Existentialism in Heart of Darkness - Free Essay Example

Sample details Pages: 2 Words: 477 Downloads: 10 Date added: 2019/06/12 Category Literature Essay Level High school Tags: Heart of Darkness Essay Did you like this example? In the novel Heart of Darkness, Conrad explores existential nihilism, which is the belief that the world is without meaning or purpose. Through the protagonist Marlow, Conrad introduces the story of those on board the steamship Nellie that are unaware of their own meaninglessness. Their voyage through the African Congo depicts the absurdity of mans existence and the decay of human ideals in the chaos of the Belgian Congo. Don’t waste time! Our writers will create an original "Existentialism in Heart of Darkness" essay for you Create order Any attempt at avoiding the darkness that exists in the chaotic unorganized natural world is futile. Those that demonstrate restraint only emphasize existential nihilism as their actions ultimately result in meaninglessness. Through the characterization of Kurtz, the reader can witness a man who lacks restraint due to his acknowledgment of purposelessness. Marlows search for such a man is the ultimate goal of the novel. It is then Conrads goal to lead the reader through vagueness and pessimism to a conclusive void. The novels conclusion ultimately portrays existential nihilism, where Kurtzs last words confirm the worlds meaninglessness and Marlow becomes more like the pessimistic Kurtz due to the lie told to Kurtzs Intended. Although Conrad himself may not essentially be nihilistic, his novel contains a dark nihilistic truth: the world is without meaning or purpose. The antagonist Kurtz is an example of existential loneliness because he becomes alienated from civilized society. He intentionally avoids returning to England because he is no longer able to endure the constraints that the civilized society is trying to impose upon him. Being in the Belgian Congo with the power to carry out and whims and act on all of his desire causes Kurtzrs slow decay into savagery. For Kurtz, the misplaced authenticity of his actions, along with the unrestrained environment of the Congo proves too great a temptation for constructive engagement with the African people. The laissez-faire capitalismwhich becomes associated with power in Kurtzrs mindfostered by an imperialistic Europe leads Kurtz to become defined by materialism the appetite for more ivory had got the better of the-what shall I say? less material aspirations (Conrad 96). This materialistic inauthenticity, in turn, creates a need to gain more, and is responsible for Kurtzrs inevitable fall from existe ntial grace and resulting a subsequent godlike position amongst his natives. The protagonist Marlow is a recently appointed captain of the steamship Nellie the story being from Marlows point of view, gives a glimpse from the outside of what has changed Kurtz so irrevocably from the European man of sophistication to something far more frightening. As if to demonstrate this, Conrad depicts Kurtz on his deathbed. In the final moments of his life, Kurtz seems to see something that we cannot. Staring within himself he can only mutter, The horror! The horror! Marlow realizes that his reality is a horror, that nothing really exists but at the same time, everything does, especially when he encounters death because everything is connected.

The Federal Government’s Role in Education Essay - 848 Words

Even though the Declaration of Independence does not mention education, our founding fathers did value education. Illustrated by the ordinances they passed â€Å"in 1785 and 1787 that granted federal lands to states to create and support public school- an institution that the nation’s founders viewed as essential to democracy and national unification.† (Jennings, p3) In 1959, the admission of Alaska and Hawaii into the Union reconfirmed the Federal government’s support of education. Three distinct elements that impact education are; laws that have been passed, the removal of the church from public schools, and the role of federal government that has evolved and changed over the years. These three factors have transformed education over the†¦show more content†¦If a school fails to improve three years in a row, vouchers good for extra help, including private tutoring offered to students that wish it. (No Child Left Behind, 2011) Although NCLB has several good ideas, even President Barack Obama said, â€Å"We need to reward the reforms that are driven not by Washington, but by principals and teachers and parents.† (Obama, 2011) Since the founding of America, there has been concern with the church manipulating government. The separation of Church and State was to make sure the church did not become more powerful than government. In spite of wanting a separation of church and state, The United States of America became one nation under God. The earliest test of the separation of church and state with respect to education is McCollum versus Board of Education. This was a landmark case the United States Supreme Court in 1948 ended the power of a state to use its tax-supported public school system in aid of religious instruction. â€Å"The court case which prohibited the state from sponsoring specific prayers in public schools was Engel v. Vitale, decided in 1962 by an 8-1 vote.† (Cline p) It is unconstitutional to compose a school prayer and make students repeat it daily. Although these cases protect our religious freedoms, there is some fear that expelling God from public school has adverse effects. God can still be present; teachers can lead by example and teach behaviors and ethics thatShow MoreRelatedThe Evolving Role of Government in Education965 Words   |  4 PagesRunning head: THE EVOLVING ROLE OF GOVERMRNT IN EDUCATION The Evolving Role of Government in Education Latoya T Bond The Evolving Role of Government in Education Most school age children in the United States receive their education through the public school system. There are several components that must come together in unison in order for the US public schools to operate at maximum potential. Strong arguments can be made as to which of the components are most important. Many peopleRead MorePresident Obama s Semblance Of Education Reform Essay1593 Words   |  7 Pagessemblance of education reform in Race to the Top, various factions were vehemently against RTT and its implementation. Republicans primarily stand against federal involvement in state and local schools. The party opposed RTT advanced Common Core State Standards, which promote a â€Å"one size fits all approach to education† (Spring, 2015, 63). Along with political factions, those majorly impacted by RTT objected to its premise. The main teachers unions in the U.S., the National Education Association asRead MoreWhat Is The Supreme Law Of The Land1041 Words   |  5 Pagesto define the roles of our newly formed government, the contributions of our residents, define the methods of promoting and controlling trade, healthcare, the laws of our society, and the framework for interpreting and adopting this document. This document will become the supreme law of the land. 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Saturday Night at the Birthday Party Free Essays

SATURDAY NIGHT AT THE BIRTHDAY PARTY Introduction: Saturday, March 13th 2004, my friend Hannah had a costume party for her 13-year-old son Jason. Hannah invited 13 children to Jason’s birthday costume party at her home in Kissimmee. The children’s ages ranged from three to thirteen years old. We will write a custom essay sample on Saturday Night at the Birthday Party or any similar topic only for you Order Now Mostly everyone came to her home dressed in colorful costumes. Some were friendly, scary or funny,others were homemade or store bought. A young married couple arrived around 4:30 pm with their three-year-old son, Matthew, who is the subject of this paper.. His father John was dressed as a tattered bum and his wife Sarah was dressed as a friendly pretty witch. Little Matthew who is usually a white, blond hair male was dressed in a black cat outfit complete with the painted face to resemble a cat. He also wore the red nose, red cheeks and whiskers. He is tall and thin for his age. According to John and Sarah, Matthew’s parents, their son is a curious little boy by nature. Emotional Deveopment and Stranger Anxiety Matthew demonstrated a wide range of basic emotions as Kail and Cavanaugh predicted. Most scientists agree that complex emotions don’t surface until 18 to 24 months of age (Kail and Cavanaugh, 2006, pa. 186). † Complex emotions require the additional step of reflecting on one’s own behavior and how one feels about it. Matthew moved his big blue eyes as he scanned the busy room filled with wild assortments of costumes that floated around him. Matthew did not speak much but his facial expressions of wond erment seemed to say what his mouth did not. Sometimes, his face would light up with excitement and other times he seemed to be paralyzed by fear. He reacted to the hip-hop music by bouncing up and down and clapping his hands. Matthew demonstrated â€Å"stranger wariness; by the end of the first year the child becomes wary in the presence of an unfamiliar adult (Kail and Cavanaugh, 2006, pa. 188). † He ran to his mother and father and hid his face in his mother’s lap when someone approached him to try to engage him in a dance. Until then he appeared to have forgotten about his parents. His ability to explore and his quick return to his parents when frightened showed that he had a secure attachment to his mother’s presence (Kail and Cavanaugh, 2006, pa. 177). Temperament I myself was dressed as Raggedy Annie. Matthew did not seem to be impressed with or afraid of my costume. He showed much interest in some of the other more outrageous costumes i. e. : a Martian with antennas, and a â€Å"Bug’s Life† look alike. Matthew just simply sat and stared at other costumes. He also smiled and laughs at others. When his parents allowed him to move about freely, Matthew hesitated and clung to his parents. That did not last for very long. As the night wore on, Matthew adjusted to his freedom and ventured away from the safety of his parents. This behavior can be easily related to temperment. Temperament is a consistent style or pattern in a child’s behavior (Kail and Cavanaugh, 2006, pa. 93). † When Matthew was first introduced to his new environment, he seemed slow to the adjustment. He seemed to be processing new information rather than just reacting to it. His activity level was very low at first. As time passed, he became more and more comfortable in his new surroundings and began to respond to it more favorably. This is evidence of â€Å"Slow-To-Warm-Up† temperament in which the child’s behavior is initially inhibited and then becomes more like the Easy or Difficult temperament types. He did not pay much attention to the people who were not dressed in costumes. He did not play or laugh with them at all. Rather, he appeared to be more interested in the array of colorful costumes and the behavior that they were engaged in, either laughing and/or dancing. Psychosocial Development Erikson predicted that by age 2 children strive for autonomy, â€Å"independence from others and control over their own behavior (Kail and Cavanaugh, 2006, pa. 179). † Around 6:00 pm it was time to eat. John and Sarah tried to get Matthew to sit with them so that they could eat together. Matthew did not want to sit. He began to cry and pull away when his dad tried to lift him up. When they got Matthew to the table, Matthew did not want to eat. His parents tried everything. He was too excited about all that was going on around him. Clearly Matthew wanted to regulate what was and was not going to happen by exerting his independence so profoundly. He had demostrated his autonomy by resisting, crying, and pulling away. He is probably still going through his terrible two years. He has a strong will power, but it is short lived. His reaction to some of the other more scary costumes and his need to be in the safety of his parents at that time showed some doubt as to his ability to deal with the unexpected. Once again, Matthew became unsure of himself. Erikson would classify this type of behavior as â€Å"AUTONOMY vs SHAME DOUBT†. Cognitive Development Some of the other guests sensing what was going on with Matthew, attempted to help John and Sarah. A happy smiling clown went over and played with Matthew. The clown got him to eat some of his hamburger and french fries. A white rabbit with a big fuzzy tail pretending to nibble on an orange carrot went over to play with him and Matthew laughed and played joyfully. A silly puppet went over and danced in front of Matthew. The puppet also got Matthew to eat a little more of his french fries and drink some of his apple juice. When the colorful clown and the silly puppet interacted with Matthew he reached out to them, smiled and laughed with them. They got him to eat. Then a hungry pig came over to Matthew and tried to play with him. Matthew cried and pulled away. A ghost and a Freddy Kruger look alike went to say hello to Matthew. Matthew cried, swatted his hands at them to leave, twisted away from them, and started yelling no-no. Matthew’s fear of Freddy reveals the quality of â€Å"Appearance as reality† which is characteristic of the Preoperational stage of cognitive development (Kail and Cavanaugh, 2006, pa. 138). During the preoperational stage, magical thinking is the rule and children have great difficulty distinguishing between fantasy and reality. In Matthew’s mind he believed the costumes were real. He believed the scary characters wanted to harm him (twisting away, swatting hands, crying out no no). His behavior was guided by a mistaken belief (Kail and Cavanaugh, 2004, pa. 123). I asked Matthew about the clown and the rabbit. Matthew said, â€Å"FUNNY, I WANT GO DOWN AND PLAY WITH THEM†. Matthew was also displaying â€Å"CONFUSION BETWEEN APPEARANCE AND REALITY†. Matthew is probably in the pre-operational stage of development. Although Matthew’s parents as well as he himself were dressed in costumes he still could not understand that these where simply people dressed up as he and his parent’s were. Theory of Mind This behavior is typical for a pre-operational thinker. Piaget stated that children typically believe others see the world – literally and figuratively – exactly as they do. (Kail and Cavanaugh, 2004, pa. 134). Matthew may have seen these types of characters in other settings, like television. Based on the animated characters portrayals, and the way others reacted toward them, his memory has probably developed a schema toward those characters (fear-bad or friendly-nice). After getting permission from his parents I spoke with Matthew. I asked him why he cried when the pig and ghost tried to play with him? Matthew said because they are bad. Then I asked if the pig and the ghost had been mean to him. His reply was â€Å"SCARRY†. This statement has lead me to believe that Matthew was exercising a â€Å"theory of mind† by attributing motivations to the other characters (Kail and Cavanaugh, 2006, pa. 123). (Kail and Cavanaugh, 2006, pa. 186) Conclusion: In Matthew’s preoperational thinking, an object’s appearance tells what the object is really like. Matthew is learning how to assert his wishes and to categorize his likes and dislikes. He has a theory of mind which includes attributes of good vs. evil. He showed no emotion towards the people who were not in costumes even though they were strangers to him. He paid much more attention to the people who were in costumes and perceived them to be what they were imitating. Matthew distinguished between the clown, puppet, rabbit, pig, ghost and the â€Å"Freddy Kruger† look alike. He had and idea of what was safe and what was not safe, no matter how friendly they were to him. He demonstrated a wide range of emotion and secure attachment to his parents. Bibliography: Kail, V. C. , Cavanaugh, J. C. (2004). Human Development-A Life-Span View Belmont, CA. ; Wadsworth, How to cite Saturday Night at the Birthday Party, Essay examples

Implementing Policy Include Communication †Free Samples to Students

Question: Discuss about the Implementing Policy Include Communication. Answer: Introduction: Three long-term employee relations objective include job design which can be achieved through clearly defining tasks to be done, skills required for the work and how these tasks should be done. Organization culture is another objective which can be achieved through improved communication between the management and its workers. The third objective is workforce planning which should be achieved by involving the workers in planning roles (Radhakrishna Raju, 2015). Analyzing employee relationship based on the above objective would require that employees are examined on the basis of whether they are performing their roles according to their skills under job design (Seifert, Brockner, Bianchi Moon, 2016). Analyzing existing employee relation under organizational culture would require examining absenteeism and days lost in industrial disputes. Employee relations under workforce planning can be determined by a positive picture while a non-existent involvement would lead to distrust between staff and management. Evaluating options regarding cost benefit would be measured through productivity measures, days lost to industrial action, labor turnover and absenteeism. Under risk analysis, five steps are used which include identification of risks, evaluation of the risks, developing a control plan, analyzing the budget and risk administration. To abide by workplace laws, workers have to follow the rules of the organization as stipulated. Workplace health and safety can be followed by a set of procedures provided by the authority. Equal employment opportunity can be governed based on skills and requirements. One can abide by anti-discriminatory laws by ensuring workers are not punished for similar mistakes. Higher management should be involved in developing the policy to ensure all aspects are covered through encouraging ideas and feedback from both the management and staff. Skills and knowledge in implementing the policy include communication, listening and negotiation skills as well as knowledge in enterprise and workplace bargaining processes, relevant legislation and organization goals and objectives. My documented objective for Colesworths industrial relations includes promoting a healthy relationship, increase productivity and ensuring the rules are well understood in the workplace. The methodology I will use is to analyze the risk in involved, ensure compliance with fair work and ensure sufficient training and development is offered. The time frame will take a month with weekly meetings. The training and development for Colesworths will evaluate the existing skills, train different sets of skills that are required, ensure the training is based on national standards and train a team leader. Create a committee from the team to ensure consultative discussions are agreed upon References Radhakrishna, A., Raju, R. S. (2015). A Study on the Effect of Human Resource Development on Employment Relations. IUP Journal of Management Research, 14(3), 28-42. Seifert, M., Brockner, J., Bianchi, E. C., Moon, H. (2016). How Workplace Fairness Affects Employee Commitment. MIT Sloan Management Review, 57(2), 15-17.