought hard to extirpate from my soul the germs of love there detected; and now, at the first renewed view of him, they spontaneously revived, great and strong! He made me love him without looking at me† (Bronte 128). This shows that the feeling are definitely there and, apparently, stronger than ever. This is an example of how Jane’s feelings snuck up on her and that they are not what she Intended to happen at all. No matter how much she desires to not feel this way, It Is out of her control. Even though she may think that she is able to repress her feelings, they can never truly isappear, they may only be momentarily hidden. For Thursday, her feeling for Landen are there from when the book begins. She has her personal reasons for wishing that she no longer loved him. Whenever his name comes up, mostly by her family, she does her best to completely ignore it and quickly move past it. She hopes that the distance will take away her feelings but It only makes her heart grow fonder. During her first meeung with Landen, when she Is finally able to bring herself to look at him, her emotions hit her. The warmth and sensitivity I had once known so well as still there. I looked up at him, caught his gaze and looked away quickly. I had felt my eyes moisten. I was embarrassed by my feelings and scratched my nose nervously† (Fforde 114). Without warning, they come back and she does he best to try and hide them. She doesnt want to show how she feels in hope that she will start t o believe the Ile that she Is telling herself. It Is obvious that she does not want Landen to know that she still loves him, she wants to keep up the act that she is angry with him. She is fighting a losing battle on the inside that shows on the outside, evident by er eyes starting to tear up. Both Jane and Thursday know too well the feeling of love and wishing it away with little success. One thing that makes these two situations different is that Jane is allowed to feel however she wants, she Just thinks it would be better to hide It. Thursday on the other hand Is not allowing herself to feel the love tnat Dotn ner ana Landen Know sne nas. sne nas Dullt up tnls wall towards nlm, wanting to keep him out but still close enough. A rather surprising similarity between these two novels is that the concept of the surprise wife appearing in both. In Jane’s case, Jane finds out on the day of her planned wedding to Rochester that he is actually a taken man. He is technically married to a woman by the name of Bertha who he keeps locked away in the attic because she is not fit to wander the manor. She mentally sick and unstable, prone to violent outburst, especially to Rochester. When Rochester reveals Bertha, he compares her to Jane. â€Å"Compare these clear eyes with the red balls yonder- this face with that mask- this form with that bulk† (Bronte 213). Rochester is basically calling Bertha a beast, trying to Justify his wrong actions. He is trying to reason his actions to Jane by saying Bertha should not even be considered a person worth making such a fuss over. His argument however is not the best, despite his true feelings for Jane, she can not look past it. For Thursday, the situation is a little more practical but actually hurts instead of shocks. During Thursdays second meet up with Landen, Right after they argue about the Crimea and her brother, Landen tries to end the fghting. Can we ever get over this Thursday? I need to know as a matter of urgency’ (Fforde 188). This one line, seemingly somewhat unimportant, sets the hole scene for Daisy Mutlar, Landen’s fianc ©. This information is revealed later on when Thursday calls Landen, only to end up talking to Daisy. Right off the bat, Daisy seems like a nasty women whose only goal is to get married, and it doesn’t really matter to who as made clear in her remark to Thursday: mfou listen. If you try anything at all to interfere with my happiness I’ll wring your stupid little neck! † (Fforde 214). Later on, Landen tries to Justify what he did by explaining to Thursday that he tried with her, but she made it clear to him that she couldn’t let go of the past. It was time for him to move on with his life. For Jane and Thursday, this idea of the â€Å"other woman† really hurts and send both of them on an emotional rollercoaster. The unexpectedness of the situation creates the shock value that simply adds fuel to the fire. However, a key difference to notice is that Rochester is completely in the wrong while Landen technically had every right to do what he did, whether he should have done it is a different question. He had no actual commitment to Thursday, she is the one who broke thing off and she is the one who constantly pushes him away. Everyone has that point where they are done and accept reality. To him, finally ending thinks for Thursday was the right thing to do because that’s what he thought she wanted. Both Jane and Thursday come to a critical point in their relationships where they are faced with the choice to stay or walk away. Their desire to stay is overcome by the flood of hurt feelings along with the instinctive intuition that leaving is best. For Thursday, this conflict happens before the book actually starts. It is later revealed to the reader that Landen Parke- Laine is an ex-boyfriend that Thursday was very much in love with. Both of them fought in the Crimea, where Landen lost one of his legs and also Thursday. Thursdays brother, Anton, also fought but sadly didn’t make it, along with practically all of the Light Armored Brigade. This tragedy of war was devastating and because there were few survivors; the story of what actually happened is unclear. Landen, nowever, 010 survive, ana accor01ng to nlm, tne reason tnat all tnose llves were lost that day was because of a mistake made by Anton. Because Landen was the only one able to make the report, his word became the truth. This is where the ten year long eparation started. Thursdays anger toward Landen is so powerful hat even after all this time, she still refused to look at him when she finally saw him again. â€Å"We played like this for perhaps ten minutes, but I couldn’t bring myself to look at him. I knew that if I did I would smile and I didn’t want to do that. I wanted him to known I was still pissed off’ (Fforde 114). Thursdays active attempts to show her anger shows Just how deeply what he did hurt her. It is clear that she still loves him but can’t simply won’t allow herself to. Thursday is pushing Landen away but is also holding on to the ope that he will stay. For Jane’s situation, her and Rochester’s critical moment is after Jane finds out about Bertha, a mentally ill women whom Rochester was tricked into marrying and is still considered his wife. This is the last straw for Jane as she had previously put up with Rochester’s harmless deceitful ways, but this time, it was too significant to overlook. Jane’s anger stewed up inside her until she couldn’t hold it any longer, and she and Rochester get into a heated argument the night Jane decides to leave. The argument reaches its climax when Jane pronounces, â€Å"Mr. Rochester, I will not be yours† (Bronte 227). It is here where Jane takes her final stand and factually states her view of the situation. A statement as clear and direct as this plainly conveys Jane’s emotions, leaving no room for any other interpretation other than the one that it means, that she is done. She does not leave Rochester with any sense of hope that she still has the intention of being with him. The argument comes to a close and later that night, Jane leaves, without any notice. Both Jane and Thursday make this rash decisions but with every right to do so. They are extremely urt by what has happened to them and they can no longer bare to be around these men, so they remove themselves from the situation. It was an not an easy thing for either of them to do; leaving the one you love is not a happy experience, in any sense, but both of them knew it was what needed to be done. Love is only one of the things that these two women have to deal with throughout their stories, but it may be the most important. In both cases, the book ends with the evident marriage of the unusual couple, forgetting all the problems they had along the way. In the personal lives of these characters, love is what matters to them. No matter what they are experiencing on the outside, the subject still stays somewhere in their head, it never fully leaves. That is why happy endings tend to wrap up with the wedding that could be seen practically from the start. Jane and Thursday, though they both had great struggles with love, some of them not too different from each other, both managed to get what they wanted in the end, even though they spent so much time wishing they didn’t want it. They were able to but all of the deceit in their relationships behind them and focus on the truth, that they are in love. How to cite Jane Eyre compares to The Eyre Affiar, Papers

Anne Frank Analysis free essay sample

Anne frank begins her journey as she is forced with her Jewish family to go into hiding in the annexe of a non-Jewish family’s home. Her journey is depicted through her diary until the day her family is discovered and captured by the Nazi and sent to concentration camps. At the beginning of her journey, Anne expresses her thoughts to her diary through a connotation, in the line, This is not the end. It is not even the beginning of the end. But it is, perhaps, the end of the beginning. †, on Monday the 9th of November 1942. This line implies to the reader that journeys never end and a new one begins as the old one ends. This in conjunction with Anne’s journey signifies that her life as a free Jew has slowly diminished into the new life she has started in the annexe. During Anne’s journey, her fear is expressed through a metaphor to the responder; â€Å"We are cut off by the great dark mass, which will not let us go upwards, but which stands before us as an impenetrable wall; it tries to crush us, but cannot do so yet. We will write a custom essay sample on Anne Frank Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Monday, 8 November, 1943, pg. 103†. The â€Å"great dark mass† and â€Å"Impenetrable wall† Anne metaphorically refers to, are the Nazis and their power. The idea of a wall demonstrates an obstacle which Anne had to overcome to reach her destination. In the middle of Anne’s Diary she parenthesises line, â€Å"The war goes on just the same, whether or not we choose to quarrel, or long for freedom and fresh air, and so we should try to make the best of our stay here. † Saturday, 15 January, 1944, pg. 125. The parenthesis of â€Å" whether or not we choose to quarrel, or long for freedom and fresh air† in the line indicates to the reader that Anne had accepted her living conditions, as on a journey, there are external factors that cant be changed so individuals should try their best to accept these factors to proceed. The sense of hope in the line Riches can all be lost, but that happiness in your own heart can only be veiled, and it will still bring you happiness again, as long as you live. † Wednesday, 23 February, 1944, pg. 143, reveals to the reader that Anne was a strong and courageous girl who was not afraid of death and always kept a positive attitude towards any obstacles that she came across during her journey. Anne uses truism towards the end of her diary, in the line; If the truth is told, things are just as bad as you yourself care to make them. Friday, 14 April, 1944, pg. 188. The line explains to the responder that individuals experience change in self during journeys. This in relation to Anne infers that she had learned a lot about the hardships of life and had adapted to her life in the annexe, but had never given up hope to one day be free again.