The Yellow Wallpaper, By Charlotte Perkins Gilman And A...

Unaccustomed The short stories, â€Å"The Yellow Wallpaper,† written by Charlotte Perkins Gilman and â€Å"A Rose for Emily,† written by William Faulkner, have a lot in common regarding the main characters. Each narrative focuses on the lifestyle and behavior of a bizarre woman who has been kept away for a certain period of time. One could argue that these women were not initially deranged, though something must have occurred to send them on such a downward spiral. The main characters in each account, Jane and Miss Emily, endure situations in their lives which prove to be crucial in the development of their mental illness, and being isolated gradually causes their illness to escalate. Jane and Miss Emily both face a monumental change in their lives, which results in the conclusion that mental illness is the cause of their strange behavior. The women face profoundly different catastrophes; however, each occurrence involves their families. In Charlotte Perkins Gilman†™s â€Å"The Yellow Wallpaper,† during an exchange between John and Jane, John explains, â€Å"I beg of you, for my sake and for our child’s sake, as well as for your own, that you will never for one instant let that idea enter your mind!† (Gilman 137). Jane gives birth to a little baby boy, which is when her life takes a turn for the worse. Jane begins showing unusual, if not utterly insane, behavior, as well as depression and anxiety, which is a result of her post-partum depression. In William Faulkner’s, â€Å"A Rose for Emily,† heShow MoreRelatedAnalysis of A Rose for Emily, by William Faulkner and The Yellow Wallpaper, by Charlotte Perkins Gilman2621 Words   |  11 Pages In the short stories â€Å"A Rose for Emily† written by William Faulkner and â€Å"The Yellow Wallpaper†Ã¢â‚¬  written by Charlotte Perkins Gilman, the protagonists experience mental illness, loneliness, feelings of being in control of their lives, and fee lings of being insane. Both main characters struggle against male domination and control. The two stories take place in the late 1800’s - early 1900’s, a time where men’s place in society was superior to that of women. Each story was written from a differentRead MoreWilliam Faulkner s A Rose For Emily And Charlotte Perkins Gilman s The Yellow Wallpaper1466 Words   |  6 PagesThe women in William Faulkner’s A Rose for Emily and Charlotte Perkins Gilman’s The Yellow Wallpaper are troubled protagonists that have been neglected, isolated, and pushed to the point of insanity. There are many contributing factors to their decent into psychosis. Both women have lost their ability to function in society due to their obsessive behavior and the controlling men in their lives. Although both stories have similarities, there are also differences in their paths that have led toRead MoreWilliam Faulkner s A Rose For Emily And Charlotte Perkins Gilman s The Yellow Wallpaper890 Words   |  4 PagesFaulkner’s A Rose for Emily and Charlotte Perkins Gilman’s The Yellow Wallpaper, both of them are elaborating the women under patriarchy either father or husband, moreover, revealing the tragedy form under this authority. In A Rose for Emily, Faulkner depicts a young woman that was rigorous controlled by her father. After her father’s demise, she was still manipulated by this invisible power. In The Yellow Wallpaper, Gilman portrays a woman who was kept by her husband in a room with yellow wallpaper whereRead MoreMale Dominance in Both Books, The Yellow Wallpaper by Charlotte Perkins Gilman and A Rose for Emily by William Faulkner837 Words   |  4 PagesMale dominance is something that is showed in both stories â€Å"The Yellow Wallpaper† and â€Å"A Rose for Emily†. Both the women in these stories feel they can’t be complete without a dominant male role in their life or that it was forced upon th em. However, they both find a way out of this over powering rule through insanity, as some people see it. In the time the stories were based and written, women were not supposed to be sophisticated or intelligent, and were over taken by their emotions. The men believedRead MoreShort Story Comparison1241 Words   |  5 PagesScales 1! Katrina Scales David Miles ENC-1102 16 July 2015 A Yellow Rose It is likely that after reading short stories The Yellow Wallpaper by Charlotte Perkins Gilman and A Rose for Emily by William Faulkner, any sensible reader will feel disturbed in at least the slightest. Both texts contain neurotic women of unsound mind who have deathly obsessions. At first glance, these stories do not seem to have much in common; they have been written through opposite perspectives, one neglects to be chronologicalRead MoreComparison and Contrast of the Yellow Wallpaper and the Rose for Emily1078 Words   |  5 Pages A Rose for Emily and The Yellow Wallpaper â€Å"A Rose for Emily’’ By William Faulkner and â€Å"The Yellow Wallpaper by Charlotte Perkins Gilman,† are two short stories that both incorporate qualities of similarities and difference. Both of the short stories are about how and why these women changed for lunacy. These women are forced into solitude because of the fact that they are women. Emily’s father rejects all of her mates; the husband of Gilman Narrator (John) isolates herRead MoreIsolation in â€Å"a Rose for Emily† and â€Å"the Yellow Wallpaper†1222 Words   |  5 Pagesâ€Å"A Rose for Emily† by William Faulkner and â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman are two well written short stories that entail both similarities and differences. Both short stories were written in the late 1800’s early 1900’s and depict the era when women were viewed less important than men. The protagonist in each story is a woman, who is confined in s olitary due to the men in their lives. The narrator in â€Å"A Rose for Emily† is the mutual voice of the townspeople of Jefferson, whileRead MoreUses of the Conventions of the Gothic Story in The Yellow Wallpaper and A Rose for Emily1467 Words   |  6 Pagescentury, Gothic story was an extremely popular form of literature, and it has been a major genre since then. The Yellow Wallpaper by Charlotte Perkins Gilman and A Rose for Emily by William Faulkner are both Gothic horror stories consisting madness and suspense. The Gothic horror story carries particular conventions in its setting, theme, point of view, and characterisation. Both Gilman and Faulkner follow the conventions of the Gothic horror story to create feelings of gloom, mystery, and suspenseRead MoreComparison between The Yellow Wallpaper and A Rose for Emily969 Words   |  4 Pagesstories, â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman and â€Å"A Rose for Emily† by William Faulkner, b oth female protagonists, experience a time of seclusion leading to self- realization. Hence, both of these pieces of literature illustrate the troubles of women in a male-dominated society. As a result, both characters experience oppression by overbearing male influences and are physically and emotionally isolated. â€Å"A Rose for Emily† and â€Å"The Yellow Wallpaper† take place inRead MoreWhat Is The Similarities Between The Yellow Wallpaper And A Rose For Emily1184 Words   |  5 Pages Charlotte Perkins Gilman’s, The Yellow Wallpaper and William Faulkner’s A Rose for Emily are two psychological short stories that followed the lives of two very misunderstood women. Each story had many similarities, which showed the inequalities that women had faced in the early 20th century. Charlotte Perkins Gilman’s, The Yellow Wallpaper and William Faulkner’s A Rose for Emily  are two disparate works that explore, and show the ultimate struggles that a woman faced in the time period that they

Different Aspects Of School Involvement Towards Health And...

Different aspects of school involvement towards health and wellness has long been thought to influence students. Research argues that health promoting lifestyle activities maintain or improve individual’s health and wellness (reference). Researchers suggest that health promotion includes a process of empowerment of the community to act on the improvement of their life and health qualities (research) A closer look into a healthy lifestyle begins at childhood. Healthy lunches promote physical activity and healthy diets. School lunches need to have nutritional value and a well-balanced nutrition scale including fruits, grains, vegetables, protein and dairy. Recess enhances health and academic benefits. Recess involves more than just stimulating indoor activities, but also simply thirty minutes of exercise outside. Moreover, the healthy lifestyle needs promotion by an authoritative figure or institution. Many students rely on teachers, principals, nurses, etc. to teach them the es sentials of health because parents may lack the knowledge to do so. In a school setting, health promotion entails providing students with educational courses, activities, school lunches, and recess. All of these factors contribute immensely to the balance of a student’s life. Control must be given to the student to allow them to improve their health and cause a rise in awareness. The purpose of this study evaluates the methods that public and private middle schools in the Athens metro area distributeShow MoreRelatedThe Importance Of Change In Health815 Words   |  4 PagesWhen it comes to our health, university students are notorious for becoming complacent with routine examinations that further translate to later on in their lives. As a member of the UBC community and Greek Life, there is a lack of support and initiative for individuals to keep up with various disease screenings that should be a part of one’s regular regime. There is a lack of information, promotion, and awareness for the preventative measures that can be done in ord er to protect against certainRead MoreThe Problem Of Gangs And Violence995 Words   |  4 Pagescommunities cannot be overlooked. Statistics show that 1,109 school-aged youth were shot, and 216 of those were killed in 2010. As a student of UIC, I often receive crime alert emails as violence cases seemed to occur quite often around the campus area. In order to improve the public security to ensure residents’ safety, it is essential to find ways to solve these issues. It is because violence can cause negative effects in many different aspects. Besides individual’s physical well being, it may also leadRead MoreFamily Stressor-Strength Inventory (Fs3I) Essay1431 Words   |  6 Pagesat the local hospital. The father is considered the breadwinner of the family being the only one that works full-time the household. The children are 2 years apart and have a close bond due to the age difference. All the children are involved in school activities such as soccer, ballet/dance, football, and gymnastics. In general, the Hyppolite family is described as more focused as a family unit and family activities. The family eats together every night and on Sunday they have family game/movieRead MoreA Research Study On Sleep Hygiene2212 Words   |  9 PagesInstitute of Medicine estimated that 50 to 70 million Americans suffer from chronic wakefulness or sleep disorders, which the organization associates with numerous health consequences (Colton and Altevogt, 2006). 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From the very first release to now, I have continuously worked towards improving and making this template more and more user-friendly. I have gotten a great amount of appreciation and recognition for my work. Last April, I was assigned a lead role in implementing a new payroll accounting system. I worked directly with the vendor’s team to make sure they understood the scope of the project. My significant involvement saved the organization a lot of time and despite the challenges we wereRead MoreSwansons Theory Of Caring1893 Words   |  8 Pagesin mine. This paper will present the basic concept of nursing known as the metaparadigm concepts of person, health, environment, and nursing as presented by Swanson, as well as provide my own philosophy of nursing, which in many ways mirrors Swanson’s. 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According to nursing standards (2010) â€Å"people value nurses but do not

Unique Challenges Facing Teenage Immigrants free essay sample

Unique Challenges Facing Teenage Immigrants BY Tiffany925 America was founded as a nation of immigrants. With the exception of Native Americans, who predate recorded history, Americans are descendants of people born elsewhere. Over the past 500 years, millions of people from different countries have come to the United States seeking freedom, peace, and the opportunity promised by the American Dream. Between the fifteenth and eighteenth centuries people came to America seeking everything from greater physical space to freedom from political or religious persecution. During this era there were also thousands of Africans rriving to America in chains. They were sold as slaves to plantation owners. In the twentieth century millions of Europeans sailed to America seeking better opportunities. Although many laws have been implemented throughout the years to regulate entrance to this country, people continue to come in great numbers seeking similar dreams. In fact, over one million immigrants enter the United States each year (PBS, 2009). Passig describes the four main difficulties experienced by immigrants upon entrance to the U. S. as the language barrier, social difficulties, emotional imbalance, and mental difficulties. Most immigrants are not fluent in the English language. This heightens their feelings of loneliness and alienation. The added pressures of learning a new language and deciphering Americas behavioral patterns and social norms can pose many emotional and mental difficulties for immigrants. Passigs research suggests that the ages between 11 and 22 years are not optimal for coping with these difficulties. It is believed that teen immigrants have more difficulty coping with immigration than adults because they are simultaneously coping with the physiological and psychological changes resulting rom age-related development (Passig, Eden, Heled, 2007). According to the U. S. Census Bureau, around 400,000 people try to enter the United States illegally each year. Of this group, about 10 percent are minors. Many endure hardships Teen Immigrants 1 coming to America. A 19-year-old high school student who emigrated from Mexico described his illegal Journey to the U. S. in an interview published in The Grady Journal: l walked a ton and we suffered because there was no water and it was very hot, A man who came with the group died on the way, but when we crossed the border I was happy. My American dream had become reality. (2009). A 16-year-old student also interviewed in The Grady Journal shared her familys experience working with coyotes to come to America from Mexico when she was eleven years old. Coyotes are American citizens that charge money to bring foreigners into the U. S. Coyotes have been known to drop immigrants off in the middle of nowhere, keeping their money and leaving them to die. The student described walking through the desert four days. She also said the coyotes were bad to her family and did not even provide them with water to drink. She recalled feeling sad, scared and orthless during her. However, she considered herself and her family members to be lucky to have survived the Journey since thousands of immigrants have died while the U. S. and later struggle to fit in toa new culture (2009). Regardless of their method of Journey to the U. S. , teen immigrants face a wide range of acceptance, rejection and disregard. They leave behind friends, family and all aspects of life in their native countries in the hopes of making better lives for themselves in America. For many immigrant youths, the transition to high school is the most challenging of their obstacles. Besides learning a new language, immigrant teenagers have to make friends, and adjust to the different technology that is used in American schools. Many immigrant teens also struggle with conflicts posed by their parents desire for them to remain faithful to native cultural traditions and their individual desires to acclimate to the cultural traditions of American teens (Sridhar, 2008). For many teenage immigrants, American schools are their first experience with formal education. In most developing countries poverty and cultural tradition limit the opportunities of female youths to obtain a formal education. Many families, especially those with many children, can not afford the incidental expenses associated with educating their children. The cost of voluntary contributions, uniforms, books, and bus fares can make even free education expensive. When the costs are weighed against the limited opportunities for educated females to obtain paying Jobs, most families choose to keep daughters at home. There she is able to contribute to the household by cleaning, cooking, collecting wood and water, and looking after younger children. According to the UNICEF League Table of Girls Out of School, the percentage of primary school age girls out of school in the region of Sub- Saharan Africa is as high as ninety- four percent, with a regional average of fifty percent. The regional average of Middle East and North Africa, as well as, Asia and Pacific is twenty-two percent. When these numbers are compared to the seven percent regional averages of the Americas rand Europe, it is clear to see the disparity amongst nations (UNICEF, nd). In a January New York Times article, Jennifer Medina discusses the educational impacts of teenage immigrants in New York City schools. Medina estimates that of the 150,000 non- English speaking students in the city, more than 15,000 have had little or no formal schooling, and are often illiterate in their native languages. Stephanie Grasso, an English teacher in the South Bronx, explained to Medina that many immigrant teens have not learned do not have a notion of what it means to be a student. In addition to the expected challenges immigrants face, these children have the added disadvantage of having to learn how to be a student how to ask questions and understand things for themselves (Medina, 2009). The State of New York has established a formal classification for teenage immigrants new to the educational experience Students with Interrupted Formal Education. Statistics from New York Citys Department of Education show a fifty percent increase in the number of Students with Interrupted Formal Education over the past ten years. In 2007, the graduation rate of these students was a mere twenty-nine percent against the citys overall sixty-two percent average. A study was performed during this same timeframe, through which Elaine Klein, a linguistics professor at City University of New York, followed ninety-eight Students with Interrupted Formal Education. Within twelve months, Professor Klein reported that only forty- eight of the students had countries, left school for unskilled Jobs, or disappeared. The State of New York does not offer any additional financing for Students with Interrupted Formal Education. In 2008 New York City provided $2. 5 million to fifty-three schools with a large population of these students; however, this only equated to $165 dollars extra per student. As a result of these limited resources and the negative impact these hildren have on school ratings, many school administrators are allowing these children to fall through the cracks. A principal at a Queens high school was quoted as saying Look, you have to understand my position: what this group does for my school is bring down my numbers (Medina, 2009). With many administrators adopting a similar attitude to that expressed by the Queens principal, many are left to ponder the question of who is going to serve these children. To address this issue, Norma Vega, a New York City social worker and former principal, established Ellis Prep School. Ellis is an acronym for English Language Learners and International Support. In addition to the States standard per-pupil funding, Ms. Vega was able to secure a four year, $200,000 grant from the Institute for Student Achievement, and $76,000 from New York City. In addition to teachers, Ms. Vegas staff includes academic coaches to sit at students sides in class to walk them through lessons. Ellis students are organized into small groups, compiled in such a way as to provide newer students the benefit of working with more experienced students on which they can rely for explanations and translations. The Ellis curriculum includes English, math, history, science, and electives including violin and dance. Ellis has the same graduation requirements as other high schools. Although it is too soon to report on the success of Ellis academic program, Ms. Vega is confident that it will better serve Students with Interrupted Formal Education than the traditional public school system. Ms. Vega has said, If they were all sent to regular high schools, they would simply be lost (Medina, 2009). Interviews with teenage immigrants prove that aside from all the obstacles they face, teen mmigrants find plenty to be happy about