Hemingway’s exploration of loneliness… Essay Example for Free

Hemingway’s exploration of loneliness†¦ Essay Ernest Hemingway is known for his surprisingly brief and ‘quiet’ short stories that tackle numerous topics through different approaches. In his stories, â€Å"Cat in the Rain† and â€Å"A Clean and Well-lighted place† Hemingway tackles the issue of loneliness. In both of these stories the theme of loneliness is not directly addressed, instead a subtle and discreet amount of symbolism is used to imply the theme while allowing the reader critical thought which is important in appreciating either of these stories. In â€Å"A Clean and well-lighted Place† Hemingway skimps on the characters and focuses on the parallel symbols between the client in the cafe and the waiters to approach the theme of loneliness. In this story, a young waiter who is in a hurry to close the cafe converses with an older waiter who is more considerate in understanding why a deaf old man prefers to stay late in the cafe drinking brandy. In this story, Hemingway presents three faces of loneliness, the first being symbolized by the deaf, brandy-drinking, old man. In the story, the old man attempts to kill himself prior to his appearance in the cafe, hence, the discussion between the waiters in the lines, â€Å"Last week he tried to commit suicide, one waiter said. †Why? He was in despair. † (Hemingway) The waiters, in their conversation, also mention that the old man is very wealthy and lives with only with his niece; later, they also get into talking about the old man’s wife and his family. (Hemingway) From these implied characterizations, the old man is experiencing loneliness because he has nobody left in his life except his niece, and the mere fact that he is living with his niece also possibly implies that he had no children or his children had left him already. The most potent indicator of loneliness for this old man is the fact that he stays up very late drinking brandy; which Hemingway then contrasts with the young waiter who is in a hurry to go home because he had a wife waiting for him, and who claims that, he has confidence and that he is all confidence. (Hemingway) With these, Hemingway implies that the young fellow was experiencing a loneliness that was normal for his age – the loneliness of fulfillment; that although he had almost everything, a job, a wife, and his youth, he was not yet fulfilled. Finally, the third approach that Hemingway employed was to present loneliness as a tie that binds all lonely people together. In the story, one will notice that the older waiter is quite considerate of the old deaf man, hence, the lines, â€Å"Why didnt you let him stay and drink? the unhurried waiter asked. † (Hemingway) The reason for this consideration comes at the end of the story when the older waiter, after work, goes to a bar for lack of a cleaner and brighter place to go to, and spends the rest of the time drinking brandy as well, because he claims he has insomnia; but in fact, he too is lonely which explains why he had sympathized with the old deaf man. In â€Å"Cat in the Rain† Hemingway brings out another kind of loneliness known to many as domestic loneliness, or the anonymity between the wife and the husband. Here, in this story, Hemingway uses the cat in the rain to symbolize the desire of the female character to have a child of her own to which her husband seems indifferent. The woman sees a cat in the rain, by the ledge of their hotel window and remarks, â€Å"Im. going down and get that kitty,† (Hemingway); to this, the husband merely, â€Å"went on reading, lying propped up with the two pillows at the foot of the bed. † (Hemingway) after being refused by his wife on his offer to go out and get the cat himself. Here now, one notices the indifference of the husband. The loneliness of the wife is implied in the fact that normally, when a husband and a wife are in a room together, nothing else exists, but since the wife saw the kitten, then she was looking out of the window which illustrate that she was in deep thought to have noticed something other than her husband. In a way, the wife is lonely because she is dissatisfied with her married life – this is clear in the scene after she is unable to retrieve the cat and she goes back to the room. (Hemingway) While sitting in front of the mirror she blurts out many things such as wanting her hair long to which her husband seems unabashed. The matter of loneliness is even compounded when after wanting her hair long, the wife enumerates a number of other things that she wants, to include, â€Å"I want to pull my hair back tight and smooth and make a big knot at the back, I want to have a kitty to sit on my, I want to eat at a table with my own silver and I want candles†¦Ã¢â‚¬  and she goes on and on until the husband is annoyed and tells her to shut up. Here, Hemingway uses the material desires of the woman to symbolize the depth of her loneliness with her husband; that her husband was not giving her enough attention, so she wanted many other things to compensate for this lack. Despite the very short executions of these two stories, Hemingway was able to get his message across. The distinct and unique feature of both of these stories is the subtlety in the way the author delivers and conveys the message and the expanded use of symbols to discreetly convey the central thematic of loneliness. References Hemingway, E. (2000). Cat in the Rain. Retrieved July 24, 2010, from http://www. my-forum. org/_79008/Ernest_Hemingway__Cat_in_the_Rain_151745. html Hemingway, E. (2001). A Clean and Well-lighted Place. Retrieved July 24, 2010, from http://www. mrbauld. com/hemclean. html

Every School Should Require Uniforms :: Public Education

Every School Should Require Uniforms I am a student that has attended 3 schools and has never worn a uniform in my life. Although, I have never experienced any issues with school uniforms, I have noticed a few issues that can be prevented from the use of a uniform. Uniforms, not only had they been proven to be helpful at school, but they are also helpful at home. Parents spent couple hundred dollars per year on clothing just to make their son(s) or daughter(s) meet the latest fashion. An average shop favoured by many teenagers, such as International, sells a piece of clothing for around $40 each! Parents can really find this money useful while paying bills. Uniforms are cheap, after my brother when my RH King, my parents had a lot of excess money to spend on me! A typical gang fad is to have a gang name, gang color, and other characteristics, that make them diverse. There is a possibility of violence due to an article of clothing. If a student is dressed up similar to a member of a gang, another student who is not in favour of that gang might plan an attack towards that person. In this case uniforms can protect the safety of another. I believe if you compare a uniform school with a non-uniform school, you’ll see that violence is much popular in the non-uniform school. As stated above clothing can be quite expensive, how would one feel if their garment has been misplaced or stolen? A lot of students love to brag about their shoes, especially basketball shoes, when they first buy it. Basketball shoes are worth $120 on average, and not everybody in your school is positive. Envision you replacing your new shoe, with your old one for gym class. You return to the change room, and it has disappeared. That shoe had cost you a lot of bills, and now it’s gone! This would have never happened if your school requires a uniform. Instead of bring your fancy shoe you would have brought your leather shoes, that matches your uniform. Uniform decreases the amount of theft on school property. Uniforms make it harder for strangers to sneak in the school, because for sure they’ll be the center of everyone’s attention. Every parent would like their children to be as safe as possible during school, with uniforms their children will be safe and secure at school.

Principles underpinning the role of the practitioner working with children Essay

in this unit I will be explain the principles and values and why reflective practice is needed for a practitioner and what ways they can improve on their practice. I am also learning `what the responsibilities of the practitioner when maintaining professional relationships. The principles and values in a child care setting are in place to give the practitioners a guideline to help keep up hood standard of child care practice. The EYFS framework promotes the four overarching principles. The child’s welfare and safety is one of the main principles because; â€Å"the welfare of the child is paramount.† (Jago, 2011) When a child is under the care of the setting the practitioner will work closely with them; which means that they will get to know the child’s background including any medical information that they need to know about. Also the setting should use correct behaviour management. Never use physical punishment is a main principle as it is used to keep children safe; this means the setting is trying to keep them away from harm and abuse. While in the setting practitioners should follow the emergency procedures so that no one including themselves will get hurt during an evacuation; emergency evacuations should also be carried out so that when there is a fire drill or an actual fire in the setting then the children will know what to do in that type of situation. The author carried out a risk assessment in the setting which involved moving cleani ng substances so that no child could get to them and so that it didn’t cause any harm to the child. Another principle is respect the parent as the primary carer and educator of the child which means the practitioner should work closely with parents to understand their views and wishes and they should be respected where possible. â€Å"Practitioners work with parents and families who are in the care, learning and development of their children and are the child’s first and most enduring educators†. (Ruthierhyme, 2011) Practitioners work with parents if their child is getting a special mention in an assembly then they could invite the parents in to watch. The parent and child come for visits before they actually start at the setting so they know what the setting is like and who their practitioner is; this may help the child to settle in to the setting quicker when they actually start. One of the main principles is upholding the child’s rights and dignity; practitioners have to make sure that they are not stereotyping or discriminating anyone in the setting. This means that if there are a wide variety of cultures in the setting; the practitioner could do arts and crafts from their cultures. If in the setting children want to read or play then the practitioner could let them use multi-cultural dolls and books about other cultures. â€Å"Workers should not discriminate and should encourage children to avoid prejudice† (Park, unknown) The author has done this in the setting by having a boy who is Chinese; so then in the setting the author did a wide range of activities on Chinese New Year so that other children knew about the festival. A point in the CACHE statement of values and principles is â€Å"confidentiality and agreements about confidential information are respected as appropriate unless a child’s protection and well-being are at stake.† (CACHE, 2010) This means that if you are taking notes on a child’s behaviour or reading a child’s file to see special requirements, never leave it lying around for anyone else to see and when you have finished with the file place it in a locked filing cabinet. When practitioners do observe children they should not mention names or the place where the observation has been done. The author had done this in the setting to evaluate a child’s physical development and to see what could be done to improve on these skills. There are many ways that a practitioner can find out about children’s interests; some of these are, by doing observations on the children to see what they like to play with; talk to the children to see what they enjoy doing and what their hobbies may be and also discuss with parents to see what the child likes to do while they aren’t at the setting. There are benefits for the practitioner which include that they can plan a suitable environment for the children; the practitioner can engage with the children to suit their individual needs. This way the practitioner will be able to build positive relationships with both the children and their families as it extends their learning experiences. There are also many benefits for the children as well which include; the children will make a contribution to planning which will raise the child’s self-esteem which will also improve their self-confidence; this will help them to develop their skills and knowledge, it also increases chance for communication by the children communicating with the practitioner, friends and their family this will also help the children develop a positive relationship with their practitioner and peers in the setting. The author has used the wide range of ways to find out about children’s interests in the setting as there is children from various age ranges in the setting so the author used observation techniques and talking to parents to find out what type of activities children like to do so that the author can develop adult led activities around the children’s interests which will make them more engaged in the setting and want to experience a wide range of activities put into place. Reflective practice is ‘a process by which you: stop and think about your practice, consciously analyse your decision making and draw on theory and relate it to what you do in practice.’ (Physiotherapy, unknown)As a practitioner it is important to reflect on your practice as it can create a higher quality of practice. Reflective practice is an ongoing dynamic process if thinking honestly, deeply and critically about all aspects of professional practice with children and families; it occurs spontaneously as well as in planned reflection. Practitioners use reflective practice to recognise and continue good practice as well as to challenge practices that are taken for granted; to change and improve what is not working well in the setting; to monitor all aspects of practice on an on-going basis and to know how to find out more information and support from others. When a practitioner is reflecting on their practice they should usually follow the reflection cycle â€Å"formally known as the Gibbs cycle† (P, K, K, & H, 2007, p. 228) to show what they need to do â€Å"processing in order to deal with a problem. This type of reflection may take place when we have had time to stand back† (QMU, unknown)from their practice. Practitioners need to reflect on their practice because then they will bring a higher quality practice and better outcomes for children and families; the practitioner will also be aware of and values and beliefs in the setting; they are more likely to challenge other practices; they can make an inclusive environment â€Å"means accommodating, recognizing and meeting the learning needs of all students.† (Jeeves, Unknown). Practitioners also reflect on their practice as it leads to seeking out research, resources and advice and it also promotes collaboration between professionals. When practitioners reflect on their practice there is many ways they can do this. Some of the ways are: keeping reflective journals, go to meetings, talk to a mentor or critical friend, have reflective practice notice boards in the setting, professional learning experiences and action research are just a few ways in which practitioners use to reflect their practice. The author uses reflective journals as a record of thinking of all aspects of their practice. The author uses stories about the practice that she does; she uses meaningful words and drawings she also uses pictures to use as a memory to whether the activity worked well or not and whether to use the activity in the future and a reflective account on what the children involved thought of the activity. When the author does a reflective journal she can also keep an online copy for future reference if she loses the hand written one. When doing reflective practice the author also uses a mentor or critical friend to talk to, as they will be able to challenge the authors practice from another point of view. The mentor or critical friend can be there for advise, a guide, for the author to ask them questions, provide resources and shared rights; also they offer a perspective from a 3rd person angle. This  can be a colleague or someone outside of the workplace and be face-to-face, online or over the phone. Practitioners have the responsibility to maintain a professional relationship with children, families, colleagues and other professionals in a range of settings. When working in an early years setting you will be expected to work with other professionals that may be on the same site as yourself or from the community where they will be required to come into the setting. A practitioner’s main responsibility in a professional relationship varies between children, adults and other professionals. The practitioner must carry out a professional relationship whilst working with the children; to ensure that all the children are treated equally and fairly; although children should be treated equally it is also important to value diversity and understand that children do not have the same individual needs. Keeping consistent boundaries and rules are important in order for the children to become familiar with the rules and for them to develop an understanding of what they are not allowed to do while in the setting. This can be done by ensuring that there is no favouritism shown to a particular child or children. It is also essential that no child is discriminated against while they are under the practitioners care. Practitioners also need to keep a professional relationship with families. â€Å"there are many reasons for doing so, but in terms of building relationships with children this makes a significant difference† (P, K, K, & H, 2007, p. 137) So if there is a problem or worry that a parent may have about their child while in the setting then the family can talk privately with the practitioner and can discuss what they think would be a suitable way to help the child with their worry so that they can resolve the issue as this will also build a trusting relationship. Also this way the practitioner can explain to the child’s family what activities they are doing in the setting and if there are any parent and child sessions being held for them to join in with. Practitioners need to also keep a positive relationship with colleagues and  other professionals in the setting; as they will need to discuss with each other about children’s holistic development and what help the child may need to get them to their expected milestone for their age and stage of development. All practitioners in the setting can learn from each other, if you don’t fully understand how to deal with a situation in the setting , or if you need help with an activity you can watch and learn from other team members and adults; sharing responsibilities, this is a great benefit while working within a team and with other adults as there are a lot of responsibilities working in childcare; sharing the work load, by sharing the work load with adult or team members the day to day running of the setting can go quit smoothly. Practitioners need a positive relationship with multi-agency teams as then practitioners will be able to learn new skills i.e. learn techniques to do if a child has to have massages on their legs due to illness or injury as then they will have been taught from the physiotherapist what to do with the child and how many times during the day in the setting; as this will help the child be more comfortable. By practitioners building positive relationships with multi-agency teams they will be able to build a relationship with them so that they can discuss information on what they think the next steps for the child may be; this can be through social services, physiotherapist or even a speech therapist. Keeping information about children and their families confidential is essential in maintaining professional relationships because; if a child has told you information that may need to be passed on then it may need to be looked into to get to the bottom of what has happened so then the practitioner will only need to pass the information on to the correct member of staff and not tell others that don’t need to know as if this happens then they are breaking the confidentiality policy. â€Å"The nature of our work in school brings us into contact with confidential Information. All those involved with handling information working in, or with school must be able to do so sensibly and with confidence.† (School M. P., 2011) This is because if the practitioner breaks the confidentiality policy it could become a risk for the child and also the child may feel like they cannot trust the  practitioner anymore which then they will not build a positive relationship with the practitio ner and may become withdrawn for the setting. For the practitioner to have positive relationships, they will need to demonstrate and model effective Communication skills, this means that practitioners should consider both how they approach other people and how you respond to them. We are more likely to communicate information to each other if we have positive relationships. Parents and other adults either colleagues or multi agency team workers who come into the school are more likely to give beneficial support if communication is strong and effective. It is also important for pupils that we model effective communication skills. If we ask pupils to behave in a particular way when communicating and then forget to do so ourselves, they will find it harder to understand the boundaries of what is acceptable. Multi professional approach is â€Å"working together to meet the needs of a child /children by Education; Health & Social care.† (M B. , 2011) This is where professional teams from all over come to work with children that need a specific teams help and support for their learning and development. In the Every Child matter 2007 it states that there are two types of multi professional approach which are; Bibliography: Beaver M; Brewster J; Green S; Neaum S; Sheppard H; Tallack J; Walker M. (2008). CACHE level 3 Child Care and Education. London: Nelson Thornes. C, C., & A, R. (unknown, unknown unkown). Sequential transition patterns of preschoolers’ social interaction during child-initiated play. Retrieved April 29, 2014, from science direct: http://www.sciencedirect.com/science/article/pii/S0885200603000036 CACHE. (2010). CACHE Level 3 award in early years and Child Care for play workers 5th edition. Essex: Health and Education. children, A. f. (unknown, unknown unknown). developing effective positive relationships. Retrieved May 13, 2014, from action for children: http://www.actionforchildren.org.uk/policy-research/policy-priorities/developing-effective-professional-relationships Department for Children, S. a. (2009, November unknown). Every Child Matters Change for Children. Retrieved

Police Brutality And Corruption, War, And Peace - 1640 Words

This research question will clearly address the variations of police practices over the past 5 years in Baltimore City and Baltimore County, due to the recent incidents regarding police brutality and corruption. Using Chapter 12 Politics, Power, War, and Peace, will help show the relationships between politics in law enforcement and police officers, which deals with a lot of power and peace. Chapter 12 Politics, Power, War, and Peace, Section Cultural Controls in Maintaining Order states â€Å"Every culture has various forms of cultural control to ensure that individuals or groups conduct themselves in ways that support the social order. People who challenge or disturb the order face negative consequences† (W. Haviland; pg 315). In Baltimore†¦show more content†¦Although there may be historical and factual evidence that substantiate current conditions and the state of our inner city urban communities and current state of relations with the police department, no longe r shall we look to others to blame for the dysfunctions, high crime rate, high teen pregnancy rate, high dropout rate and low levels of academic achievement among community residents, we must look within ourselves for the solutions. Connecting with positive role models in the community can alter the flow of influence from that of negative affiliations such as gangs and other bad influences to those associated with success, positivity and achievement. One such role model is Baltimore legendary, Travis Winkey. Travis Winkey has traveled the globe and has done business in 35 countries and has amassed great respect from political leaders, business leaders, world-renowned entertainers, and Baltimore residents respectively. Relying on the positive influences of local legends like Travis Winkey and others who have brought pride to the city of Baltimore, will garner instant credibility and inroads into the hearts and minds of the community than that of brute force and intolerant policing. Taking a proactive approach with viable solutions Travis Winkey has created the Travis Winkey M.O.D.E.L. Empowerment Zone as a cornerstone for social change, development and transformation as his organization intend to instruct, prepare and empower our Students, U.S.Show MoreRelatedShould Law Be Legal?1629 Words   |  7 PagesLaw enforcers have always been seen as that in higher authority. They are seen as those who conduct and protect; as those who dominate and keep peace and maintain order. 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