Easing Out the Ending of, A Dolls House Essay - 1184 Words

Groundbreaking themes were presented in Henrik Ibsens play, A Dolls House. The play has shared an important message regarding feminism. It was released in the 1800s, during time when women were not taken seriously. This has made the work essential for humanity to observe and respond to. One of the most important aspects of Ibsens play was the end, in which the main character, Nora Helmer leaves her husband. This was a shocking scene for unprepared audiences in theaters throughout the world. Divorce and separation from ones spouse and children was not proper to discuss in public because it was not looked highly on. Critics and others who study the play wonder if the ending was too bold for the time. While it was important to†¦show more content†¦It seems as if it had made her, as it were, doubly his own; he has given her new life, so to speak; and she has in a way become both wife and child to him. So you shall be for me after this, my little scared, helpless darling (490). I f Nora stayed with her chauvinistic husband she would only ever be perceived as weak, so it was imperative that she left. It would have also been very powerful if the ending was written so that Nora could be able to find her true self and value as a human and eventually go back to raising her kids. It would have been interesting if Nora left exactly when and how Ibsen had originally wrote it, but the play does reach it’s extent there. The start of a different ending could have took place after Nora leaves her home, feeling empowered and vivacious. She doesnt have much of a plan, but for the first time she is truly compelled. She stays with Christina for a short while, reading and writing letters to legislators concerning her opinions on legal matters. She almost has given up on the idea of romantic love when she thinks of Dr. Rank, dying alone. She remembers their strong connection and how she could tell him anything. He was the only man she knew that would have wonderfully d one anything for her, as his character states in the actual drama, you can command me, body and soul, (471). Nora proceeds to find him and does! His health is not as bad as she has expected. He said he went into seclusion before his body started toShow MoreRelatedA Doll’s House and Top Girls2459 Words   |  10 Pagesof A Doll’s House and Top Girls Henrik Ibsen’s A Doll’s House and Caryl Churchill’s Top Girls both are a pillar of critical writing about the society they were originally produced in and have a central theme of the oppression of women, which makes them great sources of feminist reviews. Although Ibsen â€Å"abandoned the concept that the play was about gender roles† (Urban, 1997), the central question is beyond the original context within which the plays were produced and received. A Doll’s House can

The Jewish Ghettos Of The Holocaust - 1715 Words

Have you ever been in a room so crowded you thought you might implode? Or been so sick you questioned if you were still alive? How about so hungry you felt as though you would shrivel up and simply cease to exist? If the answer to any of these questions is yes, then you may almost be able to imagine what life was like in the Jewish ghettos. There were ghettos before the Holocaust, the first being in Venice in the 16th century, there are ghettos today, and there will be ghettos in the future, but the Jewish ghettos of the Holocaust are by far the most prominent. According to Merriam-Webster a ghetto is, â€Å" a part of a city in which members of a particular group or race live usually in poor conditions (ghetto).† This paper will focus, however, on what daily life was like in the ghettos, what Jews did or didn’t do to prevent their fate, and how Holocaust survivors are doing now. I chose this topic because when Elie and his family were living in the ghetto in the beginning of Night, it seemed as though they had plenty of opportunities to escape that they didn’t take. It also seemed much closer to pleasant than I imagined, and I was curious to see if that was completely true. When I started this project I was hoping to find personal survivor stories about what the conditions of the ghettos, how people transitioned into life in them, and what they did to try and keep life as normal as it could be. I was expecting a bounty of examples of indifference because in Night the JewsShow MoreRelatedLife in the Ghettos: Controlling and Segret1328 Words   |  6 Pages2010). A ghetto is a part of a city where Jews were forced to live in horrendous conditions. Even though a ghetto was a transitional stage, it was still an atrocious place to be. The least of importance is what is ghetto and where did it originate. The term â€Å"ghetto† originated from the name of the Jewish quarter in Venice, established in 1516, in which the Venetian authorities compelled the city’s Jews to live (United States United Holocaust Memorial Museum, 2013). The creation of ghettos for JewsRead MoreEssay about A Glimpse at the Holocaust 978 Words   |  4 PagesFor some, it seems that the Holocaust in another lifetime, but for others it will be something they will never forget. Holocaust was a time for fighting. The Jewish would fight for the right to live as they were killed solely for being Jewish. The Holocaust began in 1939 and would continue through 1945. It was introduced by Nazi leader Adolf Hitler, although he did not act alone. His mission would be to â€Å"exterminate† all minorities, but most abundantly, the Jews. Based on information given byRead More Examine the practical and the morale constraints upon Je wish Resistance during the Holocaust.1659 Words   |  7 Pages Jewish resistance throughout the holocaust has caused much debate among academics historians, and even governments. Historians conclude that resistance was practical and morally constrained throughout the Second World War, for a variety of reasons. Historians such as Rab Bennett, Michael Marrus, Richard L Rubenstein, and John K Roth all have written in detail about the constraints placed upon Jewish resistance throughout this period. Each of these explanations will be examined throughout this paperRead MoreThe Holocaust : A Blood Shed Horrific Time1632 Words   |  7 PagesThe Holocaust was a blood shed horrific time for almost everyone in Europe. German children were taught in the German way; the jews were evil no good people. Innocent people died for 12 years, some mentally ill, some prisoners of war, others taken wrong because they werent perfect in the German eye/ Hitlers eye. The Holocaust was well known for the 6 million Jews that died for no reason, but not only did Jews die in the Holocaust. Polan people died prisoners of war died Roman people died catholicRead MoreThe Holocaust : The Nazi Attempt774 Words   |  4 PagesGuidry 8 February 2017 The Holocaust The Holocaust was the Nazi attempt to wipe out the Jewish race (Rossel 12). The Holocaust took place from 1933 to 1945 (Rossel 12). The Holocaust took place in Europe, mainly Germany (â€Å"Introduction† par 3). Mainly Jewish and Nazi people were involved in the Holocaust, as well as some Gypsies (â€Å"Introduction† par 2, 3). The Holocaust was the persecution of 6 million Jews and millions of others forced to live in ghettos, deported to camps, and systematicallyRead MoreJewish Life in Holocaust Tony Burtrum833 Words   |  3 PagesJewish life in the Holocaust Even though manny where persecuted, the Jews had the most hardship in life during the holocaust. Millions were killed or died from other causes. The Jews were considered an outcast. They had to live in ghettos, be sent to work camps, and even have their own child inform the government about them. The Jews had to live in an area of housing known as a Ghetto. This is were the government took a group of Jews and put them into a dirty housing community. Disease outbreaksRead MoreHolocaust : Holocaust And Holocaust1247 Words   |  5 Pages History of holocaust Holocaust Term Paper Jewish people were tortured, abused, and subjected through horrific unfathomable situations by Nazi Germany during the Holocaust. Despite all of the unpragmatic hardships Jews all over Europe faced, many stayed true to their faith and religion. There are numerous stories in which Jewish people tried to keep the roots of their religion well knowing the risk of torture and death. The never ending fear of Jewish people living in the Ghettos and trying to surviveRead MoreSingling Out the Jewish People743 Words   |  3 Pagesover in Germany. At its head was a man named Adolf Hitler. For some reason Hitler hated the Jews, we see this in World War II with the Holocaust. The Holocaust started in 1933 when Hitler rose to power; he made a plan in 1941 which was to eradicate the whole Jewish population. Hitler called this plan the â€Å"Final Solution† (An Introductory History of The Holocaust). Why did Hitler and the Nazis single out the Jews for genocide? And in what ways did the Na zis single them out? Well first off, HitlerRead MoreJewish Resistance to the Holocaust Essay1452 Words   |  6 PagesExamining any issue pertaining to the Holocaust is accompanied with complexity and the possibility of controversy. This is especially true in dealing with the topic of Jewish resistance to the Holocaust. Historians are often divided on this complex issue, debating issues such as how â€Å"resistance† is defined and, in accordance with that definition, how much resistance occurred. According to Michael Marrus, â€Å"the very term Jewish resistance suggests a point of view.† Many factors, both internal suchRead MoreThe Use Of Ghettos During The Early 1930s1112 Words   |  5 Pagesuse of ghettos began long before Hitler came to power in the early 1930s. On March 29th, 1516, the Republic of Venice ordered the Jewish population to live in the confined area of Ghetto Nuova. Ghetto Nuova was a filthy, crowded island that confined the Jewish population by closing the island off at night and surrounding it with patrols. During this era, Jewish people also faced discrimination, as they were ordered to wear a sign of identification such as a yellow hat or badge (â€Å"The Ghetto†). Furthermore

Aboriginal Inequality free essay sample

This paper argues that aboriginals in Canada are not treated with the same equality as non-aboriginals livening in Canada, even though Canada is known as a multicultural society. By studying the history of Aboriginal settlement in Canada and understanding their connection to the land there is a better understanding of why taking over their land is a social issue. By taking over their land their sense of connection to nature was taken away which was a big part of the Aboriginal culture. This caused educational inequality and also the inequality they face within their workplace and the wages they receive. By studying history, their culture, education and their current economic state it becomes more clear why this is a social issue in Canada and how that takes away from the multiculturalism Canada is known for. Aboriginals, which include first nations people, were the first people of Canada however, the treatment they receive today shows otherwise. Aboriginal treaties, Westphalia Treaty of 1648, that were established in Canada in the mid-seventeenth century were used to â€Å"harmonize discovery and conquest principles† (Frideres, 2000). The land that Aboriginals occupied was more than just land to them, they felt a connection with Mother Nature and they established roles in their families that helped them create a working community. Without even trying to understand how Aboriginals felt about their treaties and their land the British Common Law abolished Aboriginal land and tenure (Frideres, 2000). The British came into Canada stronger, with weapons and technology that the Aboriginals did not know about or ever see and when they took over their land they had nothing they could do or say about it. The Aboriginal had no choice but to cooperate and let the land that they felt strong connections to be taken over. Losing a sense of connection to the land and having to watch one of the most important parts of their community being taken over cause further problems for the Aboriginal people. Due to the problems faced with settlement of British into Canada, Aboriginals have not had the same independence they had when they were living in Canada alone, they don’t receive the same equality or freedom. According to symbolic internationalists the identity of a person cannot be determined without understanding the historical context of what the individual is born into. â€Å"Socialization theory† argues that individuals are born into groups and learn their culture and what they learn goes on to the next generations (Frideres, 2008). If a person born into Aboriginal social groups, their understanding of who they are comes from the group they are born into. Their parents teach them about the land and help them develop the same connection to nature that they feel. Aboriginal identity emerges from Aboriginal groups that are shaped by their sense of location (Frideres, 2008). Aboriginals have a strong connection to their land and nature around them and that is what they teach the next generation as stated before. Aboriginal people are the original occupants of the territory known as Canada and as such possess a special relationship to this space (Mills, 2006), and even though this is the case it does not mean that Aboriginals need to own all of Canada and all the land should be considered there. However, the land that they did occupy and did have should be left as is because their connection to the land is important to them. But that is not the case. Aboriginal people are an ethnicity abstracted from their distinct history and relationship to the land and to newcomers (Mills, 2006). They no longer get to own their land but at the same time they have to watch their land being taken over. Over time this sense of group, or community disappears. Generations can no longer teach younger generations about the importance of nature and therefore the history is slowly lost. Since they lost their history and their connection to the land a lot of other parts of their culture and their beliefs was taken away as well. The main issue faced was losing a sense of their culture. Canada being a multicultural society, allows for all people to practice their culture and they have the freedom to believe what they want. The aboriginals lost that right when their land was taken over. It was lost because they no longer owned their nature and it was taken over by technology and architecture, making them less united with the forest and the land that they lived in. By taking over the land they were also forced to have to change their education. In schools they were no longer allowed to learn Aboriginal culture. In 2002 by studying Canadian schools it was said that as many as 30 percent of elementary students and 40 percent of high school students did not speak even a little of their Native tongues (Schissel, 2002). The reason that this is the case can be because Aboriginal families stopped practicing their culture and heritage at home therefore distancing the children from understanding where they came from. That is not because they no longer wanted their kids to know the traditions or history of their ancestry, but it was simply because they lost the connection they had. After being forced to stop practicing aboriginal culture when the British settlement fist happened, they had to learn a new culture and therefore it was slowly lost sine it was forbidden. Therefore the main reason that such high numbers of Aboriginal students do not speak their native language is because the educational system in Canada fails to recognize and incorporate indigenous knowledge (Schissel, 2002). Since it would be hard to incorporate all cultures existing in Canada it is acceptable that the language is not practiced in schools. However aboriginals play such an important role in Canadian history their culture should be incorporated in the schools more, especially in history classes involving in Canada. Some may argue that other cultures are not incorporated into the mainstream school system, but aboriginals are the main settlers of Canada and therefore they should be recognized and taught about. Others argue that there are alternative schools that will study traditional cultures. However according to Schisel (2002) this achievement of education would be laughable and would not be considered for a higher level of education such as continuing to university. Therefore they are forced to study the mainstream system if they wish to have a future in the Canada employment wise. Not only did the Aboriginals sacrifice their language and culture, they often also encounter the additional hindrances of racism, prejudice, poverty, violence, and underemployment (Schissel, 2002) Underemployment that Aboriginals face is a serious social issue in Canada. The reason that this can be seen as a serious social issue is because Aboriginal peoples were titled as one of the four economically disadvantaged target groups in Canada in the Employment Equity Act 1995 (Maxim, 2001). This means that the Aboriginals cause overall views of Canada to go down. They can affect the overall economy in Canada because this means they suffer from poverty and unemployment bringing Canada down as a nation. The creation of the Indian in 1985 did not do any help with creating Aboriginals as equals and this party is suffering to this day. Act Registered Aboriginal people in Canada are more likely than any other culture in Canada to be unemployed. They also have a lower education achievement and are considered more likely to be unemployed than anyone else in Canada (White, 2003). It is not just registered aboriginals that are suffering economically it is also the non-registered aboriginals as well. Overall all Aboriginal Canadians are disadvantaged when compared with the non-Aboriginal Canadian population. The amount of disadvantage, is measured by the characteristics of income we are examining, differs for the different categories of Aboriginal peoples (Maxim, 2001). The earnings of Aboriginal people is 10. 4 percent lower than non-aboriginal people in Canada (Maxim, 2001). Thinking about all the different cultures in Canada that number is high compared to the rest of the Canadian citizens. Aboriginal people, mainly concerning women are employed in low paying jobs and also are in less stable jobs (Mills, 2006). There are two main reasons that this is the case according the Mills (2006). The first reason he gives us is that Canadians limit the number of jobs offered for aboriginals. They limit the jobs that they are giving to women for example, therefore resulting in lower paid jobs. The second reason according to Mills (2006) is by putting Canadians in less desirable jobs. This causes a disadvantage for them and it creates segregation. Therefore by limiting their jobs to less desirable jobs they are being treated with inequality and suffer from segregation. The employment rates and unemployment rates suggest that Aboriginals in Canada are way more disadvantage and therefore signifying that Canada is not as multicultural as we believe it to be. In conclusion, it is apparent that Aboriginals are facing sociologically related problems living in Canada. Canada portrays itself as a multicultural society and even though the acceptance of immigrants has progressed a high amount in the years, what is ignored is the aboriginal societies that first settled in Canada. Being the first nations people of Canada the recognition they receive should be much higher. Their history should be brought into schools and the be taught to not only Aboriginals but also other Canadian students because it is an important part of Canadian history. The language should not have been eliminated in the past and just like other cultures they should have received the same treatment being allowed to own their own land, and study their culture. If Aboriginal history was to be taught would create a better sense of acceptance for Aboriginal people and it would help them not forget their culture and their connection to the land. Not only should the history of Aboriginals be taught more, but their acceptance in the work place should be improved. The amount of jobs offered should be higher and the wages they receive should reflect the wages of the rest of Canadians. This would cause Canada to progress into the multicultural society they strive to be. This would cause other cultures to feel more of an acceptance and statistic wise Canada would progress as well. Based on the history of Aboriginals, their culture, the mainstream school system and employment rates; aboriginals are suffering from inequality and it does impact Canada as a society. References Frideres, James S. 2000. Aboriginal Tenure in the Constitution of Canada. Canadian Ethnic Studies. 32. 2:140. Frideres, James S. 2008. Aboriginal Identity in the Canadian Context. The Canadian Journal of Narrative Studies. 28. 2:313-342 Maxim P, White P, Beavon D, Whitehead P. 2001. Dispersion and polarization of income among Aboriginal and non-Aboriginal Canadians. The Canadian Review of Sociology and Anthropology. 38. 4:465-476. Mills, Suzanne E. 2006. Segregation of Women and Aboriginal People Within Canada’s Forest Sector by Industry and Occupation. The Canadian Journal of Narrative Studies. 26. 1:147-171. Schissel B, Wotherspoon T, Friesen J. 2002. The legacy of school for Aboriginal people: education, oppression, and emancipation. Canadian Ethnic Studies. 34. 2:129-131 Vivian J. 2006. With Good Intentions: Euro-Canadian and Aboriginal Relations in Colonial Canada. Canadian Ethnic Studies. 38. 2:181-183 White J, Maxim P, Gyimah S. 2003. Labour Force Activity of Women in Canada: A Comparative Analysis of Aboriginal and Non-Aboriginal Women. The Canadian Review of Sociology and Anthropology. 40. 4:391-415.

Matthew Funk Essays - Regions Of The Czech Republic,

Matthew Funk Block 2 Geography Report 1-5-99 Location: Absolute: The center of the country of Czech Republic is located at 50 degrees North and 16 degrees East. Relative: The Czech Republic is in the North-Eastern Hemisphere. It is also located on the continent of Asia. The Czech Republic is in the geographic center of Europe. The country also shares borders with four other countries (Poland, Germany, Austria, and Solvakia). The Czech territory is placed between two principal mountain systems in Europe, The Hercynian and Alpine-Himalayan. Place: Physical: The Czech Republic has four major mountain ranges, 3 of them are protected by the country. Krkonose (Giant Mountains) This range stretches 40 kilometers into Bohemian territory, thus creating a natural border between itself and Poland, and is also the Czech Republic's highest mountain range. The highest peak is Mt. Snezka. Several of the other peaks reach elevations of over 1,500 meters. This range was proclaimed a national park in 1963. Hruby Jesenik (Ash Mountains) This range is the second highest of the ranges, and is located in northern Moravia. The highest peak in this range is called Praded Peak, and is 1,491 meters high. This range is also protected and has been since 1969. Sumava (Bohemian Forest) This is the third highest range in the Czech Republic, the highest point in this range is Plechy Peak (1,373 meters above sea level). This range extends 125 kilometers into Bohemia from the border, thus creating a natural border with Germany. This range is also protected by the Czech Republic, and has been since 1962. It also was declared a national park in 1991. The end of the range that sticks into Germany is also protected. Beskydy This range is located in the eastern part of the Czech Republic in northern Moravia. The highest point is 1,000 meters above sea level. It's terrain is rolling hillsides, forests, and pastures. This terrain is ideal for hiking, camping, skiing. The Czech Republic lies in the temperate climate zone of Europe, which makes pleasantly mild summers and winters with only moderate amounts of precipitation. The lowlands temperature average in July is 20 degrees Celsius and in the mountains is 10 degrees Celsius. The lowland temperature average in January is -1 degrees Celsius and in the mountains is -6 degrees Celsius. The Czech Republic has many different kinds of vegetation. Spruce and fir trees are most common in the republic's forests, particularly at higher elevations, while mixed forests of oak, ash, and maple are characteristic in lower zones. The uncultivated lowlands are covered mostly with clover, reeds, and broom grass. Human: In 1997, the Czech Republic had a total population of 10.3 million people, five million males and 5.3 million females. Three quarters of the people live in urban areas. The population density is 131 inhabitants per sq. kilometer, while the total growth in population in the Czech Republic is 0.8 persons per 1,000 inhabitants. The capital, Prague, has a population of 1,213,800 people. Until 1994, an outstanding feature of the Czech Republic was its stable population growth, with the exception of the two world wars. Since 1994, however, the population has been decreasing and is expected to have fallen to around 10 million in the year 2020. After World War II, the number of births fell from over 200,000 a year to less than 150,000 in 1970. In 1974 this figure had increased to 195,000 but by 1996 had fallen gradually to 90,000. The number of new born babies per 1,000 inhabitants was 8.8 % in 1996. The number of deaths per 1,000 inhabitants gradually increased from World War II until 1983 (13.0%). Since then it has decreased and in 1996 it was only 10.9 %, thus corresponding to western European levels Thanks to its long rich history and the diversity of its natural environment, the Czech Republic is a great attraction to the millions of guests who visit it each year. The jewel in the Czech crown is Prague with its gorgeous and rich architectural styles but the country is also dotted with numerous historical city centers, castles, and chateaux. Outside the urban areas, deep woods, rock formations and limestone caves are among the many interesting sites the Czech Republic has to offer. Since the Czech lands lie exactly on the border of Eastern and Western Europe, the country has come under the influence of several different cultures throughout the course of history. Each of these influences indelibly marked the face of the country with the architectural or artistic monuments. This accounts for