Victorian Society in The Strange Case of Dr Jekyll and Mr Hyde Essay Example for Free

Victorian Society in The Strange Case of Dr Jekyll and Mr Hyde Essay The Strange Case of Dr Jekyll and Mr Hyde is a Horror story written by Robert Louis Stevenson. The novella explores the divided nature of human personality and Victorian society by telling the story of a respectable gentleman named Dr Jekyll, who devolves into a beast by the name of Mr Hyde. The dominant theme of the novella is the theme of the double. Stevenson explores this in many different ways throughout the novella. Some of the characters in the book turn out to be very different from what they at first appear to be. For instance, Gabriel Utterson has a very rough countenance and looks quite ugly but he is a very nice, respectable gentleman of the novella and he is also a lawyer that helps down-going men. Also, Dr Jekyll, one of the main characters of the book, is very different from what he appeared to be. He becomes the most hideous character of the novella, Mr Hyde. The first time we encounter Mr Hyde, is during Enfields terrible sight of a little girl being trampled over. Stevenson conveys how dark the streets are by focusing on the lamps which can be seen onstreet after street. Stevenson also draws our attention to the emptiness of the streets, emphasising this by using the simile all as empty as a church. Stevenson builds up a sense of mounting fear by adding that Enfield is so frightened that he listens and listens and begins to long for the sight of a policeman. Stevenson uses the character of Mr Hyde because he is everything a monster is. He is the definition of a monster and his appearance is very easy to picture. Mr Hyde is often described using animal imagery. An example of this is when Mr Enfield witnesses first hand a terrible sight of a little girl being trampled over, for the man calmly trampled over the girls body. Elsewhere, in the novella, he is compared to a hissing snake, a snarling dog and an athletic monkey and this reinforces the idea that he is some way sub-human. It is also significant that Hyde is only ever seen in the shadow, darkness or fog because he represents the hidden and mysterious side of mans personality. Stevenson uses language in a way that reveals to us the characters insincerity or sincerity by the way they speak. In the novella, there are many different characters which use their language in different ways. For example, Dr Jekyll speaks in a very indirect, reserved and cagey way of speech. He proves this in chapter three, when he become quite angry and tries to dissuade Utterson from pursuing the topic of his will, You do not understand my position, and this shows that he is reserved and unwilling to express his emotions. Utterson is also reserved and indirect. However Mr Hyde speaks with short simple and direct words like What do you want, this shows that he is very straight-forward, direct and emotional because he is not afraid to show his emotions or tell people what he thinks. Mr Hyde does speak quite aggressively also, which reveals that he is open minded and doesnt think properly before speaking. He is honest and straight to the point because he doesnt mind to tell people his thoughts. In a strange way, then, the villain of the story is more honest than its hypocritical hero. Poole is the lower-classed disreputable character in the novella as he is Dr Jekylls butler. His use of language shows that he is willing to express his emotions. For example, he also uses short direct way of speech. Through the use of different types of speech, Stevenson seems to suggest that the more respectable and self-restrained the person the more insincere and emotionally dishonest they are. In his exploration of the divided personality, Stevenson draws our attention to the divided nature of London in the 1880s. Throughout the novella, we are aware of the fact that the main respectable characters such as Utterson, Enfield, Lanyon and Jekyll all live in and around Cavendish Square. They live in that citadel of medicine, in ancient, handsome houses, which have a great air of wealth and comfort. However, we learn that the shadowy character, Edward Hyde, lives in the less respectable part of London, Soho. We also learn that he lives on a dingy street in villainous, blackguardly Surroundings. Stevenson, then, by connecting Cavendish Square with Soho, connects the rich characters in the book to the poor ones. Towards the end of the Nineteenth century, Soho was one of the least respectable areas of London. Soho was the kind of area where you would find crowded, shabby streets, people of all different nationalities, cheap eating houses, music halls, brothels or criminals making crooked deals. By connecting these two areas, Stevenson seems to be saying that the two are actually inseparable, that the rich cannot exist without the poor, that Jekyll cannot exist without Hyde. The reason that Mr Hyde who lives in Soho is in the novella at the time of dark is to show that his personality is a dark person inside. However, Jekyll and the others that live in and around Cavendish Square are in the novella at the time of light because they are bright characters who appear to be wholly good and removed from evil. Victorian society was highly moralistic and encouraged respectable gentleman to keep their private lives carefully hidden away. Stevenson makes this point by including numerous symbols of privacy and secrecy throughout the novella. For instance, Dr Jekylls laboratory is at the back of his houses which showed no window. This suggests that Dr Jekyll does not want people to know what he does in his own time because the simple reason that Victorian society was too highly moralistic. This kind of secrecy carries on through the novella with other characters as well. For example, Mr Utterson receives a package from Dr Lanyon which he examined in his office. Before opening the package he locks the door of his own office which shows that Utterson is very secretive about his business and does not want to be associated with down going men. The package was then put in a safe so that no one could have seen it. Taken as a whole, these symbols of secrecy reinforce the idea that Victorian gentlemen were compelled to keep their private lives hidden away. I think that the themes of the novel are not relevant now because the society is not so strict and people dont have to cover up their different types of living or their utmost desires.

moral Essays -- essays papers

moral For nearly thirty years he has amplified his Cognitive-Developmental theory of moralisation which has now become prominent in the field of moral development and its application to moral education. Kohlberg proposed that moral difficulties motivated their own development through a fixed sequence of increasingly adaptable kinds of moral reasoning. He conducted most of his work at Harvard University and developed his stage model in 1969. Working through the 1950’s and 60’s using longitudinal and cross sectional studies he proposed 6 stages of development (see Appendix 1) identified through the responses of children presented with moral dilemmas. Piaget, his former tutor, proposed only 2 stages of moral development these being the Hetronomous and Autonomous stages. He was not so much interested in the judgments made but the reasons for the judgment, differing from Piaget he saw the stages as part of cognitive development. He was interested in how people think rather than what they think. These reasons represent to Kohlberg the structure of judgment, centering around 10 universal moral issues or values. Piaget believed autonomous moral reasoning to occur between ages 10-12 whereas Kohlberg proposes adolescence or even adulthood. These values are punishment, property and law, roles and concerns of affection, roles and concerns of authority, life, liberty, justice, truth and sex. From its earliest transmission Kohlberg has not been without critics. Although his work is of unquestionable importance Peter’s (1971) warned: â€Å"There is a grave danger that they (Kohlberg’s findings) may become exhalted into a general theory of moral development† may be seen by some to have been fulfilled. Although Kohlberg’s work is vast, the following will look at universality, briefly at gender and morality and following this methodology. Kohlberg’s Universality The biggest challenge for Kohlberg’s theory is to explain how the process of self-creation and mental structures can be universal despite cultural, subcultural and environmental differences that exist in all of us. The principles of Kohlberg’s stage 6 is of universal justice and respect for individual rights Kohlberg (1969, 1971). Using his moral judgment interview he tried to address confounding factors of universality although latter admitted that the modal ages... ...ate Adolescence and Adulthood: A Critique and Reconstruction of Kohlberg’s Therapy; Human Development 23, 2 pp 77-104 Holstein, C. (1976) ‘Irreversible, Stepwise Sequence in the Development of Moral Judgment: A Longitudinal Study of Males and Females; Child Development’ 47, 1 pp 51-61 Lemming, J. (1974) ‘An Empirical examination of Key Assumptions Underlying the Kohlberg Rationale for Moral Education; ERIC Document Reproduction Service Number ED 093-749 â€Å"Willhel, F. (1977) ‘The Effects of the Extent of Training on Teacher Discussion behaviours and Children’s Moral Reasoning Development; Unpublished Doctoral Dissertation, Stage University of New York at Albany Modgil, S. & Modgil, C. (1985) Kohlberg, L. Consensus and Controversy, International Masterminds Challenge, Falmer Press England Pepperdine University http://moon.pepperdine.edu/asep/class/ethics/kohlberg/pro%26con_argumentsh+ml Woods, C. (1986) Journal of Social Behaviour and Personality 1996; Vol 24(4) 375-384 Wilson, R. (1995) Moral Interventions in Education Setting. http://www.interchg.vbc.ca/rw/psy413-1.htm Gross. R, (1996) Psychology The Science of Mind and Behaviour.Hodder and Stoughton.

Our Experience as Teachers of ILEC Essay

We are Mauricio Munoz (a teacher) and Adela Perez del Viso (a lawyer and trainee teacher), the two Legal English teachers at the Colegio de Abogados de San Luis, the San Luis (Argentina) Bar Association. My idea of teaching Legal English started in 1998 when I took a course at an Academy (located on Huntingdon Road, Cambridge, U. K. ). My teacher was, by then, Mr. Brian Catlow. The organizers made us visit different courtrooms in Cambridge and in London. It was fascinating. Afterwards, I got to know about the ILEC exam, which was a huge academic improvement: now we had a purpose for these studies, a method, a set of contents, a book (and now more than a book), etc. I sat for the Ilec exam in 2009, after two complete years of hard study. Now we organize these courses at the Bar Association, and we know that only some students will come and stay: those who have a very good command of the language, and at the same time those who are keen on the legal field. During this year we organized two â€Å"modules†: the first one, based on General Principles and Contracts. with all the units related to Contracts); the second module, devoted to Company Law (3 units) plus Labour/Employment Law. The decision to divide the whole course in 3 or 4 modules have allowed us to set some goals which seem to be not so far in time; at the same time, it allows other students (who have not started with the original group) to join us, for instance, at the 2nd module. We organize every class with the material presented by the Ilec book, along with videos taken from the internet, movies, trailers (in this sense, John Grisham? books, movies and trailers are quite good), some University classes that can be retrieved from the internet (for instance, some classes from American universities, related to Contracts), etc. Only when time presses, we work on the ILEC book alone, which is quite complete. Next year we are planning to acquire the new edition of the ILEC/ TRANSLEGAL/ C. U. P. book, with the hope that it will present new material to practice with our students. One thing that is quite important, as always when training for any international exam, is to teach strategies to cope with the requirements of the different papers. We explain every one of the papers, and rehearse them with the students, so as they do not feel out of place whenever they sit for the final exam, in the future. Our students are quite committed, even though most of them are lawyers and have a lot of work to do. One of our students comes every time from a place located 140 km from our centre. They have felt quite encouraged with the contents of the course, and some of them are dreaming to travel abroad, or perhaps to get any kind of scholarship and study a course in an English-speaking country. The only thing that our students sometimes ask us is to provide some information as regards criminal law. We sometimes take some elements from the other book related to Legal English, called Introduction to International legal E. and from â€Å"Profesional English in Use†. But we explain to them that these contents are not required for the ILEC exam so far. We think that the ILEC course, and the ILEC exam have really fulfilled the aim of setting an outstanding goal to Legal English students; establishing a future goal to those who like to study English hard, and to combine the experience with their own legal expertise.

Child Development – Case Study

Child Development – Case studies Mrs Roberts is returning to work after maternity leave. Today she has an appointment with a local nursery as she requires full time care for Timothy who is six months old. Mrs Roberts is extremely anxious as Timothy is her first born and she is feeling guilty about returning to work and leaving him in childcare. How will you ensure that Mrs Roberts and timothy are reassured? Explain the daily nursery routines to Mrs Roberts such as play sessions, toilet, and food. Give her the Policy & Procedures booklet and ask questions about Timothy – likes, dislikes, special requirements. Be reassuring and understanding with regard to her apprehensions and explain that good communication between the nursery, parents and child are essential. Maybe suggest that she could stay for a while in the first few sessions to reassure her about how Timothy is handling the transition. How could their situation affect practice? You must be wary of the other children at the nursery – how may they react to a parent staying? Set a length of time that she could stay and suggest for only 3 sessions initially. All Staff must be made aware of the situation and confidentiality be adhered to. Today is Bethany’s first day at pre-school. Bethany who is an only child has attended for short spells with her mother which went well. Bethany has woke up this morning with a tummy ache, her mother suspects it is related to going to pre- school and reassures her daughter. When Bethany arrives at pre- school she becomes very clingy to mum and when mum goes to leave she starts to cry and gets upset. How will you deal with the situation? Reassure mum and Bethany. Be friendly and engage the child in funny conversation and/or involve them in play. Identify her favourite thing to do – distraction point. How will you reassure mum? Explain to mum that ‘Bethany will be fine’ and if there are any problems they will contact her. How will you reassure Bethany? Explain that ‘She will see mummy later’, show her the clock/time line and show when mummy will be back. Introduce her to some other children – meet a friend and distract with play, keep her busy. Rosie and Jim are 4 year old twins today they will be staring primary school, the twins will be doing mornings for a week before going all day, their parents have decided to split the twins at school so that they can develop as individuals. The twins wake up very excited about going to school which pleases their parents, however when they arrive at school they become agitated and upset when they realise that they are in different classes. How are you going to reassure the twins? Explain to them the day’s routine and show them a time line, pointing out when the twins will be together – break times, story time, end of day. Encourage them to meet new people and play with different things. How are you going to reassure the parents? Explain to them the day’s routine and tell them when the twins will be together – break times etc. Ensure that the parents are given positive feedback. What contingency plan could you have in place? Ensure that the twins will be together at least once a day. Show both twins where the other one is – classroom. Put a ‘buddy’ with them both – so they always have someone. Worst case – put them in the same class! by Jo Quinn

Wether, Weather, Whether

Wether, Weather, Whether Wether, Weather, Whether Wether, Weather, Whether By Sharon Wether is a prime example of a word that will slip past the spell check. It is easily confused with two of its homonyms, whether and weather. Flying fingers find it easy to miss the single letter that separates them. Unless youre a farmer, you might not even know that wether is either a: male sheep or ram (the Oxford Dictionary of Etymology traces its roots to Old English, Old High German, Old Norse and Goth) or a: castrated ram or billy goat (according to A Word A Day). We all know that MS Word can be easily confused, but theres no need for us to face the same confusion. Weather, that stuff up there in the sky, is the condition of the atmosphere with respect to heat or cold, calm or storm, etc. Thats according to the Oxford Dictionary of Etymology. Interestingly, when it was first used in Old English in the 12th century, weather always had adverse implications. In the 14th century, the term also referred to the wind direction, and its roots lie in various terms meaning either wind or storm. Weathering, derived from weather, is the result of exposure to wind and weather. The frequently misspelled whether is used to introduce a question, often outlining a choice between options. Its roots lie in Old English and Old High German. Heres my attempt at using them all in a sentence. The farmer wondered whether the adverse weather had affected his wether. Video Recap Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Has vs. Had10 Techniques for More Precise WritingEnglish Grammar 101: Prepositions

Allopatric Speciation and Habitat Adaptation Lab Report

Allopatric Speciation and Habitat Adaptation Purpose The purpose of this study is to determine if allopatric speciation i.e. divergence of species occurs because of geographic isolation Introduction Allopatric speciation is the result of geographical isolation of species due to physical barriers and each separated population adopting specific physical features to suit their new habitat. A good example is the Caribbean Anolis lizards that have varied limb size and shape depending on whether they live on the ground or on trees. (Ref. Losos Laboratory, Department of Organismic and Evolutionary Biology, Harvard University). However there are also cases where two physically isolated populations have not changed morphologically but do not interbreed. Snapping shrimps on either side of the Isthmus that links the North and South American continents are physically similar but the opposite sexes attack, rather than mate when artificially paired. Ref. Nancy Knowlton, Smithsonian Tropical Research Institute, Panama Hypothesis/Predicted Outcome It is hypothesized that physical or geographical isolation does not result in allopatric speciation or the creation of distinct species, based on the study by Futuyama and Mayer. Methods Our experiment was on observing and comparing the diversity in African Buffalo species present in different parts of the African continent. Results/Outcome Results showed that their skin colour, body mass (weight) and size has changed to suit their habitat as given in this Table. S.No. Species Geography Phenotype Character 1. Cape buffalo (Syncerus caffer caffer) South and East Africa Well built with Black skin Weight ~900 kg 2. Forest buffalo (S. c. nanus) Central and West Africa Red skin, ~4 feet height, weight ~270 kg 3. Sudanese buffalo (S. c. brachyceros) West Africa Dark colour, weight ~600 kg 4. Nile buffalo (S.c. aequinoctialis) Central Africa Lighter than Cape buffallo, smaller Discussion/Analysis Based on this study, we can conclude that geographical isolation results in speciation accompanied with change in phenotype to match the local requirement. Therefore, our original hypothesis that â€Å"physical or geographical isolation does not result in allopatric speciation† has been proved to be incorrect. References: 1. .Douglas J. Futuyma and Gregory C. Mayer Non-Allopatric Speciation in Animals Systematic Zoology Vol. 29, No. 3 (Sep., 1980), pp. 254-271 URL: http://www.jstor.org/stable/2412661 2. Losos Laboratory, Department of Organismic and Evolutionary Biology, Harvard University. 3. Nancy Knowlton, Smithsonian Tropical Research Institute, Panama http://www.teachersdomain.org/resource/tdc02.sci.life.evo.allopatric/

Creative Writing Assignment Essay Example | Topics and Well Written Essays - 500 words - 1

Creative Writing Assignment - Essay Example Just with any other marriage, his was approved by the committee and certified by the Party. He knew very little about his wife Susan when they got married after Edmond has just turned 25 and she was 22. They seem fit to be wed and that was enough reason to do so. The committee seemed to agree by affirming their union. But what ensued after the marriage was something they did not expect. All their conception about marriage and the relationship between two people does not seem adequate to describe what they have. They have nurtured a trusting acceptance of each other and where sex is deplorable at first, they have grown to enjoy it as much as the company of each other. It was beyond companionship. Susan’s first pregnancy proved difficult which led them to decide to stay at her mother’s house before her due up until the first month after giving birth. Lucy and Edmond knew nothing about childcare. Lucy, Susan’s mother, lives in an old beaten-up yet warm house with a spacious yard. The house is right next to a shop owned by a certain Mr. Charrington. She is a typical matriarch up and about in her house incessantly cooking, washing and sweeping. She takes care of two other grandchildren. She had been a complete delight except for a few stories that she tells about life before the Revolution that even she can’t reconcile. Lucy at times mentions the change in Mr. Charrington since his wife’s death and how his entire business has turned shady. She even told him how she has seen a man peering outside one of the windows. Edmond dismissed all of these with a smile and a few neutral comments he figured could not hurt an old lady. Hi figured his sporadic conversations which at times tend to be subversive is enough trouble for both of them. Lucy constantly cared for them and could not be more pleased to a new addition to the household squeals. He knew he was capable of doublethink and has proved to be a difficult albeit useful