Diversity Worksheet

1. What is diversity? Why is diversity valued? Diversity is the state of fact of being diverse; difference; unlikeness. It is the differences in backgrounds and traits. It’s the variation from person to person in regards to their age, race, ethnicity, physical capabilities, religious beliefs and more recently sexual orientation. Diversity is valued because as a society we’re in search of enrichment, experiences, and acceptance. How many times have you applied for employment and on the application it states â€Å"Equal Employment Opportunity†?It’s because of our diversity that businesses are able to thrive; we’re able to reach communities that were otherwise unreachable. Diversity is valued because it’s what makes our communities unique; it’s what makes our communities successful. 2. What is ethnocentrism? In what ways can ethnocentrism be detrimental to a society? Ethnocentrism is the belief in the inherent superiority of one’s own ethnic group or culture. Ethnocentrism can be detrimental to a society because it leads to cultural misinterpretations, premature judgments and irrational thoughts.Take for instance the case of the suicide of Tyler Clementi. His roommate Dharun Ravi bullied him via social media based on Clementi’s sexual orientation, one of the many groups used to identify people. Ravi’s ethnocentric belief that he was better than Clementi because Clementi was homosexual and he was not is what may have pushed Clementi over the edge causing him to commit suicide. Ethnocentric beliefs are harmful to our society. 3. Define emigration and immigration.Emigration is the act of leaving ones country or region to settle in another, whereas immigration is the act of coming to a country, usually for permanent residence. An extremely high percent of Americans are decedents of immigrants who came to the United States. In 1994, my parents, my sister and I emigrated from Trinidad and immigrated t o the United States. 4. What are some of the ways groups of people are identified? There are several ways that groups of people are identified. For starters, and probably the most obvious, is the racial group.The racial group is where people are identified by the physical characteristics, whether the person is white, black, Asian, etc. Then there’s the ethnic group. Many people confuse ethnic and race. Ethnicity is based on the person’s origin, therefore in this group we’d categorize people according to where their ancestors are from. For instance, the person’s race would be white, but ethnically they are Polish American. Thirdly, there’s the religion grouping. The religious group is self explanatory; the group is divided into different religions, whether it’s Christianity, Muslim, Hinduism, Catholicism, Judaism, etc.Last but certainly not least, another way groups of people are identified is gender. Obviously, there’s the difference between men and women, but more recently now we have transgender and transsexual. Other groups include age, disability, and social class. 5. Why do people label and group other people? People label and group other people because throughout our lives we grow up experiencing the adults that surround us doing the same. There are many groups that teach their children to hate other groups.For instance, after the 9/11 tragedy I’ll never forget walking into the grocery with my parents and a little boy pointing to my father and calling him a terrorist. Rather than his mother explain to him right at that moment that not everyone that is â€Å"brown† is a terrorist, she just looked at my father, rolled her eyes and pulled her little boy away. I believe people label and group other people because they are uninformed to the facts of the other’s culture, religion, race, etc. grouping they’re categorizing people in. Rather than learn facts, they’d rather assume. Diversity Worksheet ist Associate Program Material Diversity Worksheet Answer each question in 50 to 150 words. Provide citations for all the sources you use. 1. What is diversity? Why is diversity valued? Diversity can mean many different things. The actual definition in the dictionary states that diversity is a range of different things/ the state of being diverse;variety. But in my opinion, diversity is a commitment to not only recognizing but appreciating or valuing the variety of various characteristics that make us as individuals unique in an atmosphere that promotes and celebrates individual and collective achievement. . What is ethnocentrism? In what ways can ethnocentrism be detrimental to a society? Ethnocentrism is the preferencing of an individual’s culture over the cultures of any other group. Or tendency to believe that one's ethnic or cultural group is centrally important, and that all other groups are measured in relation to one's own. It can be good for the individual country bec ause it helps society stick together as a whole, but it often is a bad thing for the world as a whole.Understanding ethnocentrism and its relation to race in public health research is particularly important in the United States because of its history of using race in classifying and judging different groups. 3. Define emigration and immigration. Emigration is leaving one country to settle in another. Immigration is the movement of people into a country or region to which they are not native in order to settle there or coming into a new country as a permanent resident. 4.What are some of the ways groups of people are identified? There are several ways that groups of people are identified for example by race, ethnicity, age, social class, and size or weight. Many times you will find that when filling out your information for a job they will ask certain questions about you to identify you from everyone else. 5. Why do people label and group other people? People label and group others a s a way to identify them or set out their differences from other people whether they are good or bad.Labeling and judging people are often confused with one another and can cause conflict. 6. Define culture. Is culture limited to racial and ethnic backgrounds? Explain. Culture is the cumulative deposit of knowledge, experience, beliefs, values, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe, and material objects and possessions acquired by a group of people in the course of generations through individual and group striving.Culture is not limited to racial and ethnic backgrounds because all of the beliefs and things that are learned are passed down through each generation. Different races develop different cultures it isn’t something that is only set for each race or ethnicity. The University of Tennessee Libraries Diversity Committee. (2003). The university of tennessee. Retrieved from http://www. lib. utk. edu/ diversity/diversity_definition. html G. Hofstede, I. (1998). http://www. tamu. edu/faculty/choudhury/culture. html. Retrieved from http://www. tamu. edu/faculty/choudhury/culture. html

A Life in the Day Of Sting Essay

I found the Sting article to be extremely intriguing as how a superstar like himself could be so normal and down-to-Earth. The content of the first paragraph explains how Sting grew up with some background information about his father, his beliefs and his common habits. The 2nd paragraph however tells of Sting’s feelings and loves. How he loves and misses his family, when he’s away on tour or they’re away. As the text goes on it talks about his work life and how he manages to keep on top of it, it says how he has to leave his family to go for interviews or talk shows e.g. â€Å"The Des O’Connor Show†. He talks of the guilt and loneliness he suffers from when he’s away from the family for so long. Then he tells of his fatherhood and how he sees himself to be as a father and how he treats his children. The article also explains of how Sting is thankful and grateful of his fame, his fortune and his estates, how he’d feel about having to give them up. It also says what Sting would change about his life if he could, for instance how he’d treat his mum and dad differently now that he knows what mistakes he’s made. My Conclusion of the Text This article has touched on near enough every aspect of how Sting thinks, feels, lives and loves. It touches how he grew up where he grew up and what it was like growing up for him. It tells of the every day routines Sting has got into like doing his yoga before breakfast and why sting doesn’t agree with wearing deodorant because he doesn’t want to be labelled as a product

Mississippi’s school Essay

The SAGE program in partnership with John Hopkins University of Baltimore Maryland, invites, states or districts to become members in improving the student achievement in the potential members’ schools. Through the National Network of Partnership Schools, SAGE and others in the network will work states, districts and other educational organization members to form an Action Team for Partnership plan. Members follow the Six Types of Involvement format (NNPS online). Five years of NNPS surveys and result focused studies on member schools’ progress has been reported (2005). NNPS uses research results to develop practical tools, materials, and guidelines for schools and school districts. Presently, over 1000 schools, 100 districts, and 17 state departments of education are working with NNPS to use research-based approaches to establish and strengthen their programs of school, family, and community partnerships (2005). It is suggested that incorporating the following elements create better programs and outreaching to parents of the students and increased parental involvement (2005). 1. Leadership 2. Teamwork 3. Action plans 4. Implementation of plans 5. Funding 6. Collegial support 7. Evaluation 8. Networking Results from longitudinal studies showed that â€Å" a review of literature on family involvement with students on reading, indicated that, across the grades, subject specific interventions to involve families in reading and related language arts, positively affected students’ reading skills and scores (Sheldon & Epstein, 2005b). The original SAGE pilot program research involved participants of which fifty percent were below the poverty level (Vinson, 2002). Participating classes were reduced from average size to fifteen students per teacher. An evaluation by Molinar, Smith and Zahorik (1999) revealed that the first grade SAGE students demonstrated higher achievement when compared to nonparticipating schools in both language arts and math. Second and third graders were reported to follow the same pattern. The third study to be reviewed is the Prime Time (1984) project in Indiana. This was originally planned to be a two year project started in 1984 but it had such promising results that by 1988 all k-3 classes were reduced in Indiana. The average FTE was eighteen. In 1989, McGivern, Gilman and Tillitski compared samples of achievement levels of second graders from six districts with reduced class sizes and three districts that were not reduced and found significantly larger gains in reading and math among students of smaller classes. As with project STAR, SAGE has suffered criticism. Limitations mentioned were that â€Å"students were not assigned to experimental control groups on a random basis†, and that school policies were changed and implemented during the course of the study (Vinson, 2002). A widely criticized factor was the use of teacher incentives to motivate small classroom achievement. As mentioned previously, opinions on class size vary. Over the years several researchers have analyzed studies and evaluated the effectiveness of each. Glass and Smith (1979) found after analyzing seventy-seven empirical studies on class size versus student achievement, that small classes were associated with higher achievement at all grade levels. For greatest results in student achievement, students should attend small classes for over one-hundred hours (1979), with under twenty students. Small classes are beneficial because of 1) better student reaction 2) teacher morale and 3) quality of the teaching environment (Vinson, 2002). In a review of one-hundred relevant studies, small classes had been the most beneficial, during kindergarten and third grade, but only if teachers change their methods and procedures (Robinson and Wittebols, 1986). Slavin’s (1990) research of empirical studies, were chosen for analysis based on a three part criteria; 1) class size had been reduced for at least one year 2) twenty students were compared to substantially larger class sizes and 3) students in both class sizes were comparable (1990). Contrary to previously mentioned researchers, Slavin believed that smaller class size had minimal positive effects on students and those effects did not continue once students were returned to normal, larger classes (1990). A highly published researcher, Eric Hanushek has voiced his opposition to small classes benefiting student achievement since the mid-1980s. In all his reviews of class size studies, he’s always concluded that; â€Å"The evidence about improvements in student achievement that can be attributed to smaller classes turns out to be meager and unconvincing (Vinson, 2002)†. Johnson (2000), citing a study at the Heritage Foundation examining National Assessment of Educational Progress (NAEP) reading data, asserted that the difference in reading assessment scores between students in small classes and students in large classes was insignificant. He criticized class size reduction programs citing California as example of how such programs exacerbate the problem of lack of qualified teachers to fill classrooms. His claim of the lack of association between class size and performance was consistent with Hanushek’s conclusions (1999). Studies of the effects of class size in secondary schools are much more rare and largely equivocal (Deutsch 2003; Grissmer 1999). Many of those who advocate for smaller class sizes at the secondary level argue that small classes positively impact the school environment, thus, improving performance indirectly. In her review of the literature of class size and secondary schools, Deutsch (2003) highlights studies that conclude small classes stimulate student engagement, allow more innovative instructional strategies, increase teacher-student interactions, reduce the amount of time teachers devote to discipline, improve teacher morale, and minimize feelings of isolation and alienation in adolescence that can come from anonymity. Another important process variable the researcher will investigate is the effects of school policy on student achievement. An influential policy becoming common in schools is that of parental support and teacher incentives. As with the other factors in this model, conclusions about the effects of both on student performance has been mixed, but recent studies seem to point to more positive correlations, particularly teacher experience (Hedges, Lane, and Greenwald 1994). Mississippi’s Department of Education’s Schools and Parents Partnering for Student Success is a brochure given to the parents of Mississippi public school students to educate them on what level of proficiency their child should be on in an attempt to form a relationship between school and home. Strategies for improving student achievement according to Mississippi’s School.

Techniques of research Essay Example | Topics and Well Written Essays - 1750 words

Techniques of research - Essay Example Kim, A.-H. et al. â€Å"Graphic Organizers and Their Effects on the Reading Comprehension of Students with LD: A Synthesis of Research.† Journal of Learning Disabilities 37.2 (2004) : 105-118. 16 July 2011. This peer reviewed article examines the effects of graphic organizers on reading comprehension for those students facing the problems of learning disabilities. This article compares the standardized reading comprehension with the reading comprehension with the use of graphic organizers such as semantic organizers, cognitive mapping. The article concludes that the use of graphic organizers have improved reading comprehension overall for students with learning disabilities. This article is taken from Journal of Learning Disabilities, which is considerably recognized for its authentic and reliable work throughout the academic world. In addition, it is available at Sage Publication, again which prefers to publish reliable piece of work. This article provides the basic informati on relating to the research work. The use of graphic organizers for reading comprehension for students with learning disabilities; considerably fulfills the required need of information on the topic. DiCecco, V. M., and M. M. Gleason. â€Å"Using Graphic Organizers to Attain Relational Knowledge From Expository Text.† Journal of Learning Disabilities 35.4 (2002) : 306-320. 19 July 2011. This article focuses on the implications of the expository text. For this purpose, this research is carried out on K-12 participants in order to assess the potency of the graphic organizers as a comprehension tool. By highlighting the key concerns relating to graphic organizers, the researchers try to examine the effects of graphic organizers under treatment and control conditions. The results support the use of graphic organizers for students with learning disabilities to increase their relational knowledge from expository textbooks. When factual knowledge was analyzed via multiple choice que stions and tests, the results mention no difference found between control and treatment conditions. This article belongs to the Journal of Learning Disabilities and is collectively published by Hammill Institute on Disabilities and Sage publication. Being a peer reviewed article, it consists of primary research over the use of graphic organizers on K-12 students . This article provides primary research over the use of graphic organizers. By clearly highlighting the difference of reading comprehension and relational knowledge, this article has facilitated in the broader understanding of the concept of graphic organizers. McCoy, J. D., and L. R. Ketterlin-Geller. â€Å"Rethinking Instructional Delivery for Diverse Student Populations: Serving All Learners with Concept-Based Instruction.† Intervention in School and Clinic 40.2 (2004) : 88-95. 19 July 2011. This article takes into account the role of teachers in assisting students to learn complex content during classes. The stud ents face the problems of studying facts without reaching the larger contexts. For that purpose, research at the University of Oregon concludes that if the teacher takes responsibility for explaining and identifying the concept within the parameters of course materials, students will be considerably relieved with above mentioned problems. At the same time, using the functional taxonomy, teachers can practically assess the realistic performance of

Law and Human Trafficking Essay Example | Topics and Well Written Essays - 2000 words

Law and Human Trafficking - Essay Example The immigration laws that should prevent trafficking are not stringent thereby, creating the conducive environment that encourages human trafficking (Theresa 275). This has increased the cases of Unaccompanied Alien Children (UAC). Human trafficking has also been on the rise because some of the officers working at the immigration offices and the Office of Refugee and Resettlement (ORR) are also involved in the evil act of human trafficking because of the huge profits that accrue to them from the sale of the children and the adults. This as noted by the US house Judiciary chairman Rep. Bob Goodlatte, makes over 90% of the UACs cases not being presented to the courts for justice to be sought for the victims (Theresa 275). It is, therefore, important to note that human trafficking has become a crisis because of the laxity in the enforcement of the trafficking laws, not in the absence of the laws.United Nations Definition of Human Trafficking  Human trafficking is considered a serious crime and gross violation of human rights, therefore United Nations have been in the forefront in trying to assist the United States and the affected countries in preventing human trafficking through the implementation of the Trafficking in Persons Protocol. This aims at preventing, suppressing and punishers the traffickers (Shelley 115). According to the United Nations definition of Human Trafficking, Article 3, of the Trafficking in Persons Protocol provides the definition of Human Trafficking as â€Å"recruitment, transportation.

Teacher Profile Assignment Example | Topics and Well Written Essays - 500 words

Teacher Profile - Assignment Example Teacher: That question brings us to the value of arts in school, which is my field of professionalism apart from an educationist. College Board Advocacy and Policy Centre believe that, by supporting poetry and drama in our schools, we ultimately promote a creative economy and add quality of life to every student. Art representation and students’ well-being are two sides of the same coin. Without arts, the students will be overly incapable of a realist thinking of the way events of their lives unfold. Interviewer: Thank you for the explicit interpretation of the value and importance of art in schools. What are some of the art representation in the college you find more useful and intriguing to the students? Teacher: ArtsEdge is a well-structured website for the practical art-based points of representation. This is because one of the major arts of which we believe in upholding is the values of cultural drama and poetry to the students. The College Board Advocacy and Policy Centre was established as an artwork entity to transform education in America. This was because of cultural diversity where various cultures meet and share their values. For example, you are Chinese meeting different cultures hence respect for every cultural and art values should be paramount for a peaceful co- existence. Teacher: Various art representations are beneficial to the students. Firstly, Arts have vehemently expanded the student’s potential by encouraging innovation, critical thinking and creativity. A comprehensive and all round arts education is an effective tool for the development of the whole teens, keeping them in school and improving on their worldview of being achievable in life. Lastly, arts have played a major role in the alignment of major educational trends. Teacher: I see arts being at the epitome of every subject in the American curriculum in the near future. This is because art is a practical subject and ensures the

The Burden of the Current Unemployment Insurance Program on Small Essay

The Burden of the Current Unemployment Insurance Program on Small Businesses and Possible Alternatives - Essay Example Instead, they want to pay more for the employees' salaries and wage protection. The business cost rising from the payment of tax towards unemployment compensation will have to recoup by the business firm through its business and actually the consumers bear the tax burden of the firm. The tax rate of unemployment insurance is based on the stability in working of the firms. A company with stable employment history will get deduction in tax rate. An employer is held liable for paying towards unemployment insurance in case he has quarterly payroll of $1500 or more in a calendar year. "The tax rate for new employers is .0270 (2.7 percent). The first $7,000 in wages paid to each employee during a calendar year is taxable. Any amount over $7,000 for the year is excess wages and is not subject to tax. Excess wages can never be greater than gross wages."1 According to the Federal Unemployment Tax Act establishment and administration of the Unemployment Compensation Program is carried on mutually by the state and federal governments. Thus there exist dual system of state and federal in the tax program and the, payments of the employer towards payroll taxes is levied by both the state and federal governments. The rate of payment towards unemployment taxes by employees is on the basis of established tax rates and the history of employers work stability. Thus employers having a history of greater unemployed workers would have to pay more towards the unemployment compensation tax. In case the business owner is compelled to lay off his business for military service, the resulted unemployment to workers would lead to count as a higher unemployment rate in the firm and thus the tax rate payable by the employer will be higher. Similarly if the employees took leave from their jobs for military service then also firms work history will be shown as higher unemployment rate and thus also the tax rate will be increased. In case workers who refrain from job for joining with their transferred military spouse have the legal right to receive unemployment compensation. Thus the employer wants to pay for their non working employees even though job is exist there. In some states the employers are not chargeable for the workers' leave for military service and thus it does not taken for calculating its tax rate. However the workers have the right to receive unemployment compensation and this is charged from the unemployment compensation fund of the state. Thus the actual cost of workers compensation is paid by the employer as a socialized cost and this will lead to increase the overall state unemployment tax rate. 2 Complicated tax regulations is causing firms to indulge in unnecessary law suits with high cost and this will always prevent establishing new business. Along with this higher rate of workers compensation and unemployment insurance has lead to increasing the labor cost of firms. In Florida there employ tort reform for reducing the burden of employers. Joint and several liability rate reductions are followed in workers unemployment compensation insurance. Small businesses are seriously affected by the workers compensation insurance. Majority of the burden of the rising tax rate is always comes to small businesses. Due to shortfalls in state regulation relating to compensation insurance the small business are required to bear a major portion of the UC fund. The working cost such as regulatory costs and tax payments are always becoming

The Asia-Pacific Region Essay Example | Topics and Well Written Essays - 1750 words

The Asia-Pacific Region - Essay Example The effect of personality on policy continuity has already been affirmed by an unnamed White House official who stressed out that â€Å"personalities matter†¦ in the conduct, formulation, and implementation of [foreign policy]† (cited in Lampton, 2001, p.313). A change in administration means that there is also a change in the personality leading that administration. Such a person may have a different set of visions, follow a divergent ideology, or employ a different mindset from his predecessor. Indeed, â€Å"leadership turnover and regime change† may significantly affect patterns of US policy behavior and â€Å"likely result in foreign policy change and restructuring† (Dixon & Gaarder, n.d., p.185). The policies initiated or planned by the previous administration will experience restructuring should the succeeding president seek to prioritize other policies or tend to misinterpret his predecessor’s intentions or methods of implementation because the ideology he adhered to is markedly opposed to that of the former president. The behavior of US foreign policy has particularly been affected by the ideological differences of Republican-led and Democratic-led administrations. The former tends to be â€Å"more conservative internationalist in orientation,† while the latter is â€Å"more liberal internationalist in orientation† (Rosati, 1994, p.251). The direction of US policy has experienced modifications with every new administration. However, this is not only due to the change in the leading personality or the regime.

Characters and strong association Essay Example | Topics and Well Written Essays - 500 words

Characters and strong association - Essay Example All of these things are dependent on the setting of the novel and they shape the man that Robert was at the beginning of the novel and the man that he had become at the end. At the beginning of The Wars, we find out that Robert has just enlisted in the army because he wants to escape the feelings of guilt that he has after his sister’s death. We also learn that Robert is opposed to the war in some ways, but he feels as though enlisting is the only way to escape the feelings that he has, as well as the accusations that his own mother has been making against him. Therefore, it is the setting at the family’s house that initially turns Robert into a soldier, but also what has made him into such a compassionate character. As the story continues, Robert begins to develop an extremely short temper, as he lashes out at others and sees his relationship with his mother completely disintegrate. He also pushes his father away, as although they get along, they have differing opinions on a number of things and cannot be together all the time. The wartime setting also adds to this anger, as Robert feels as though human lives are not highly regarded during a war and he sees the worst that humanity has to offer everyday. When Robert kills the German soldier, even though the soldier let him and his troops lives, we can still see how unnatural this role is for Robert, but it is a role that the setting has forced him into. As the novel draws to a close, we see Robert drift towards madness, as he is unable to come to grips with all of the horrible things that he has experienced. He wishes that someone could teach him to be a killer because he does not understand how other people can do it so easily. At this point we can see the psychological damage that the war has done to Robert, as it has completely changed the person that he is and he never gets the chance to be himself again, as he dies as a result of injuries sustained in a fire. This novel shows the

Modern public life Essay Example for Free

Modern public life Essay Modern Public life could not exist or function properly without the Media In this essay I will be discussing the above statement and arguing that without Media, modern public life could not exist. I will first explain some key terms to help in the argument including explaining the meaning of the term Public Life. According to the Collins Dictionary The Public is people in general or the people of a particular place. Public is used to talk about the feelings and behaviours of people in general. If someone is a public figure or is in public life, they are well known. Public is used to talk about things being said or done so that everyone can hear them or see them. What is meant by the term Public Life is a space where a body of people can come together to discuss issues relating to their group. These groups can be very small like a book club or large like the United Nations and they can discuss anything from the latest Bryce Courtney novel to world peace. Geoffrey Craig in his book The Media Politics and Public Life explains the concept of public life as: .. A body of people within a society and a domain within which debate about that society occurs The public is also a subject, and people come together as a public in modern times when they engage in readings of the events, the stories and the debates that circulate in the society. (2002. P49) Public life occurs where private issues are brought to the attention of the general public through the use of the media. Without out the media it would be private life, not public life. Media, as defined by the Collins dictionary is the plural of medium which is a means of communicating or teaching something. When we talk about the media we do not just use traditional forms of media like newspapers, television and radio but we also use other forms of media like movies, the internet, transnationals companies and communication technologies. All of these forms of media are sites where the meanings of public life are played out, debated and evaluated. Our everyday lives could not function properly without the media. Media is a drug that we cannot live in a democratic society without. We listen to the radio on the way to work to hear the traffic reports and to know where the multi-novas are hidden. When election time comes, we cant invite John Howard round for dinner to discuss his policies so we rely on the media to show us them through television radio and newspapers. When a cyclone is coming our way, how do we know to lock up the house or leave town? The media inform us. Even the very early smoke signals were a form of media, a form of communication. It is important to stress here that there is no way that public life could function without the use of the media as the understandings of our society, the norms and values of the world in which we live are the products of living in a mediated world. We as a public only ever see the representations of a breaking story through the television or in the paper. We rely on the media to tell us breaking stories that are happening around the world because of our geographical locations. John Hartley (1992 P1) has noted: while [the public domain and the public] dont exist as spaces and assemblies, the public realm and the public are still to be found, large as life in the media. Television, popular newspapers, magazines and photography, the popular media of the modern period, are the public domain, the place where and the means by which the public is crated and has its being. In talking about public life we must clarify the notion of having a public sphere. By public sphere we mean any activities that occur in the public eye or that is brought to the attention of the public through the media. Habermas argues that the original public spheres originated with the early Bourgeois movement in the tea houses, libraries and reading societies in England. It was here where people gathered to discuss issues concerning their lives and the society in which they lived. What made this a public sphere was that the people were all gathered in one place discussing issues that were relevant to them. Although this was regarded as one of the original democracies that were a voice for the people, Habermas also understood that the early tea house publics were not totally representative of the communities for which they were fighting for. In the early days women were not included in the tea house discussions, also, only a certain class of people were allowed to enter the tea houses and those that could not read would not need to go to reading houses or libraries. Of course those that could not travel to these public events had no said either. This limited the voice of the people to only those that were upper-class, well educated men that could travel. This was not representative of the wider communities. The next stage in the evolution of public life was when the printing presses made literature available to the mass public. This literature was free from state control and was the newest site for public life to be played out on. Of course if you were illiterate the medium was useless but for those that could read and had access to the literature a new public was formed. The reading public was not tied by geographical restrictions. The development of film was again a new medium that with it brought a new public. By now we have to understand that there are a huge amount of publics that all have their own issues to debate. A person can be part of a number of publics at one time. She may be a single mother, working at the supermarket, she is part of the conservative party, is a part of a sci-fi reading club, she buys Thai cooking books, buys red wine and goers to wineries, is part of a mothers group at day care, has a network of other single friends on the internet and is part of a union at work. All of these publics want very specific things and all lobby for different things, the private issues become public when they are played out through the different types of media. Without the media the issues would not be brought into the public spotlight and would likely not be resolved. It is essential to point out that modern public life is played out through our media consumption and not through our everyday experiences. We collectively watched the September 11 attacks through our televisions, listened to the disaster unfold on our radios and read about and saw the pictures of the devastation in newspapers. Without these sites we would not have experienced it at all. This highlights the fact that we rely on the media to get information that would not readily be available to us. Peter Dahlgren argues that the public sphere is not just a marketplace for ideas or an information exchange depot but also a major societal mechanism for the production and circulation of culture. This idea of the media framing culture is very important because it gives the media great power to give meaning to our identities. Culture, which consist of ideas, customs, norms, values and attitudes are shared by the people of a particular country. Campaigns that promote a type of culture are often produced by government and portrayed through various media outlets. Popular campaigns that frame our culture are the domestic violence ad Australia says NO to domestic violence and the drink driving campaign, that enforce that fact that those things are going against our culture and that that type of behaviours is not accepted. These campaigns are dependant on the media getting the message out there. The main media technologies that are responsible for the communication of public news are television, radio and print and these all function as journalism. These are seen as the most trustworthy sources of information as they are governed by laws that protect privacy, defamation and the use of misleading information. Journalisms main role is to seek the truth and tell the masses. Although these forms of media are self regulated (to be free of outside influence) their guidelines that journalists have to abide by are strict to keep the freedom to self regulate. Television is the most powerful mass medium and is an absolute must in every household. In my house alone there are four televisions and there are only 2 people living there. A productivity commission report found that Australias spend over 20 hours per week or 36% of their leisure time watching television(Productivity Commission 200, P62). The ability to actually see an event or person and hear them speak makes television the most trustworthy of the media outlets. Politicians often measure the success of a campaign on the presentation of their image/policy/media events. Although television has taken over from the print media as the most popular type of news media, many argue that the print media are the most influential mass medium for political debate. Agenda setting for the day is mostly done by the quality morning newspapers. Newspapers are often more detailed in their dissemination of public life because they are not restricted by the time factor that is TV. Radio is the secret weapon in the fight for a public life. The radio doesnt have the ability to show the audience an event or doesnt even give them a chance to read about an issue but it is the most pervasive forms of media as it can be listened to whilst driving or doing the housework. Politicians often use talkback radio as a direct link to the public. It is often the closet the general public will get to speaking with high profile players. Because the media is the chief agency to communicate public life and the world that we know is based on the representations of the media, there is much scrutiny placed on the authenticity of the stories that are shown to us. In Australia there are laws that ensure that one source does not have monopoly over the content of our media, Australias former prime minister Paul Keating put it best when he said that the cross ownership laws meant you could be a prince of print or a queen of screen but not both. This means that one person will not be in control of all of the media of our country and so a true representation of societys issues would be presented by the media. Again without the media, Australia would not be able to be a democratic society and have a public life. Through many different sites issues and events are played out and become open to the scrutiny of the general public. These different issues and events create discussion between the people that read or hear about them and this is what is meant by a public life. People that are hundreds of miles away from each other can be discussing the same issues without even having to talk to one another. These systems of communication enable us to live in a democratic society, a society where we can chose who leads us in government and we can discuss issues relating to our society. This would not happen if wasnt for the role of the media. Without the media to portray issues and events we would never hear about a sale on in the city or about governmental policy that is set to affect us all. Public life as we know it would not be able to function properly without the media. References Craig, Geoffrey. Chapter 1, 2 and 3. The Media, Politics and Public Life. Victoria: Allen and Unwin, 2004. Cunningham, Stuart and Graeme Turner. The Media and Communications in Australia. St Leonards, Sydney: Allen and Unwin, 2002. Dahlgren, Peter. Television and the Public Sphere: Citizenship, Democracy and the Media. London: Sage, 1995 Grossberg, Lawrence, Ellen Wartella and D. Charles Whitney. The Media and the Public. Media Making: Mass Media in a Popular Culture. Thousand Oaks, CA:Sage, 1998. 357-374 Habermas, Jurgen. The Structural Transformation of the Public Sphere: An Inquiry into the Category of Bourgeois Society. Trans, T. Burger. Cambridge: Polity, 1992. Scannell, Paddy. Public service broadcasting and modern public life Media, Culture and Society. 11(1989):135-166. Thompson, John. The Media and the Development of the Modern Societies The Media and Modernity. Cambridge: Polity Press, 1995. 44-69 Wark, McKenzie. Celebrities, culture and cyberspace: the light on the hill in a post-modern world. Sydney: Pluto Press, 1999. 128-136 http://malagigi. cddc. vt. edu/pipermail/icernet/2004-January/002743. html http://www. zip. com. au/~athornto/thesis2. htm http://www. gseis. ucla. edu/faculty/kellner/kellner. html.

Role of Exercise in Reducing Insulin Resistance

Role of Exercise in Reducing Insulin Resistance By: Pranav Maddali Abstract The major pathway of glucose regulation in the body is via the Glucose Transport System (GTS) in which cells stimulated by insulin cause an upregulation in expression and translocation of a glucose transporter protein, GLUT4, to the cell plasma membrane, resulting in increased glucose transport into the cell. Thus, insulin is directly responsible for regulating carbohydrate and fat metabolism in the body. However, increased dietary intake and the lack of physical exercise has been implicated in creating a condition known as insulin resistance, whereby the cells fail to uptake glucose in response to insulin stimulation, leading to hyperglycemia and significantly increasing the odds of acquiring insulin-dependent (Type-1) and non-insulin-dependent diabetes mellitus (Type-2). However, recent studies have shown that skeletal muscles, the major consumer of glucose in the body, possess an alternative mechanism to elicit glucose uptake using GLUT4 instead of insulin stimulation, which is tr iggered by exercise. This review elucidates glucose transport mechanisms in both normal and insulin resistance states and the role of physical exercise in potentially reversing insulin resistance and helping regulate blood glucose levels in diabetic patients. INTRODUCTION Glucose, Insulin, and the Glucose Transport System Glucose is one of the three dietary monosaccharides, along with fructose and galactose, which is directly absorbed into the bloodstream during digestion. This simple monosaccharide serves as both, the main substrate for energy production as well the precursor to the synthesis of many other carbon containing molecules in the body [1]. In relatively healthy individuals, following a meal, glucose absorbed from the gut during digestion stimulates the release of insulin, a peptide hormone, from pancreatic ÃŽÂ ²-cells. This results in glucose uptake by skeletal muscles and adipose tissues, promptly returning plasma glucose levels to the normal range (approximately 4.4-6.1 mM) [1]. During resting conditions, the absorbed glucose is stored as glycogen in the liver and skeletal muscles, and as triglycerides in adipose tissue [1]. In times of fasting or increased energy demand, these stores are quickly re-converted back to glucose and released into the blood stream, helping maintain homeostatic blood glucose concentrations. By promoting postprandial glucose uptake by muscle and adipose tissues via the Glucose Transport System (GTS) and suppressing hepatic glucose production, insulin is directly responsible for regulating carbohydrate and fat metabolism in the body [1-3]. Given that the cell membrane is impermeable to glucose, specific carrier proteins or transporters spanning the cell membrane allow the binding and uptake of glucose across the hydrophobic lipid bilayer. Mammalian cells possess two general classes of these carriers/transporters: 1) ATP-dependent Na+/glucose co-transporters that transport glucose against a concentration gradient and 2) facilitative glucose transporters which work in the direction of the glucose gradient [4, 5]. Following digestion, the Na+/glucose co-transporter transports glucose from the lumen of the intestine into polarized epithelial cells where subsequent facilitative transport of glucose moves glucose out of the intestinal epithelium and into the blood. Given that different tissues have different physiological energy needs, their uptake of circulating blood glucose is mediated by tissue-specific glucose transporter proteins called GLUTs [1, 4]. 14 different GLUTs have been identified in mammalian cells that are further divided into three subclasses on the basis of sequence similarities and biochemical properties, of which   the roles of GLUT1-GLUT4 in the GTS are the most well characterized [6, 7]. INSULIN-MEDIATED POSTPRANDIAL GLUCOSE TRANSPORT During resting conditions, GLUT1/3/5, constitutively localized to the cell plasma membrane, provide low-level of basal glucose uptake required to sustain respiration in all cells [1]. However, during postprandial conditions, high glucose in the blood stimulates the release of insulin from the ÃŽÂ ²-cells found in the Islets of Langerhans in the pancreas. This secreted insulin regulates the uptake of blood glucose in stimulated skeletal muscles and adipocytes by binding to the insulin receptor (IR) on the surface of the cell (Figure 1). Following insulin binding, the ÃŽÂ ²-subunit of IR undergoes autophosphorylation on tyrosine residues activating its tyrosine kinase activity. The activated IR then phosphorylates Insulin Receptor Substrates (IRS-1) which serves as a docking protein for Phosphatidylinositide 3-kinase (PI3K), activating it. The serine phosphorylation cascade initiated by PI3K activates PI3K-dependent serine/threonine kinases (PDK), which activates downstream Akt k inase, resulting in the translocation and exocytosis of intracellular GLUT4 vesicles to the cell surface. This upregulation of GLUT4 localization on the plasma membrane results in an increased rate of glucose transport into the cell [1, 4, 5, 8, 9]. The necessity of each of these activation steps has been established by in vitro studies on muscle and adipose tissue that used specific kinase inhibitors or mutant proteins and observed the complete ablation of the stimulatory effect of insulin on glucose uptake in insulin stimulated cells. Furthermore, the translocation of GLUT4 specifically in response to insulin approximately 1% pre- vs. almost 40% post-stimulation, suggests a mechanism of regulation to restrict glucose uptake during low-insulin states [1, 9]. Given that GLUT4 translocation is a critical regulatory site for glucose uptake, abnormal GLUT4 regulation in response to insulin stimulation can have a significant impact on glucose homeostasis in the body. Interestingly, recent studies have shown that mice fed with high caloric diets show significantly decreased glucose uptake in muscle and adipocytes despite stimulation with insulin [8, 10]. Further analysis revealed significant down regulation of PI3K and its downstream substrate PDK in addition to increased expression and activity of Protein Kinase C isoform theta (PKC-ÃŽÂ ¸) in these mice, suggesting impaired insulin mediated signaling and a direct co-relation with high caloric diets (red boxes/arrows in Figure 2) [8, 11-13]. This lack of response to insulin stimulation has long been implicated in the pathogenesis of Type-2 or Non-insulin dependent Diabetes Mellitus (NIDDM) and is commonly referred to as insulin resistance. INSULIN RESISTANCE FINDING A SWEET SOLUTION The term insulin resistance is used to describe a combination of a lack of insulin-mediated glucose uptake in cells stimulated by insulin and a defect in the ability of insulin to suppress hepatic glucose production; the former commonly attributed to dysregulation of GLUT4 trafficking [14]. Over time, together with reduction in in insulin secretion by the pancreas, these aberrations have been directly linked to causing Type-2 Diabetes mellitus (T2D). Diminished insulin function at sites of insulin action, such as skeletal muscles and adipocytes (insulin resistance) and a decrease in the ability of pancreatic ÃŽÂ ²-cells to secrete insulin in response to postprandial increase in blood glucose levels, are two hallmarks of   T2D [15]. In recent years, Type-2 Diabetes mellitus has emerged as one of the major non-communicable chronic diseases around the world [2]. According to the CDC, that number is currently estimated to be about 26 million in the US alone. Recent epidemiologic data point to excess caloric intake combined with increasingly sedentary lifestyles as factors significantly contributing to this trend [16]. Although both genetic and environmental factors have been implicated in causing these malfunctions, researchers have increasingly suggested that obesity, caused by a chronic imbalance between energy expenditure and energy intake, as one of biggest risk factors for developing insulin resistance and T2D [16]. Given that skeletal muscles constitute approximately 40% of human body mass and have relatively high energy requirements, they account for almost 50-75% of insulin-stimulated glucose uptake in the body [17]. Thus, skeletal muscle is considered the most important tissue with regards to insulin-stimulated blood glucose disposal, and correspondingly maintenance of glucose homeostasis, especially during postprandial periods. Interestingly, both in vitro and in vivo studies dating back to as early as 1987 have shown that in muscle cells, stimuli other than insulin can activate the glucose transport system, namely GLUT4 translocation, to a similar magnitude, albeit likely via a separate (insulin independent) signaling pathway [3, 9, 17]. Furthermore, while GLUT4 gene expression was reduced in adipose cells in insulin-resistant states such as obesity and NIDDM, skeletal muscle GLUT4 expression remained normal [9]. This finding prompted the thinking that insulin resistance in skeletal muscle is most likely due to alterations in the translocation, docking, or fusion of glucose transporters at the plasma membrane, and not defects at the transcription or translational levels. Additionally, researchers observed that in rodents, various modes of exercise and muscle contractile activity such as running exercises, swimming exercises, contraction of hind limb muscles via sciatic nerve stimulation, or contraction of isolated muscles, caused GLUT4 translocation in these skeletal muscles [18]. Additionally, similar studies published by the Goodyear, Holloszy, and Hargreaves groups over the past three years using human models have demonstrated that a single bout of exercise significantly increases glucose transport by upreguatling both GLUT4 expression and translocation in muscles, adding significant support to the hypothesis suggesting that exercise induced muscle contraction can improve glucose uptake by increasing both GLUT4 expression and translocation, potentially reversing the effects of insulin resistance and T2D [3, 5, 10].      Ã‚   WORKING THE GLUTs EXERCISE INCREASES GLUT4 TRANSLOCATION AND GLUCOSE TRANSOPORT Despite the fact that insulin stimulation and exercise-induced muscle contractile activity induce similar magnitudes of increases in muscle glucose transport via upregulation of GLUT4 vesicle translocation to the plasma membrane, the mechanisms of action of these two stimuli are very distinct [19, 20].Studies using cellular fractionation techniques have shown the presence of two distinct intracellular pools of sequestered GLUT4 vesicles, both containing the insulin-responsive amino peptidase (IRAP) and vesicle-associated membrane protein-2 (VAMP-2) that assist in in regulating endocytosis/exocytosis [20, 21]. However, the contraction stimulated GLUT4-vesicle pool was not recruited during insulin stimulation and the important components of the insulin signaling cascade IR, IRS-1, PI3K, etc., were not phosphorylated or activated by exercise [22-24]. Additionally, Wortmanin, a potent PI3K inhibitor, did not inhibit glucose transport stimulated by muscle contraction as it does the insul in-stimulated pathway, clearly indicating the presence of a distinct pathway [24]. Intracellular calcium, 5AMP-activated protein kinase (AMPK), nitric oxide (NO), and mitogen activated protein kinase (MAPK) p38, have been implicated regulating GLUT4 translocation in the exercise-medicated effect, although the exact mechanism of how each of these exerts its influence is currently being explored (Figure 3) [9]. These acute effects of exercise, in conjecture with dietary restrictions and pharmaceutical interventions, can and are currently exploited by individuals and pharmaceutical companies in an attempt find a cure to insulin resistance and T2D. Although the mechanism of how chronic exercise training improves insulin sensitivity is unclear, muscle levels of GLUT4 as well as the activity of glycogen synthase have been shown to be elevated in athletes compared to sedentary controls with muscle GLUT4 expression increasing in individuals who exercise regularly[25]. This likely due to the fact that many genes involved in carbohydrate metabolism (hexokinase, GLUT-4) appear to be jointly upregulated together with mitochondrial enzymes in response to increased muscle contractile activity [10, 18, 19, 22] . CONCLUSIONS The recent drastic increase in the prevalence of T2D has been attributed mainly to decreased levels of physical activity and increased caloric intake. Several studies discussed in this paper have shown that higher levels of habitual physical activity results in increased glucose uptake in skeletal muscles via an insulin-independent mechanism. Furthermore, regular exercise has also been shown to improve insulin sensitivity and glucose uptake in subjects with insulin resistance and T2D. Thus, regular exercise together with diet and weight control, could be the answer to overcoming insulin resistance and significantly reducing the risk of acquiring Type-2 diabetes, and in turn decreasing the odds of developing dilapidating conditions such as atherosclerosis, glaucoma, and stoke.   References 1. Bogan, J.S. (2012). Regulation of glucose transporter translocation in health and diabetes. Annual review of biochemistry 81, 507-532. 2. Oliveira, C., Simoes, M., Carvalho, J., and Ribeiro, J. (2012). Combined exercise for people with type 2 diabetes mellitus: a systematic review. Diabetes research and clinical practice 98, 187-198. 3. Hansen, P.A., Nolte, L.A., Chen, M.M., and Holloszy, J.O. (1998). Increased GLUT-4 translocation mediates enhanced insulin sensitivity of muscle glucose transport after exercise. J Appl Physiol 85, 1218-1222. 4. Stephens, J.M., and Pilch, P.F. (1995). The metabolic regulation and vesicular transport of GLUT4, the major insulin-responsive glucose transporter. Endocrine reviews 16, 529-546. 5. Thorell, A., Hirshman, M.F., Nygren, J., Jorfeldt, L., Wojtaszewski, J.F., Dufresne, S.D., Horton, E.S., Ljungqvist, O., and Goodyear, L.J. (1999). Exercise and insulin cause GLUT-4 translocation in human skeletal muscle. The American journal of physiology 277, E733-741. 6. Joost, H.G., and Thorens, B. (2001). The extended GLUT-family of sugar/polyol transport facilitators: nomenclature, sequence characteristics, and potential function of its novel members (review). Molecular membrane biology 18, 247-256. 7. Thorens, B., and Mueckler, M. (2010). Glucose transporters in the 21st Century. American journal of physiology. Endocrinology and metabolism 298, E141-145. 8. Yu, C., Chen, Y., Cline, G.W., Zhang, D., Zong, H., Wang, Y., Bergeron, R., Kim, J.K., Cushman, S.W., Cooney, G.J., et al. (2002). Mechanism by which fatty acids inhibit insulin activation of insulin receptor substrate-1 (IRS-1)-associated phosphatidylinositol 3-kinase activity in muscle. The Journal of biological chemistry 277, 50230-50236. 9. Goodyear, L.J., and Kahn, B.B. (1998). Exercise, glucose transport, and insulin sensitivity. Annual review of medicine 49, 235-261. 10. Hussey, S.E., McGee, S.L., Garnham, A., McConell, G.K., and Hargreaves, M. (2012). Exercise increases skeletal muscle GLUT4 gene expression in patients with type 2 diabetes. Diabetes, obesity metabolism 14, 768-771. 11. Samuel, V.T., Petersen, K.F., and Shulman, G.I. (2010). Lipid-induced insulin resistance: unravelling the mechanism. Lancet 375, 2267-2277. 12. Malhotra, V., and Campelo, F. (2011). PKD regulates membrane fission to generate TGN to cell surface transport carriers. Cold Spring Harbor perspectives in biology 3. 13. Summers, S.A., Garza, L.A., Zhou, H., and Birnbaum, M.J. (1998). Regulation of insulin-stimulated glucose transporter GLUT4 translocation and Akt kinase activity by ceramide. Molecular and cellular biology 18, 5457-5464. 14. Tanaka, S., Hayashi, T., Toyoda, T., Hamada, T., Shimizu, Y., Hirata, M., Ebihara, K., Masuzaki, H., Hosoda, K., Fushiki, T., et al. (2007). High-fat diet impairs the effects of a single bout of endurance exercise on glucose transport and insulin sensitivity in rat skeletal muscle. Metabolism: clinical and experimental 56, 1719-1728. 15. Kaufman, R.J. (2011). Beta-cell failure, stress, and type 2 diabetes. The New England journal of medicine 365, 1931-1933. 16. Shuldiner, A.R., Yang, R., and Gong, D.W. (2001). Resistin, obesity and insulin resistancethe emerging role of the adipocyte as an endocrine organ. The New England journal of medicine 345, 1345-1346. 17. Frosig, C., and Richter, E.A. (2009). Improved insulin sensitivity after exercise: focus on insulin signaling. Obesity (Silver Spring) 17 Suppl 3, S15-20. 18. Hayashi, T., Wojtaszewski, J.F., and Goodyear, L.J. (1997). Exercise regulation of glucose transport in skeletal muscle. The American journal of physiology 273, E1039-1051. 19. Douen, A.G., Ramlal, T., Rastogi, S., Bilan, P.J., Cartee, G.D., Vranic, M., Holloszy, J.O., and Klip, A. (1990). Exercise induces recruitment of the insulin-responsive glucose transporter. Evidence for distinct intracellular insulin- and exercise-recruitable transporter pools in skeletal muscle. The Journal of biological chemistry 265, 13427-13430. 20. Coderre, L., Kandror, K.V., Vallega, G., and Pilch, P.F. (1995). Identification and characterization of an exercise-sensitive pool of glucose transporters in skeletal muscle. The Journal of biological chemistry 270, 27584-27588. 21. Kristiansen, S., Hargreaves, M., and Richter, E.A. (1996). Exercise-induced increase in glucose transport, GLUT-4, and VAMP-2 in plasma membrane from human muscle. The American journal of physiology 270, E197-201. 22. Treadway, J.L., James, D.E., Burcel, E., and Ruderman, N.B. (1989). Effect of exercise on insulin receptor binding and kinase activity in skeletal muscle. The American journal of physiology 256, E138-144. 23. Goodyear, L.J., Giorgino, F., Balon, T.W., Condorelli, G., and Smith, R.J. (1995). Effects of contractile activity on tyrosine phosphoproteins and PI 3-kinase activity in rat skeletal muscle. The American journal of physiology 268, E987-995. 24. Yeh, J.I., Gulve, E.A., Rameh, L., and Birnbaum, M.J. (1995). The effects of wortmannin on rat skeletal muscle. Dissociation of signaling pathways for insulin- and contraction-activated hexose transport. The Journal of biological chemistry 270, 2107-2111. 25. Youngren, J.F., and Barnard, R.J. (1995). Effects of acute and chronic exercise on skeletal muscle glucose transport in aged rats. J Appl Physiol 78, 1750-1756.

Analysing The Importance Of The First Impression English Language Essay

Analysing The Importance Of The First Impression English Language Essay Almost always, we judge people by first impression; whether it is right or wrong, it is another question. Somehow, the first impression is the strongest. For many people it is the main in forming opinion about the person. There are two opposing points of view about the first impression. One states that the first impression is true; the other insists that the first impression is misleading and superficial. I think that everyone of us met a man who immediately caused strongly positive or strongly negative feelings. Sometimes we even can not answer why we like or dislike a person. May be the reason is face, figure, manner of speaking, style of clothing? It is difficult to point out one thing, it is rather a set of qualities by which we decide whether we like a person or not. I wont make a mistake if I say that each of us has experience of disappointment in a person who at first seemed to us almost an angel. We believed him, but it turned out that in reality he is not what seemed to us. Perhaps the opposite situation is when we first met a man who has not made a positive impression on us, and then we became good friends. Yes, of course, this also happens. None of us is immune from mistakes. Only the first impression is based on our intuition, but the following are based on mind. The person who used to trust his instincts, intuition unlikely will open his heart to a man whom he did not like from the first sight. And those who used to judge people on specific actions dont pay attention to the first impression. We judge and analyze based on our own ideas and principles. So, everything depends not on the people around, but on us; what we are and what is our environment. The best way is to give the man even if we didnt like him, the second chance. Each following impression will give us a confidence in forming an opinion about a person. Thus, we can avoid mistakes in the perception of people. If to talk about the importance of the first impression, we need to say that there is well known 90/90 rule. Its meaning is that 90% of submission about someone is formed in the first 90 seconds of communication. Creating the first impression is rather complex process, which has a psychological structure, dynamics and feedbacks of all kinds. The psychological nature of the first impressions formation. If you want others to like you, we should talk about what they love, to avoid disputes about the things they are indifferent, rarely asking questions and never give reason to think that youre smarter. The interpersonal evaluation is a psychological essence of the impression formation. It is connected with the formation of the image of another person with whom you will have mutual activity or communication. The main task of evaluation is to identify features, based on which the image of another person will be built. This image helps to predict the behavior and the sequence of actions. A great role in interpersonal estimation is the process of stereotyping. Every person under the influence of many factors, mostly the experience of communication with people, formed the specific standards, stereotypes of other people. The formation of these standards often not realized by a man, but they seriously affect and control the evaluation process. There are three main groups of standards-stereotypes: anthropological, emotional-aesthetic and social. Each of them reflects some features based on which evaluation is made. Anthropological stereotypes associated with the external appearance of a person, his image. Social is connected with his status and kind of activities. Emotional-aesthetic stereotypes are created by own experience, worked out by sense of proportion and beauty. Important role in forming first impressions is played by appearance. Here we see emotional-aesthetic stereotypes in work. They are based on some kind of informational factors, such as: 1. Physical attractiveness. Indeed, it is noticed that what is beautiful, is also good. It means that the effect of beauty can ascribe to the other party, without any factual basis, only positive character traits and moral qualities. While evaluation of attractiveness, a particular attention is gives to a face. The role of posture in the physical attractiveness is also important. We know that good posture associates with confidence, optimism, inner strength and dignity. The bad posture is perceived as a sign of self-doubt, dependence and subordination. 2. Self-presentation. Self-presentation is the ability to concentrate the attention of others to your undoubted strong sides and take away the partners attention from negative features. This mostly depends on the ability to own psycho logistic initiative, of witness, expressiveness and some kind of artistry. 3. Style clothing. The choice of the clothes style usually tells a lot about the owner, about his self-understanding. During evaluating the style of clothes we pay attention to the following features: how much clothing matches the case; how neat clothes are; how much clothes matches our stereotypes. In the perception of clothing style there are a lot of stereotypes. Thus, for the representative of the business world, the conservative style is preferred. This also applies to such details as: watch brands, lighters, ties, etc. For members of the artistic sphere individuality and independence are preferable. 4. Experienced emotional condition. Strong emotions provoked psychological contamination; I mean that situation in which emotions and feelings of one person can influence other people. We shouldnt forget that a good first impression is usually made by people who generate inspiration, optimism and other positive emotions. It is believed that the first impression is often misleading. Very often we think that a person with whom we recently met is bully or poorly educated, but in the future our opinion of him changing for the better. Why does it happen? It happens because some people dont know how to express themselves well at the first meeting, how to make a good impression. Here are some advices how to make a good first impression: 1. Behave natural in all situations. 2. Remember the name of a person you meet with. Make sure you have memorized the name of a presented to you person. If you can not remember his name at the next meeting, this person may get the impression that you were not interested in acquaintance with him. Contact with a person, not knowing his name, will also be difficult, because youll look like a complete idiot. 3. Be punctual. Punctuality is also very important. The delay will create a bad impression about you even before people meet you; this is not a good start of a meeting. Your punctual shows that you are organized and know how to appreciate your own time and someone elses. But do not come too early either. If you go to a business meeting before the appointed time, you will have to wait in the office, and this may bring inconvenience to you, and others. Coming ahead of time is terribly impolite. 4. Do not go into extremes. If youre too tense and stiffness, the first impression of you will not obviously be the best one. Or, on the contrary, if you will be too much looseness or familiar, you can insult his interlocutor with your behavior. 5. Dont be too serious and show that you are too smart and too busy man. 6. Be interested in other people, their businesses and problems. 7. Be decent and tactful. 8. Expresses sincere appreciation. Pay attention to everything that you like in a person, and tell him about it. 9. Smile to your companion and bend a little to him. 10. If you are standing, fully turn to the person with whom you talk. 11. Ask questions; respond to comments, expressing their opinions. 12. Do not interrupt. 13. Speak vigorously. 14. At least in the beginning of the conversation say something positive, and only then proceed to criticism or complaint. 15. Talk about different topics. 16. Express your opinions on current events. 17. Tell about your hobbies and interests. 18. Do not tell about the details of your private life. 19. Do more compliments. If you want to endear a man whose attitude to you is negative, make him a compliment about his abilities, which you do not have. Compliments require special tact. Every compliment should be without double meaning so it couldnt be interpreted as a positive and a negative. Do not make a compliment about those qualities from which a person tries to get rid of. Sincere, devoid of exaggeration compliments are always pleasant. In some cases, unspoken compliment can be close to incivility. 20. Listen to the interlocutor with attention. Watch his non-verbal behavior. 21. Pay attention to your appearance. Give sufficient attention to your clothes, it must be neat, look good, make a good impression and be according to the situation. This means that for a business meeting is better to choose suits, for meetings with parents of your lover is better to choose neat cloths, for interviews at the advertising agency choose creative, bright attire. Regardless of the style of your clothes, one thing remains unchanged it must be clean. 22. Give a little gift. In most cases, a small gift presented at the meeting, will be a nice gesture. It is not recommended at any interview or if you try to get a job, because it can be understood as a bribe. But how about a box of chocolates for your client or a bottle of wine for hostess if the party to which you are invited? 23. Monitor your speech. While communicating with unfamiliar people carefully monitor your speech. Try not to use it in black humor, curses, etc. This is especially true while communication with older people and business partners. Remember that the same joke told during a meeting and outside it, can be interpreted differently. 24. Feel positively. Many people frighten others because they constantly grumble. Even if you were forced to commit terrible journey to get to the meeting, or if you have any problems to health, your new friends shouldnt necessarily know about it in detail. Stay optimistic and people will like you. 25. Try to find something in common between yourself and your interlocutor. Never look for differences. People prefer to communicate with those to whom they feel sympathy, and while communication with which they feel inner harmony. There is such a concept as reflection in psychology. In order relations be smooth, free, open, reliable, people need to try to create an atmosphere of reflection, in which everything that your partner does, hears, seems right to him. It is important to demonstrate to your interlocutor those aspects of your character, which are very close to your companion. Consciously apply to reflection. This can be achieved in three ways: a) Through body language: gestures, posture, gait, facial expression, breath and clothes; b) Through speech: speech tempo, voice, intonation, usage of the same words and expressions; c) Through the senses and feelings. The most vivid example of unconscious reflection can assume the relationship between lovers. They copy each other in everything. They say the same, using the same words, have the same opinion and so forth. 26. Make only positive signs of attention, such as praise, gratitude, grateful glance, and so forth. Positive signs of attention will bring joy to your interlocutor; strengthen his confidence in his strength. A person, who receives too little positive signs of attention, shows discontent towards others. He blames his guards, bosses, government in his bad life, and often becomes depressed. Avoid the negative signs of attention, such as a contemptuous look, shrug, an expression of distrust, ingratitude, ridicule. 27. Gestures and postures of people can make a positive and the opposite impression on the interlocutor. Dont forget to smile and shake hands at the beginning. Many gestures are not fixed consciousness, but fully convey the mood and thoughts of man. The raised shoulders of your companion tell that he is tense, feels the danger coming from you. Raised shoulders and lowered head tell that your partner is closed, constrained. He is either unsure of himself, or afraid of something, or not satisfied with your conversation, or feels humiliated. Omitted shoulders and raised head are a sign that your partner is set to success, he controls the situation. Bowed his head to one side tells that your partner is interested. Here are several basic gestures and postures that explain the inner feelings of people. Gestures of openness help to endear the interlocutor; start a frank conversation and leave the most favorable impression of you. The gestures of openness include gesture open arms when the interlocutor has his hands palms up, and a gesture of undoes jacket. When agreement is reached between the interlocutors, they unwittingly unbutton their jackets. Gestures of suspicion and secrecy tell that the person doesnt feel like to talk. These gestures include rubbing the forehead, temples, and chin, involuntary covering the face with hands. If the person turns his eyes, it is the clearest indication that he is hiding something. Gestures and postures of protection indicate that the person feels a danger that is coming from you. The most common protective gesture is hands crossed on a chest. If your partner has crossed his hands, it is better to finish the conversation. And if he has also clenched his hands into fists, then this indicates that he is in extremely hostile mood. In this case, you have to slow down your speech or better change the subject. Gestures of reflection and evaluation show that the conversation is interesting for both partners. To the thinking gestures we can include itchy nose, pose and pose of thinker, when the other person backs cheek with a hand. Gestures of doubt and uncertainty tell that for interlocutor there is something unclear in the conversation, or that your arguments dont seem to him convincing. Such gestures include rubbing with forefinger of your right hand a place under the ear lobe or the side of the neck, rubbing the nose by forefinger. An offended person often lifts his shoulders and lowers his head. If your companion has just such a pose, then the subject should be changed. By the gestures and postures that express aggression include closely interlaced fingers, especially if the hands are on the knees, clenched fists. Disappointment is expressed by: scratching the neck, undoing the shirt collar and tapping of foot on the floor. A person who wants to end the conversation lowers his eyelids. If your companion wears glasses, he would remove his spectacles and put them aside. When your partner is scratching his ear or sipping earlobe, it means that he is tired of listening and wants to express himself. If your partner is walking around the room, it can be understood as something that he is interested in the conversation, but he needs to think carefully before he decides. If your partner is standing, putting his hands on a table or chair, then he is not sure if you listen to him attentively. A man who is smug and arrogant usually folds his hands together. If your partner is suddenly began to collect lint from clothes, while he turned away from you or he is looking at the floor, this means that he does not agree with you and do not want to express his opinion. The man, who during a conversation is holding his hands on the side edge of a chair or keep his hands on his knees, doesnt want to continue the conversation, you should stop talking if you want to make a good impression. If your partner is smoking, then, by the way he produces a smoke you can determine his attitude to you and your conversation. It the smoke comes up constantly so your partner likes a conversation. But of smoke is directed downward, a partner feels negative, and the faster it produces smoke, the more he dislikes your talk. To determine the condition of someones mood is possible watching his gait. The man who keeps his hands in his pockets or wave them badly, look at his feet is in a depressed mood. Fast gain with waving hands tells about self-confidence. 28. Facial expressions tell a lot about a condition of a person. Tightly pressed lips tell about closure. Omitted corners of the mouth tell about frustration. During the conversation, try to draw visually a triangle on the face of a partner, in which you should look. This will help you get concentrated. 29. In order you to be understood as a bred man, you have to get rid of such qualities as excessive curiosity, temper, touchiness and vanity. Curiosity is present in every person. Healthy curiosity liberalizes and promotes intellectual development. However, if a person takes an interest in other peoples affairs, eavesdropping conversations, looking into in keyholes, so such curiosity is a demonstration of extremely bad manners. It prevents communication between people. Hot temper never helps to attract the interlocutor. The man who does not know how to argue, without passing on the higher tone, destroys relationships. Do not justify temper by natural weakness, hot temper is means a lack of education. Touchiness irritates people around you. Everyone in the presence of a touchy companion feels stressed. Touchy person is always complaining on his miserable life, easily infects others with his bad mood. Vanity is one of the worst evils. Often vain people occupy ruling positions and are endowed with certain authority. They need constant confirmation of their superiority over others. If you find in yourself the signs of this disease, try to get rid of it until t passed into the chronic form. So, to make a good first impression is very important. It will help you in further relationships, business, workà ¢Ã¢â€š ¬Ã‚ ¦ It is said that you can spoil the first impression about yourself during the first 4 seconds, but then you will need 4 years in order to change, to fix it. So, better keep all rules that were written above and first impression about you will be always positive.

Appleton Police Department Essay example -- essays research papers

Appleton Police Department   Ã‚  Ã‚  Ã‚  Ã‚  Appleton is in the heart of the Fox Cities in east central Wisconsin. The population is about 70,00 and is the 6 largest city in Wisconsin and the metropolitan area is more then 155,000.   Ã‚  Ã‚  Ã‚  Ã‚  The history of the police department is in 1854 they only had a single lawman which was a marshal they didn’t have a jail so they shared one with a neighboring town. In 186 the city counsel voted in January to start a permanent police department, so it started out as 1 policeman and as the town grew some patrol men were added to the force. In 1884 they had 3 patrolmen besides the marshal and by 1886 as needed they got 3 more policemen. The marshal and on other guy had the day shift while the others had the night shift. In 1890 they decide to pay the policemen $2.00 per night. By the turn of the centry they finally got a patrol wagon and got paid $55.00 a month. As years went by the department grew as the cities grew.   Ã‚  Ã‚  Ã‚  Ã‚  The mission for the Appleton Police Department is it is a community responsive organization that strives to bring its employees and citizens into working partnership to help identify and solve the communities problems. They try providing their employees with positive, supportive and professional environment that encourages innovative problem solving to enhance the quality of life in our communities.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Commitments They have a few commitments to professionalism, community, to progress and to its employees.   Ã‚  Ã‚  Ã‚  Ã‚  Their professional commitment is as they are professional police officers they all adhere to the ethical standards of their profession and to place their concerns for the welfare of their community and the citizens of the town above their own personal concerns while doing their police services. They all go by the Law Enforcement Code of Ethics.   Ã‚  Ã‚  Ã‚  Ã‚  The community commitment is maintaining the high quality of life that exists in the community.   Ã‚  Ã‚  Ã‚  Ã‚  The commitment to progress, exist in the changing environment. They seek opportunities for changes leading to improved police services.   Ã‚  Ã‚  Ã‚  Ã‚  The commitment to employees is they a... ...p;  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Runaways   Ã‚  Ã‚  Ã‚  Ã‚  Apppleton police department started a runaway program on June 1, 1997. They deal with 600 cases each year. The officers are trained to talk to the kids and their parents about why they run away and how they can help, pretty much they try to prevent them from running away by talking to both sources the parent and the kid.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   General   Ã‚  Ã‚  Ã‚  Ã‚  There are 108 sworn officers on the Appleton police department. They get paid $34,299 per year and the incremental increases at 6 months. The 1,2,3,4 and 5 years brings the top patrol officers pay to $41,963 per year (with a bachelors degree). They get paid at time and a half for any overtime hours they put in. 100% of an officers premium for medical and dental insurance are paid by the city. The more years they put in the more they get days off. After 1 year on the job they get 1 week, 2 years 2 weeks off, 8 years 3 weeks off, 412 years 4 weeks and 20 years 5 weeks off. They are allowed 12 days off for sick leave and 1 day is earned after a full month of service without calling in sick.

Pip in Charles Dickens Great Expectations Essay example -- Great Expec

Pip in Charles Dickens' Great Expectations After reading the compelling ‘Great Expectations’ by the famous writer Charles Dickens, I can gather that it is based upon his own psychological insight to life. He makes connections in relation to a specific character or event in the storyline, which were critical in his own expectations. Also Dickens moulds his selection of characters very well into the desired settings he’d created, that matched what he knew only too well throughout his childhood. ‘Great Expectations’ not only satires the issues of Victorian society, yet centres on the rites of passage that marks an important change in a person’s life. Dickens’ issue of contentment is something that concerns many human beings; this is what Pip wants most. However he never really accomplishes this until the closing stages of the book. So what exactly is contentment? The dictionary defines it as a ‘peace of mind’, where the person is ‘satisfied with things as they are.’ Therefore contentment means to be happy and in Pip’s case, happy with his life. The purpose of ‘Great Expectations’ is how contentment is achieved, with it being linked to Jeremy Bentham’s answer of this. Bentham was a well-known philosopher and he said: ‘humans strive to achieve self-fulfilment through the seeking of pleasure and the avoidance of pain.’ Dickens relates this to Pip, in the sense that Pip wants to become a gentleman, who need not work and who can avoid the certain stresses of life. Dickens’ early life is reflected by his main character in the novel. Through Pip, he presents a young and innocent boy, who changes his aspirations whilst growing up. Pip is often indirected by the themes of identity, love, money and class when ... ...elates Pip’s struggles to the ones he faced in his own life, in order to achieve contentment such as family problems, debt and education. Problems like these are overcome by sticking to a moral set of values, dispelling all the materialistic values which in the end leave a person unhappy. There is a clear message in the novel that the best way to achieve contentment is to live your life and learn from the positive and negative experiences of it. You must listen to the people who are close to you and their advice that they give, because this was one of Pip’s downfalls. Even though ‘Great Expectations’ was written almost two centuries ago; we as readers know how to achieve contentment with our own lives, by controlling and getting rid of our fantasies and phobias whilst being aware that wealth and higher class doesn’t necessarily mean a better way of life.

Why Did I Choose Wuthering Heights?

1. WHY DID I CHOOSE THIS BOOK? Since I started to be interested in English literature, I had always heard about Wuthering Heights and Emily Brontà «. Everybody I met used to say that even thought it is a really complex novel, it is a must. Likewise, I met many teachers whose devotion to this book was formidable; in terms of translation, literary criticism or just for the pleasure of reading, all of them coincided that it is a masterpiece. Due to all these facts, I looked for some information about it although it was useless, I could not understand the complicated plot just by means of an online summary, it was impossible. That is why I decided to buy this novel last summer. Even though I did not read it that summer, it was there, in my shelf, tantalizing me. Finally, I forgot it. In the early days of this semester, I discovered that for the new literature subject, we will have to choose a book and there it was, Wuthering Heights' opportunity. Without any doubt, from the first moment, I knew that it would be my ch oice. Now, after reading and analyzing this classic, I can truly say that all its renown is worthy. So that, I do not regret about having chose this masterpiece. Moreover, if I have to write another essay, I will do it on Wuthering Heights again. 2. BIOGRAPHY OF THE AUTHOR Literature was in Brontà «'s blood. Emily was born in Yorkshire on July, 1818. She was the fifth child of Patrick Brontà «, an Irish priest, and Maria Branwell, poet and painter. Since Emily was a child, she used to enjoy reading and creating stories with her sisters. After many travels trough Europe, she discovered her own poetic talent. Joint with her sisters, Anne and Charlotte, they decided to publish a collection of their poetry in 1846. In order to evade all the problems that publishing a book being a woman provoked, they adopted pseudonyms but retaining the first letter of their fist names: Emily as Ellis Bell, Anne as Acton Bell and Charlotte as Currer Bell. Analyzing the style of our author, it is undeniable the influence of Wordsworth, Walter Scott and Byron on Emily's poems. Of course, the fact that the three sisters were writers affected also her style. As a final point to Emily's biography, I would like to make a connection with the next section, her novel. Wuthering H eights was published almost a year before her death from tuberculosis at the age of thirty. 3. WUTHERING HEIGHTS: THE BOOK The context of this masterpiece takes us to the Victorian Age, and for a better understanding it should be convenient to understand the 19th-century fiction novels and the Victorian culture in which the novel was written and published. Novel became the most popular style in literature during the 19th-century in England. Most of the novels of the age were determined by the Gothic tradition, which marked these novels with the typical elements of the period such as a gloomy and ruined atmosphere or the supernatural. In the list of influenced novels, it is a must to mention, of course, Wuthering Heights and Jane Eyre by Charlotte Brontà «. Another issue to be taken into account is the Victorian's archetypes. In culture, the Victorians were defined by their focussing in appearance and by leaving behind disagreeables topics. Social decorum had to be kept all the time. Published in 1847, Wuthering Heights was not a really welcome novel. Not too many readers gave an opportunity to the book. It was considered against the Victorian guidelines due to to its inappropriate plot. Even though the book's narrative did not depicted any sexual nor blooded scenes, it was the topics of uncontrolled love and cruelty the ones which made the novel to be considered as disproportionated and improper for the age. However, after Brontà «'s death, the novel was reread and analyzed again by different generations of readers and that is when it started to be classified as a classic of the 19th century English literature. The storyline relates the life of Heathcliff, a mysterious character, from his childhood until his death. It is described his intense love with Catherine Earnshaw, her betrayal of him and how his revenge perdures until the day of the narration. 4. CHARACTERS' ANALYSIS In this section, the characters of the novel will be classified into different categories and analyzed. As a final part of the description, a brief interpretation of them will be added.4.1. The narratorsAs it is already known, Wuthering Heights is told by the use of multiple narrators. Although it is supposed to be the entire diary of Mr. Lockwood, it is interrupted by the use of reported speech by some characters, also the addition of written documents, such as Isabella's letter or Catherine's comments on her books. The embedded literature gives the reader a wide variety of opinions and points of view, although not all of them are believable. In this novel, we find two main narrators: Nelly Dean and Mr. Lockwood.Nelly Dean: As she grew up with Catherine Earnshaw and her brother, she is immersed in the story that she relates. In the time of the narration she is working as the housekeeper. As far a she is a passionate woman, her speech is infested of feelings. These feelings complicate her narration and sometimes they can alter it, that is the main reason why she is considered as an unreliable narrator in this novel. Mr. Lockwood: He started the story as a narrator, writing on his diary the moment when he arrived to Wuthering Heights. His narration conforms a complement to Nelly's and both of them tell the plot of the book. Lockwood's words are also considered as unreliable. The fact that he did not live the story from the beginning and his inexperience in love matters ensure that he is an untrustworthy narrator. All these facts are corroborated by Melissa Fegan, as she explains: The reader must wonder why Bronte deliberately constructed the narrative in such a way that the story is filtered through the two characters who seem least able to understand or empathize with it – two ‘unreliable' narrators. An analysis of the characters of Nelly and Lockwood suggests we must look carefully at all the evidence they provide about other characters – and themselves -and fill in the gaps where their comprehension is at fault. The burden of interpretation lies firmly with the reader. (2008: 30).4.2. The first generationNotwithstanding the importance of the first generation, during the novel they do not play a crucial role, except from Joseph. So that, this section will be very concrete and straightforward. Mr and Mrs Earnshaw: They are the parents of Catherine and Hindley, the four of them live in Wuthering Heights. One day, Mr Earnshaw brought an orphan to love with them, Heathcliff. During the narration, it is undeniable Mr Earnshaw' s preference for Heathcliff and the annoyance of Mrs Earnshaw. Mr and Mrs Linton: Thrushcross Grange's owners and parents of Edgar and Isabella Linton. In the novel, they are depicted as well-mannered and wealthy people. They both raise up their children in good manners and as sophisticated people. After taking Catherine to their house, Mrs Linton tried to teach her as a refined young girl. Joseph: A servant at Wuthering Heights during the whole novel. Stevie Davies stated: He is a gnarled root of the novel's authenticity. [†¦] He has always been there and he always will be, old as the hills, son of the Ancient of Days, with a mythic and timeless quality that does not conflict with his authenticity as a representative of the working class with its pride in hard graft and contempt for the affectations of gentility. (1994: 149).The importance of this character should not be underestimated. He has a strange power over the masters of Wuthering Heights.4.3. The second generationIn this section, the two principal characters will be presented: Catherine Earnshaw and Heathcliff. Even though Catherine and Heathcliff are the very principal, there are some others that also must be depicted for a better and correct understanding of the plot.Edgar Linton: He was Catherine's husband. In the novel he is described as handsome, and young, and cheerful (Brontà «, 2012, p.84). These are the qualities why Catherine married him. Since he is a child, we can perceive his hate towards Heathcliff, as a response of the way he had been educated. In his personality we can feel a tendency to be cold and a strong feeling of unforgiving when his dignity is hurt. Isabella Linton: Edgar's sister. She marries Heathcliff, but she didn't evaluate it before. This act and some others show us the spirit of Isabella. She is a shallow minded and a bit foolish. I could say that she ruined her life by falling in love with Heathcliff. Finally, the horror of her relationship makes her to move out from Wuthering Heights. Hindley Earnshaw: He is Catherine's brother. Since Heathcliff is brought to Wuthering Heights, Hindley tortures him due to the favoritism given by Mr Earnshaw towards Heathcliff. He abuses Heathcliff during the whole novel. He got married with Frances and had a son. The dead of this last one drives him into alcoholism and hopelessness. He is one of the personification of revenge and insanity in the novel. Heathcliff: An enigmatic and mysterious character since the beginning of the narration. An orphan child who is brought to Wuthering Heights by Mr Earnshaw. He fell in a profound love with Catherine, his â€Å"sister†, but she declined and married with Edgar. During the novel he is humiliated by almost everybody. Many critics coincide that: [Heathcliff]exemplifies the effects which a life of continued injustice and hard usage may produce on a naturally perverse, vindictive, and inexorable disposition. Carefully trained and kindly treated, the black gipsy-cub might possibly have been reared into a human being, but tyranny and ignorance made of him a mere demon. (Barker 1997, p. 203).As Baker states before and I completely agree, the behavior of Heathcliff was built up by all the characters who were evil with him. The truth is that it must be so difficult to be a kind person if everybody is hurting you. All this anger discharges in a final character, who is driven by rancor and during his adulthood looks for revenge. Catherine Earnshaw: The daughter of Mr and Mrs Earnshaw. She falls in a passionate love with Heathcliff, this love will determine all her life. She found herself reflected into Heathcliff, the fact that they grew up being together and together makes her think her that they belongs to each other, as it is in written in the book, [†¦]he's more myself than I am. Whatever our souls are made of, his and mine are the same (p.87). Despite the fact that she loves him, her desire for social improvement and ambition made her to marry with Edgar Linton. Finally, this dispute between her wild love and her ambition brought misery to both of the men who loved her. Why Did I Choose Wuthering Heights? 1. WHY DID I CHOOSE THIS BOOK? Since I started to be interested in English literature, I had always heard about Wuthering Heights and Emily Brontà «. Everybody I met used to say that even thought it is a really complex novel, it is a must. Likewise, I met many teachers whose devotion to this book was formidable; in terms of translation, literary criticism or just for the pleasure of reading, all of them coincided that it is a masterpiece. Due to all these facts, I looked for some information about it although it was useless, I could not understand the complicated plot just by means of an online summary, it was impossible. That is why I decided to buy this novel last summer. Even though I did not read it that summer, it was there, in my shelf, tantalizing me. Finally, I forgot it. In the early days of this semester, I discovered that for the new literature subject, we will have to choose a book and there it was, Wuthering Heights' opportunity. Without any doubt, from the first moment, I knew that it would be my ch oice. Now, after reading and analyzing this classic, I can truly say that all its renown is worthy. So that, I do not regret about having chose this masterpiece. Moreover, if I have to write another essay, I will do it on Wuthering Heights again. 2. BIOGRAPHY OF THE AUTHOR Literature was in Brontà «'s blood. Emily was born in Yorkshire on July, 1818. She was the fifth child of Patrick Brontà «, an Irish priest, and Maria Branwell, poet and painter. Since Emily was a child, she used to enjoy reading and creating stories with her sisters. After many travels trough Europe, she discovered her own poetic talent. Joint with her sisters, Anne and Charlotte, they decided to publish a collection of their poetry in 1846. In order to evade all the problems that publishing a book being a woman provoked, they adopted pseudonyms but retaining the first letter of their fist names: Emily as Ellis Bell, Anne as Acton Bell and Charlotte as Currer Bell. Analyzing the style of our author, it is undeniable the influence of Wordsworth, Walter Scott and Byron on Emily's poems. Of course, the fact that the three sisters were writers affected also her style. As a final point to Emily's biography, I would like to make a connection with the next section, her novel. Wuthering H eights was published almost a year before her death from tuberculosis at the age of thirty. 3. WUTHERING HEIGHTS: THE BOOK The context of this masterpiece takes us to the Victorian Age, and for a better understanding it should be convenient to understand the 19th-century fiction novels and the Victorian culture in which the novel was written and published. Novel became the most popular style in literature during the 19th-century in England. Most of the novels of the age were determined by the Gothic tradition, which marked these novels with the typical elements of the period such as a gloomy and ruined atmosphere or the supernatural. In the list of influenced novels, it is a must to mention, of course, Wuthering Heights and Jane Eyre by Charlotte Brontà «. Another issue to be taken into account is the Victorian's archetypes. In culture, the Victorians were defined by their focussing in appearance and by leaving behind disagreeables topics. Social decorum had to be kept all the time. Published in 1847, Wuthering Heights was not a really welcome novel. Not too many readers gave an opportunity to the book. It was considered against the Victorian guidelines due to to its inappropriate plot. Even though the book's narrative did not depicted any sexual nor blooded scenes, it was the topics of uncontrolled love and cruelty the ones which made the novel to be considered as disproportionated and improper for the age. However, after Brontà «'s death, the novel was reread and analyzed again by different generations of readers and that is when it started to be classified as a classic of the 19th century English literature. The storyline relates the life of Heathcliff, a mysterious character, from his childhood until his death. It is described his intense love with Catherine Earnshaw, her betrayal of him and how his revenge perdures until the day of the narration. 4. CHARACTERS' ANALYSIS In this section, the characters of the novel will be classified into different categories and analyzed. As a final part of the description, a brief interpretation of them will be added.4.1. The narratorsAs it is already known, Wuthering Heights is told by the use of multiple narrators. Although it is supposed to be the entire diary of Mr. Lockwood, it is interrupted by the use of reported speech by some characters, also the addition of written documents, such as Isabella's letter or Catherine's comments on her books. The embedded literature gives the reader a wide variety of opinions and points of view, although not all of them are believable. In this novel, we find two main narrators: Nelly Dean and Mr. Lockwood.Nelly Dean: As she grew up with Catherine Earnshaw and her brother, she is immersed in the story that she relates. In the time of the narration she is working as the housekeeper. As far a she is a passionate woman, her speech is infested of feelings. These feelings complicate her narration and sometimes they can alter it, that is the main reason why she is considered as an unreliable narrator in this novel. Mr. Lockwood: He started the story as a narrator, writing on his diary the moment when he arrived to Wuthering Heights. His narration conforms a complement to Nelly's and both of them tell the plot of the book. Lockwood's words are also considered as unreliable. The fact that he did not live the story from the beginning and his inexperience in love matters ensure that he is an untrustworthy narrator. All these facts are corroborated by Melissa Fegan, as she explains: The reader must wonder why Bronte deliberately constructed the narrative in such a way that the story is filtered through the two characters who seem least able to understand or empathize with it – two ‘unreliable' narrators. An analysis of the characters of Nelly and Lockwood suggests we must look carefully at all the evidence they provide about other characters – and themselves -and fill in the gaps where their comprehension is at fault. The burden of interpretation lies firmly with the reader. (2008: 30).4.2. The first generationNotwithstanding the importance of the first generation, during the novel they do not play a crucial role, except from Joseph. So that, this section will be very concrete and straightforward. Mr and Mrs Earnshaw: They are the parents of Catherine and Hindley, the four of them live in Wuthering Heights. One day, Mr Earnshaw brought an orphan to love with them, Heathcliff. During the narration, it is undeniable Mr Earnshaw' s preference for Heathcliff and the annoyance of Mrs Earnshaw. Mr and Mrs Linton: Thrushcross Grange's owners and parents of Edgar and Isabella Linton. In the novel, they are depicted as well-mannered and wealthy people. They both raise up their children in good manners and as sophisticated people. After taking Catherine to their house, Mrs Linton tried to teach her as a refined young girl. Joseph: A servant at Wuthering Heights during the whole novel. Stevie Davies stated: He is a gnarled root of the novel's authenticity. [†¦] He has always been there and he always will be, old as the hills, son of the Ancient of Days, with a mythic and timeless quality that does not conflict with his authenticity as a representative of the working class with its pride in hard graft and contempt for the affectations of gentility. (1994: 149).The importance of this character should not be underestimated. He has a strange power over the masters of Wuthering Heights.4.3. The second generationIn this section, the two principal characters will be presented: Catherine Earnshaw and Heathcliff. Even though Catherine and Heathcliff are the very principal, there are some others that also must be depicted for a better and correct understanding of the plot.Edgar Linton: He was Catherine's husband. In the novel he is described as handsome, and young, and cheerful (Brontà «, 2012, p.84). These are the qualities why Catherine married him. Since he is a child, we can perceive his hate towards Heathcliff, as a response of the way he had been educated. In his personality we can feel a tendency to be cold and a strong feeling of unforgiving when his dignity is hurt. Isabella Linton: Edgar's sister. She marries Heathcliff, but she didn't evaluate it before. This act and some others show us the spirit of Isabella. She is a shallow minded and a bit foolish. I could say that she ruined her life by falling in love with Heathcliff. Finally, the horror of her relationship makes her to move out from Wuthering Heights. Hindley Earnshaw: He is Catherine's brother. Since Heathcliff is brought to Wuthering Heights, Hindley tortures him due to the favoritism given by Mr Earnshaw towards Heathcliff. He abuses Heathcliff during the whole novel. He got married with Frances and had a son. The dead of this last one drives him into alcoholism and hopelessness. He is one of the personification of revenge and insanity in the novel. Heathcliff: An enigmatic and mysterious character since the beginning of the narration. An orphan child who is brought to Wuthering Heights by Mr Earnshaw. He fell in a profound love with Catherine, his â€Å"sister†, but she declined and married with Edgar. During the novel he is humiliated by almost everybody. Many critics coincide that: [Heathcliff]exemplifies the effects which a life of continued injustice and hard usage may produce on a naturally perverse, vindictive, and inexorable disposition. Carefully trained and kindly treated, the black gipsy-cub might possibly have been reared into a human being, but tyranny and ignorance made of him a mere demon. (Barker 1997, p. 203).As Baker states before and I completely agree, the behavior of Heathcliff was built up by all the characters who were evil with him. The truth is that it must be so difficult to be a kind person if everybody is hurting you. All this anger discharges in a final character, who is driven by rancor and during his adulthood looks for revenge. Catherine Earnshaw: The daughter of Mr and Mrs Earnshaw. She falls in a passionate love with Heathcliff, this love will determine all her life. She found herself reflected into Heathcliff, the fact that they grew up being together and together makes her think her that they belongs to each other, as it is in written in the book, [†¦]he's more myself than I am. Whatever our souls are made of, his and mine are the same (p.87). Despite the fact that she loves him, her desire for social improvement and ambition made her to marry with Edgar Linton. Finally, this dispute between her wild love and her ambition brought misery to both of the men who loved her.