The Childhood section of Dubliners Essay Example for Free

The Childhood section of Dubliners Essay From your reading of the two stories in the Childhood section of Dubliners how is the encounter between different generations portrayed and what do you think is its role? The stories An Encounter and Sisters contain objective viewpoints about the older generation, and are told from the perspective of a young boy. There is the implication in both stories that the older generation is associated with religion which plays a paralysing role in the society of Dublin. The role of the encounter between the different age groups demonstrates the conflict of belief that occurs between young children growing up, forming their own opinions and beliefs, and their elders, who are trying to impress attitudes and traditions on them that seem unnatural to them. There is a suggestion that its role is also representative of the turmoil which Catholic Ireland found itself in during this period. The young boy, from whose perspective we see the elder generation, does not appear to hold the respect he ought to for his elders. In Sisters, the child feels bored by Old Cotter due to his endless talk about the distillery. The presence of Old Cotter and also that of the strange man in An Encounter are seen as equally undesirable by the narrator, and both are referred to in derogatory terms: Old Cotter as a tiresome old fool, and the nameless man by Mahony as a queer old josser. The children feel that they have no need for these men in their lives and it is significant that the word josser is slang meaning priest, exemplifying the disregard the boys feel towards a religion that has been imposed upon them. In addition to these two characters, in An Encounter Father Butler is a primary reason for the desire the boys feel for escape from the rebuke during the sober hours. Father Butler clearly has close connection with religion and their dislike of him once more is representative of the hostility the boys feel towards Catholicism and its effect on Dublin. The character of Father Flynn possesses a didactic role over the young boy, and we are told he taught [him] a great deal. Whether this teaching was desired by or imposed upon the narrator is not made clear but it is apparent that the priest instilled a certain amount of trepidation and awe, as well as admiration, in the boy, due to the adjectives used to describe his appearance, ancient, truculent, grey and massive, with black cavernous nostrils. The priests description is symbolic of the way in which the narrator feels about religion; one of the main roles that the encounter with the elder generation plays. The colours described are dark and intimidating, the atmosphere in his room was smoke-filled and one of lethargy, just as religion would have seemed harsh, restrictive and uninspiring. The man in An Encounter, also representing religion does not give a good impression of this central aspect of Irish society, he is perverted and contradictory in his words, he seemed to have forgotten his recent liberalismhe would whip a boy he would love that. One role of this encounter is to demonstrate the confusion that the boy feels about religion, before his eyes he sees contradiction in a religious figure, perverted and unnerving contradiction at that, which can only serve to add yet more doubt to his wavering faith. In both scenarios the narrator feels relieved when he escapes his elders whom he finds unnerving, indeed the epiphany in Sisters is the moment where he realises that he feels a sensation of freedomby his death. In the same way in An Encounter the boy seizes the first available moment to escape from the strange man, I stood up abruptlysaying that I was obliged to go. There is an urgency to get away from these mysterious characters although this is not apparent to the boy in the context of Father Flynn until he is involuntarily released by his death. Strangely, in the two stories the child feels an affinity to the elder generation and thus there is a sense of guilt due to the relief he experiences when they are absent. In Sisters the boy definitely admires the priest and despite feeling entrapped and paralysed by the religious implications attached to his role in society, there is also a certain empathy he feels towards him. The duties of the priesthood were too much for [Father Flynn] and smothered him, just as the requirements the boy must conform to in terms of religion are too demanding on his confused and inquisitive mind. In An Encounter the sense of empathy appears at the epiphany of the story, where the narrator realises that, like the man, he had always despised [Mahony] a little. This sudden, unexpected revelation that has been brought about by the unsettling words of the man demonstrates that the role of the older generation in this scenario has been to help the boy be true to himself and admit his own beliefs, which may inadvertently help him to accept his true religious feelings. The language and sentence structure used in Sisters helps to emphasise the generation gap perceived by the reader, words such as endless which imply the length of Old Cotters life as well as his boring talk, the threatening words that indicate the unapproachable appearance of Father Flynn due to his age and social significance, blackened, solemn and copious. Where the narrator describes how Father Flynn impressed his knowledge upon him, he lists the topics that he was taught, which shows not only the amount of subjects the two covered, but also symbolises the sheer length and content of the priests long life. The encounters used by Joyce in these two stories play conflicting roles, and contradiction is evident even within the same story; the boy describes a sense of anxiety to escape from his elders, yet expresses guilt at these feelings. He feels trapped by religion, yet sympathises with a priest about the constraints it makes on society, surprising as such a figure should be the embodiment of the restriction he finds it hard to abide by. The distance expressed both in terms of age and in opinion shows how the boy feels controlled by a generation he cannot relate to. This conveys a sense of paralysis affecting the younger generation of Ireland, a generation controlled by its elders and their religion, a religion which controls rather than directs its pupils. The encounters that make up such an important part of the two stories serve to demonstrate the alienation the children of Ireland feel towards their elders and their social situation: there simply is not the same strength of feeling towards religion in their lives, an empowering force on their lives and in Dublin.

The Mozart Effect Essay -- Biology Essays Research Papers

The Mozart Effect Ever since human intelligence has been a factor for survival, people have been trying to think of new, innovative ways to increase their mental capabilities. In the past, people have taken pills, prepared home-made concoctions, and have even shaven their heads to clear their minds. Even now, new ideas, such as magnetic mattresses for better blood circulation to the brain, are patented and sold promising mental wellness and stability – and making money for the inventor. When scientists find something that enhances intelligence the general public is interested. This is perhaps why a small study out of the University of California, Irvine procured so much attention. In 1993 Gordon Shaw, a physicist, and Frances Rauscher, a former concert cellist and an expert on cognitive development, studied the effects the Mozart Sonata for Two Pianos in D Major had on a few dozen college students. They performed this study to see whether "brief exposure to certain music could increase a cognitive ability" (3). They study took thirty-six college students and divided them up into three groups. Each group spent ten minutes listening to different sounds: the first group listened to the afore mentioned Mozart sonata, the second group listened to a tape of relaxation instructions and the third group sat in silence. Directly following these ten minutes the students were tested on spatial/temporal reasoning (more specifically the Stanford-Binet Test). Simply put, the "subject has to imagine that a single sheet of paper has been folded several times and then vario us cut-outs are made with scissors" (3). The object for the students is to correctly guess the pattern of cut-outs if the paper were unfolded. In the end, the scores o... ... widely shared by the media and the general pubic. The new inventions centered around Mozart's music are becoming more scarce, and it's much harder to find "Mozart for the LSATs" at an average CD retailer. After spending almost a decade in the spot light, The Mozart Effect is beginning to loose ground, and will soon be replaced by a new study proving that skittles stimulate the right-frontal lobe and every parent will be happy to give their kids some candy. References 1) http://www.cnn.com/HEALTH/9908/25/mozart.iq 2) http://parenting-baby.com/Parenting-Baby-Music-Research/index1.html 3) http://www.musica.uci.edu/mrn/V7I1W00.html 4) http://www.nature.com/cgi-taf/DynaPage.taf? file=/nature/journal/v400/n6747/full/400826a0_r.html&filetype=&dynoptions= 5) http://skepdic.com/mozart.html 6) http://www.usatoday.com/life/2003-08-19-mozart_x.htm

Research Task for Childcare

Unit 4 – Keeping Children Safe Hand in Date – 21st May 2012   Explain how strategies to establish and maintain healthy, safe and secure environments in early years settings are supported by legislations. E1. Identify legislation which influences healthy, safe and secure environments for early years settings. List 10 of the main laws that underpin the provision of healthy, safe and secure environments for young children. Give the full title and date. D1.Explain how legislation can support strategies to establish and maintain healthy, safe and secure environments in early years settings. Write about how relevant laws support ways to keep the environment of settings healthy, safe and secure. At least 3 ways which may include: having policies and procedures, regulatory body inspections, staff ratios, CRB checks, working with parents and other professionals, training, resources. ——————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Task 2 Describe the environment and procedures necessary to keep children safe who: * Receives a bump on the head Has an asthma attack * Has sickness and diarrhoea * Shows symptoms and signs of meningitis E2. Describe the procedures which will keep a child safe for each accident, illness or emergency. For each accident, illness or emergency listed in the assignment task, describe the procedures that will keep the child safe. State the main aims of the procedures, e. g. asthma attack – Administration of medicines procedure will clearly set out what the practitioner should do. D2. Explain how establishing a safe environment can support the procedures necessary for accidents, illnesses and emergencies. Associated essay: Childcare Level 2, Unit 2 AssignmentWrite about how creating an environment in the setting which is safe will help appropriate procedures for accidents, illnesses and emergencies to be written, implemented and understood by everyone in the setting. Produce a booklet covering all these accidents and emergencies. ————————————————- Task 3 Plan the care for a child aged 1 year and a child aged 3 years for a full day in the setting AND: * Consider ways to maintain the security and privacy of the children and to respect their wishes. E3. Plan the appropriate care of a child aged 1 for a full day in the setting.Provide a care plan that shows understanding of how to meet the overall care and development needs of a child aged 1 year for a full day in the setting. E4. Plan the appropriate care of a child aged 3 years for a full day in the setting. Provide a care pla n that shows understanding of how to meet the overall care and development needs of a child aged 3 years for a full day in the setting. B1. Consider possible ways to maintain the safety and privacy of children and respect their wishes. Think about and give information about how the practitioner can maintain safety, privacy and respect for children's wishes.Give 4 examples which could include: following policies/procedures, understanding children's rights, consulting children, sensitive understanding, confidentiality, working with parents, multi-agency team working. Must include a reference. ————————————————- Task 4 Write a handout for a staff meeting to consider how the practitioner can provide an enabling physical environment for children. The handout should include: * The issues that affect the planning of a challenging environment for children. * An evaluation of TWO in itiatives that influence the provision of challenging environments for children. The importance of helping children to manage risk and challenge in their environment. E5. Describe the issues that affect planning of a challenging environment for children. Write about what affects the planning of a challenging environment for children. Give 5 issues which may include: policies/procedures, children's rights, type of setting, resources, health and safety, supervision, age/stage/abilities of children, consulting children. E7. Explain the importance of helping children to manage risk and challenge in their environment. Give reasons why it is important for children to be helped to learn to assess and manage risk and challenge.Reasons could include: why children need adult help, the benefits of risk and challenge – develop life skills, understand consequences of actions, explore limits in a controlled environment, learn to take responsibility/ balance their rights against those of ot hers, make choices/decisions, effects on holistic development. E6. Describe the initiatives which influence the provision of challenging environments for children. Write about an international, national and local initiatives/schemes that influence the provision of challenging environments for children, e. g.Forest Schools, children's play initiatives, local play policies. C1. Evaluate how the TWO initiatives contribute to the provision of an enabling environment for children. A development of E6. Consider how TWO (2) of the initiatives described in E6 help to ensure the environment for the children supports their development through appropriate experiences and empowerment. ————————————————- Task 5 Include in the handout an explanation of the ways that meeting the care needs of children can affect practitioners and possible sources of support for practitioners.A1. Discuss t he effect on practitioners of meeting the care needs of children. 5 detailed considerations of how and why practitioners may be affected when meeting the care needs of children and the range of support available. Effects must be positive and negative. Task 4 and 5 will be in form of a handout. Remember throughout to include: E8. Show an understanding of diversity and inclusive practice. This criterion will be met if throughout you show understanding of the importance of identifying and meeting the individual needs and rights of children and their families.AND E9. Include references and a bibliography. At least TWO (2) references must be made in the text to relevant books, articles, magazines or websites. These are sources of information and the sources used should be listed at the end of the assignment in a bibliography. Sources of background reading can also be included in the bibliography. YOUR COMPLETED WORK SHOULD NOT EXCEED 3500 WORDS. THERE IS NO LOWER WORD LIMIT. WORK THAT IS MORE THAN 10% ABOVE THE WORD LIMIT WILL NOT BE MARKED. REFERENCES AND QUOTATIONS WITHIN THE TEXT ARE NOT INCLUDED IN THE WORD LIMIT.

Learn the French Pronunciation of the Letters AU

The letters AU in French are pronounced like the closed O sound. (Note that the letter combination EAU is also pronounced this way.) French words with AU Click on the links below to hear the words pronounced in French: autobus  Ã‚   (bus)chaud  Ã‚   (hot)mauvais  Ã‚   (bad)taux  Ã‚   (rate)auto  Ã‚   (car)cauchemar  Ã‚   (nightmare)taule  Ã‚     (jail [informal])