Integrated assesment

Integrated assesment HNC Social Care Integrated Assessment 2 Catherine McAvoy Values are standards and principals by which we live our lives. These standards are many and often depend on people`s background e.g. Culture, class, religion, gender, age. Values are extremely individual attitudes that direct people`s responses to the world around them. Amongst some of the values I live my life by and respect are privacy allowing me to have space to myself and respecting the fact that others may desire privacy, to be safe and also allowing others the same, having self respect, being trustworthy, being non judgmental, being anti discriminatory, respect life and faith, value freedom and equality, value choice and others points of view. I have learned to live my life this way from my parents and their families. The schools and church where I was taught , espoused the values of  Ã‚   human dignity, solidarity for the common good , charity in truth, and the family,   all of   which I continue to hold dear. I therefore try to ensure that I treat people the way I wou ld like to be treated. Because of these values, I am able to work happily alongside the organization I volunteer for, as their policies and procedures represent many of these common values. I currently volunteer as a Befriender for a group that helps adults with learning disabilities become included within the community through socialization, by matching Befriendees with supportive Befrienders. I, as a volunteer for this organization, provide their service participants with the opportunity to take a full and satisfying part in their community. I also help to raise awareness of issues affecting adults with learning difficulties in community participation. I did this in a major way by participating in the collection and presentation of our petition to the Scottish Parliament to request that Befriending is financed with core funding. Although Befriending, to help social inclusion was briefly mentioned as a means of supporting adults with learning disabilities in Same as you Strategy2000, this article has never been defined by the government as a core service to be provided by councils. As a result, Befriending for Adults with Learning Disabilities has rarely been financed or delivered by statutory services. However, the social work department is the main means of referral to our organization and so for the moment receive this service free, financed by charitable donations. I f eel this is a form of statutory discrimination against our client group and hope our petition resolves this situation. This petition has received a positive reaction from the petitions committee and is still going through the committee processes. I also receive continued training, support, and supervision and engage in partnership working with relevant agencies. The core values of our organisation are underpinned by: National Care Standards , which were set up under the Regulation of Care (Scotland) Act 2001 . This Act came about to regulate the care and social work force and set out the principals of good care practice. The Care Commission was set up under this Act to register, regulate, and inspect all care services listed in the Act. It also established The Scottish Social Services Council (SSSC). The SSSC has aims and objectives to protect the service users, raise standards, strengthen, and support workforce professionalism. There are six main standards laid down in National Care Standards that are at the centre of any care practice. Dignity making someone feel worthy and impressive as defined in the Oxford English Dictionary. I ensure that I give dignity by respecting individuals for who they are. I recognise all individuals are different and I am sensitive and aware of this. Privacy and confidentiality is the need and right to privacy. The principle of confidentiality between me and the service user is built on mutual respect and trust. Confidentiality is further reinforced by the Data Protection Act 1998 . This allows our service users to see any information that is held on them. I must ensure that this information is held securely in a locked filing cabinet. Any information I write in an activity plan must be truthful, factual, and accurate with my opinions to be objective. Choice means giving and explaining different options to individuals. I support our service users by encouraging their right to choose. By offering they limited options that will encourage them to look at positive alternatives within a safe environment. Safety means that I must ensure my service user when in my care, is protected from harm and abuse. If I suspect or observe that harm and abuse has or is taking place, against a service user, I must report the incident in an Incident Report   Form within 36 hrs of the episode to my line manager. I also complete a risk assessment form before any activity. Realising Potential ensures that I must allow my service users the chance to aim to achieve things great and small within their abilities. These core values are represented within our organisations policies and procedures. To ensure client safety we have a Health and Safe ty Policy which is designed to comply with the Health and Safety at work Act 1974. Risk Assessments are used on a daily basis before an activity to ensure that the staff and clients are safe on the premises. We also have Accident and Incident Reporting procedures which are required under the Reporting of Injuries, Diseases, and Dangerous Occurrences Regulation 1995 (RIDDOR) , Social Security Regulations 1979 (SRR), Data Protection Act , to be reported in an efficient manner. I must complete relevant forms and report to my line manager. If an event requires reporting directly to RIDDOR the records should be kept securely for at least three years. Our Equalities policy complies with the Sex Discrimination Act 1975 and 1986, the Race Relations Act of 1976 and the Race Relation Amendments Regulations of 2003, the Disability Discrimination Act 1995 . Our organization opposes all forms of unfair and unlawful discrimination on the grounds of colour, race, religion, nationality, social background, gender, sexual orientation, marital status, age and disability. It also promotes the principle of equal opportunities in paid employment, voluntary work, and service provision. Although it is important to apply positive values within my practice, it is sometimes difficult to do so. Giving someone choice needs to be balanced by ensuring that this choice is safe and positive. Giving Adults with Learning Disabilities too many choices can cause confusion and sometimes fear. So I give limited positive choices to ensure that this does not happen. Safety issues can also limit choices, as under the Health a nd Safety at Work Act 1974 and National Care Standards it is important that I ensure my client is safe from harm and abuse. If a risk assessment shows that an activity is not suitable to the client because of safety issues then the choice of doing that particular activity is reduced. Privacy and confidentiality is dealt with in our Confidentiality policy . Our organization requires information about clients, volunteers, staff other organizations and our own organization. I am therefore committed to ensuring that all information is stored safely which also allows appropriate retrieval. Confidential material must be kept in a locked cabinet. Volunteers are only able to see files on a need to know basis only. Computer access is limited to authorized staff and information backed up and compatible with The Data Protection Act 1998. If a client discloses something to me and asks me not to tell anyone then I must respect his/her wishes as a matter of trust. However, sometimes this can be difficult, especially if abuse is disclosed. Under these circumstances I am obliged to tell him/her that I understand his/her need for confidentiality, but the circumstances require me to advise my line manager in writing and that this will be in his/her best interests and to try not to worry. As we do not supply a care service, we are not required to register with the Care Commission, but we ensure all our policies and procedures meet their standards. As all clients under these standards are legally allowed an individualized care plan, we instead have an activity plan. To ensure no discrimination takes place the client is assessed using (Ref1) PIES . We take into account, our clients Physical needs, Intellectual needs, Emotional needs, and Social needs. Needs were first described as requirements for our survival in the model put forward by ( Ref 2 ) Abraham Maslow , a Humanist Psychologist. He stated that human needs can be arranged in a stepladder pyramid and that the lower level needs must be satisfied before higher levels can be met. Starting from the basic psychological need, then moving to safety and security, social, esteem, and self- actualization. He suggested that not satisfying these needs the person could become frustrated and emotionally distressed, with possibly poverty and crisis taking place. He also suggested that these needs be met in order.  Ã‚   Prejudice as ( Ref 3) defined in the Collins dictionary is an unreasonable dislike of a particular group of people or things, or a preference for a one group of people or things over another. Prejudice is caused by a lack of understanding of something, causing the wrong impression to be created. Working with people with learning disabilities has shown me that prejudice arises amongst some of the local community. This is a small section of the community pre- judging those with learning disabilities through lack of knowledge and so they hold unfavourable views or opinions towards people who are different and so bullying can take place. Adults with learning disabilities are a section of society that tends not to be able to stand up for themselves. They rely on family, social workers, advocacy workers, and support workers to advise them on their rights, choices, and responsibilities. Unfortunately, through no fault of their own, some sections of this community may not receive this relevant information. They do not receive the care, benefits, and advice that they need, or they do not receive the statutory services they deserve. This can be caused by certain people denying our client group their rights and so discriminate against them. Harassment, bullying and hate crimes of those with learning disabilities takes place in many areas, the recent death of a mother and daughter burned to death in England after numerous threats and harassment is an excessive example and result of discrimination. Discrimination takes place through fear, misunderstanding, misinformation, and so as well as laws against discrimination, we need to educate and provide training against it. To try to ensure that the incident that took place does not happen in our community, our organization is involved in providing a training service to the community. I have taken part in training to try to educate youths from the local secondary school about Learning Disabilities. This resulted in them becoming peer volunteers to younger children with Learning Disabilities from the local school for autistic children. A music group was set up to bring these two groups of youngsters together, with positive results. ( Ref 4 ) Adults with Learning Disabilities are more likely to develop health problems. Therefore, without support, they may not be able to make their feelings known and so screening and or treatment may be denied. The need for support to allow them to lead as normal a life as their abilities allow and to access services, has a financial cost to society. The belief that people with learning disabilities, are a financial burden to society, and not providing relevant support is evidence of discrimination . The impact of discrimination on my client group can result in exclusion and marginalization. Psychologically that can result in depression, low self- esteem, frustration, or anger. Causing their behavior to be affected, by them becoming withdrawn or violent. Through legislation, social care organizations now have to be more accountable and have increasing responsibilities to write and maintain policy and procedures. These have to comply with current legislation and exist to protect people`s rights and ensure quality services are provided. Our policies and procedures must have specific guidelines, for example, they cover confidentiality and privacy, equal opportunities, health and safety, abuse policies, lone working practices, activity planning and reviews and risk assessment and management. I have a responsibility to read the organizations policy and procedures thoroughly and integrate them into my practice. I should query any uncertainties and report any infringements. If I am uneasy about the practice of others within the organization or within any other agency I come into contact with, I must report to my line manager and seek advice. My manager has a responsibility to produce these policies and procedures ensuring they incorporate current legislation. Management ensures that staff and service users have easy access to them. Discussion and reflection of policies and procedures to ensure they are justified and explained to staff is encouraged. References. Elizabeth Bingham + . (2009). Social Care: Group Award Graded Unit. In: Heinemann HNC in Social Care. Edinburgh: Heinemann. 147. Elizabeth Bingham + . (2009). Psychological perspectives and Theories on development and needs. In: Heinemann HNC in Social Care. Edinburgh: Heinemann. 86-89. http://dictionary.reverso.net/english-cobuild/prejudice http://www.learningdisabilities.org.uk/media/news-releases/newsreleases-2005/14-july-2005/?locale=en

An Essay Plan on the History of High Heels Essay

The aim in this essay plan is to identify classes and gender of high heel shoes. It also aims to construct in cultural terms why high heels has developed and remained a paramount accessory, its reasons why high heels shoes were made, and its representation in both gender. I also intend to frame how man perceives high heels that were worn by woman from the 17th century. Finally, I would present the evolution of high heels as it changes from time to time. Introduction During the late sixteenth century, in Western Europe the appearance of footwear has been established by June Swann’s meticulous research. However, a crucial question surfaced after several improvements were added to the high-heeled shoes. Why do high heels emerge as an item of fashion at that time? I shall also give the complex range of culture from which high heels derived. The discussion on the general impact that high heels have in identity, class and gender shall be explained. The high heels had become a symbol of wealth, style and status worn by men, women and children, of the upper classes. Europeans became interested in these cultures for a range political, social and commercial reason. I shall be using â€Å"Shoes†, a book written by Giorgio Riello and Peter McNeil. In 1533, it was the wedding of Italian born Catherine de Medici with the Duke of Orleans in France that brought high heels in popularity for women. Ladies can thank this forward fashion royal who insisted on having heels made for her in Florence prior to the wedding. The 14-year-old challenged bride set the rage in Paris for the new â€Å"It† shoe. Development The high heel emerged as an exclusively feminine form of footwear by the early eighteenth century and this shift show changes in notions of gender. In the aristocratic society, high heels became objects of scorn when reduced to only a few millimeters as the upper class conformed to a more controlled esthetic favored by the middle class. The reemergence of high heels during the middle century challenged the respectable women on many levels in respect to their confinement. Why does man wear high heels in the past? Since the late 1700s, men’s shoes have had primarily low heels although high heels originated in France as male footwear around 1500. A notable exception is cowboy boots, which continue to sport a taller riding heel. The two-inch Cuban heel features in many styles of men’s boot, but was popularized by Beatle boots, famously worn by the English rock group, The Beatles, which saw the reintroduction of heels for men. In the 1970s, there was also a brief rising in higher-heeled shoes for men. It provides a tantalizing evidence of the private aspects female body in public. Heels are a staple in the chic urban woman’s wardrobe, but this was not always the case. In 1500, it was men, descendants of European nobility, who began to wear heeled shoes in order to keep their feet in stirrups when horseback riding. Although there are some references to heels in history prior to this, this is when it become popularized for men of the courts and the term â€Å"well heeled† came about to suggest being wealthy or able to afford the costly shoes. What does red high heels shoes represents in the 17th century. Since Louis XIV was rather short, he wore heels and soles, which were raised with cork, and were covered with red leather. Until the French Revolution, these red heels and red edged shoes remained a privilege for the French nobility. Madame de Pompadour, Louis XIV’s fashion-loving, trend-setting mistress, fell in love with red a half-century after the Louis who wore the red heels. She moved red from Versailles velvets to simpler cotton and chintz. In her various chateaus, she covered sofas and beds with red-colored stripes and prints. Quote: â€Å"†¦man’s red high heels, while already an established fashion, became a regulated expression of political privilege. † (Riello and Peter McNei 2006). This quote establishes a type of perception heels are giving men wearing them. It means that men in red high heels are being looked up in the society as someone regulated by a political privilege as it usually being wore by men in court and nobility, taking for example King Louis XIV who was the one who established wearing red high heels in court. High heel shoes are believed to have transformative powers to make the women who wear them into the women they seek to be. With a full closet of possibilities, a woman’s fantasies can be worn at will, or kept in reserve for possible future times of need. High heel shoes represent hope. â€Å"†¦The high heel’s popularity among women was related to its ability to present the fiction of a diminutive†¦Ã¢â‚¬  (Riello and Peter McNei 2006). This quote is about how these high heels worn by women has affected its semblance in the society. Women maybe of a low class but wearing a high heels has no longer become a necessity but rather a symbol in society depending on how the wearer wants to be perceived. Here I will discuss how women use fashion to influence men through the exploitation of men’s sexual desire. â€Å"†¦ Like false ambition in men, from a love of power. † (Wilson 2005). In this quote, it tries to express that women in heels provokes men sexually and physically. The wearing of high heels treats men’s sexual desire, as women are treated sex symbols in society especially by those who provocatively use high heels as a seduction. The representation of high heels has become increasingly eroticized because the higher the heel the greater the show’s association with sexuality. Fashion photography has linked pornography and high heels as part of an erotic imagery. It also has the capacity to signify values it even shaped and constructed the female status, desirability and self-representation. It does establish only femininity but also sexual allure. The â€Å"flapper† who suggested sexual availability by wearing highs, shockingly short skirts, and make up such as rouge and lipstick, which until the 1920s had been signifiers of prostitution†¦Ã¢â‚¬ (Riello and Peter McNei 2006). In the post-modern context of the 1980s, the feminist rejection of fashion started to lose much of its grassroots support. The idea that fashion, specifically sexy shoes, were not simply oppressive but offered pleasure to women became more widely accepted (Gamman 1993). Critics argued that fashion can be an experiment with appearances that challenges cultural meaning. In the early 1980s, this change of heart about high heels perhaps was provoked by counter-cultural street fashion. Moreover, feminist debates about pleasure and female desire, which indirectly changed the way fashion was understood. Western women now claimed they were wearing high heels for themselves and that heels gave them not only height but also power and authority. From a 16th century Italian, high-platform shoe called the chopine, women’s and men’s elevated heels evolved. Practical versions of the chopine, called pattens, made it easier to walk on muddy pathways before the advent of sidewalks and curbs. Because chopines raised both the heel and the toes above the ground, walking was difficult, and so, after two centuries on stilts, the sole was lowered while the heel was left standing. Thus the high-heel was born, an evolutionary hybrid. As technology evolved, shoes also evolved depending on the current needs of women in work and society. The culture of shoes in general affects how women of today are perceived and represented. Some may have been criticized and scorned but I never stopped them from improving according the needs that women are expected to present themselves in public. While some may be conservative, others are a bit provocative and thus reflect the idea of prostitution by the wearer. In the 19th century, high-heeled shoe became the top style to own although Europe brought the new trend for high heels. America was not far behind in becoming of style because in 1888, the first heel factory in the United States opened. Making it unnecessary for women to import their shoes from Paris. Women in the early part of the 20th century favored sensible shoes but in the 1920s, legs and feet were suddenly on display and shoes needed to be as beautiful as they were practical. The women of today believed that wearing high heels makes them more women to themselves than wearing flat shoes because it enhances beauty and personality. In a cultural sense, women of today have earned their power and authority by the stature they pose in the society and these high heels has contributed to that perception. Conclusion To conclude, the cultural changes of shoes affect how the women of today were perceived by the society. Originally, high heels were created for both sexes but women are more empowered to wear high heels than the men do. The kind of impact high heels have on woman and man from the 17th century to now dwells more on the societal functions. Women in the 21st century have more shoe choices than ever before. From athletic wear to high heel, women can choose to wear what they want, even hybrid shoes such as â€Å"heeled† tennis shoes and flip-flops. What is certain is that heels have not disappeared. It continues to evolve and match with the current trends in fashion wear. Dress and shoe should always go along together to match up the affair or the function of the wearer. Some women are even going under the knife to shorten their toes or inject padding into the balls of their feet to allow their feet to fit more comfortably into a pair of stilettos. Though this is already an obsession but the women never stopped from daring into where it would get them physically. While these may be oddities of fashion, they gesture toward an exciting array of fashion choices women have today. The high heels are of different varieties that women could choose depending on their types of confidence level and their position in the society and their financial capabilities as well. Shoes are made not only for comfort but it reflects a much higher degree of sense as it involves culture and history. It presents the issue of high heels as a tool in getting into a privileged world or reflects a negative perception of sexuality. It will now depend on how the wearer shall carry oneself in public, strutting his or her favorite footwear. Works Cited Gamman, Larraine. â€Å"Self-Fashioning, Gender Display, and Sexy Girl Shoes: What’s at Stake—Female Fetishism or Narcissism? † Shari Benstock and Suzanne Ferriss, eds. New Brunswick, New Jersey: Rutgers University Press. (1993) Giorgio, R. And Peter, M. , â€Å"Shoes,†, Oxford: Berg. ( 2006) Wilson, Nigel Guy. Encyclopedia of Ancient Greece. New York, New York: Routledge. Retrieved from: http://books. google. com/books? id=-aFtPdh6-2QC. (2005)

1996 Ap Us History Free Response dbq Essay

Throughout the period 1801-1817, the government was ruled by the Jeffersonian Republican party, whereas the Federalist Party began to slowly fade away from public view. The Jeffersonian Republican party, led by Thomas Jefferson, professed to favor a weak central government through the support of more states’ rights, â€Å"†¦that the states are independent†¦ to†¦themselves†¦and united as to everything respecting foreign nations.† (Document A). On the other hand, the Federalist Party, previously led by Alexander Hamilton, espoused the idea of a strong central government. The characterization of these two political parties during the presidencies of Jefferson and Madison were inconsistent with the professed position in the 1790’s.The Jeffersonian Republican party was founded on specific principles, presented and created by Thomas Jefferson’s ideal of the perfect government. The nation was thus divided into two ideals – the Jefferson ian Republicans and the Federalists – but as Thomas Jefferson rose to power, the Federalists ideals and influence began to fade. During the Tripolitan War, Jefferson used mostly the navy to fight and win the war, because of Jefferson’s belief of a strong standing army was an invitation towards dictatorship. Specifically, the â€Å"mosquito fleet† was used because of its size and maneuverability. The â€Å"mosquito fleet† was also lightly funded because of the Jeffersonian Republicans’ belief in a minimal navy, but it provided sufficient protection for the American shores. Three years after the Tripolitan War, the Embargo Act was enacted to avoid yet another war, which was the reason for Jefferson’s pressure on Congress to pass it. The Embargo Act, however, was an example of Jefferson’s Jeffersonian Republicans’ â€Å"strict constructionist† ideal because a compromise in the Constitution stated that Congress had the power to regulate foreign trade. Jefferson’s main goal was to avoid war, but the Embargo Act only delayed what seemed to be the inevitable. The Embargo Act caused a complete boycott of British and European goods, and it was supposedly an ultimatum for the discontinuation of British and European harassment of American shi ps. The Embargo Act in turned backfired, because it hurt the merchants through the discontinued trade with superpower, Great Britain and other European countries, and was three times more costly than war itself. On the other hand, the Embargo did have positive attributes because the merchants began to develop domestic manufacturing, which slowly made the United States economically independent  from other countries’ economies. Ironically, Jefferson’s Embargo Act did cause an economic ripple in Europe, but the American people were too impatient to reap its â€Å"bountiful† yield. The Federalists obtained the title of being â€Å"loose constructionists.† The Jeffersonian Republicans’ rational of the Constitution was if it did not grant, it forbade. President Madison vetoed the Internal Improvement Bill (soon to be known as the American System) because â€Å"†¦seeing that such a power is not expressly given by the Constitution.† (Document H) President James Madison further defended his position by stating the success of the Constitution depended on the cooperation of the federal and state governments. (Document H) Thus President James Madison upheld the ideals of the Jeffersonian Republican of a strict interpretation of the Constitution and the conservation of states’ rights, even though he was the person to first propose/develop, the soon to be known, American System – later made popular by Henry Clay in 1824. The Jeffersonian Republicans wanted to avoid the Federalist ideals of â€Å"Congress has power to create a dict ator,† but the pressure from the American people and being the President of the United States caused certain members of the Jeffersonian Republicans to be steadfast on only several governmental and national topics. (Document D) As certain members, Thomas Jefferson and James Madison, of the Jeffersonian Republicans rose into a higher leveled power, their ideals began to fade and mix with Federalists’ views. During Jefferson’s second term as president, Jefferson’s â€Å"reasons† â€Å"†¦tells me that civil powers along have been given to the President of the U.S†¦Ã¢â‚¬  (Document B). In four years time, Jefferson switched from his Jeffersonian Republicans’ view to the Federalists’. Furthermore, as Jefferson urged the removal/impeachment of Supreme Court justice, Samuel Chase, Jefferson was – at the same time – further empowering his own governmental position. The Embargo Act postponed America’s war with foreign European nations and developed the United States’ domestic manufacturing. On the other hand, the Embargo Act was quickly pushed through Congress by Thomas Jefferson, but the Embargo Act was never approved by the individua l states. So, the Embargo Act was a federal policy and not a policy passed by the states. The abolition of the slave trade also expressed Jefferson’s indirect favoritism towards the Federalist policies. The method  of which Jefferson obtained the abolition of the slave trade was against the Jeffersonian Republicans principles. The states did not have representation in the decision upon which to abolish the slave trade because Jefferson pushed the policy through Congress for a permanent ban on the slave trade. Similarly, the War of 1812, occurred during Madison’s presidency, was not supported by all American, and therefore was one of the many factors that caused America to suffer one of its most humiliating defeats. John Randolph, who was a Democratic Republican, began to state the obvious near the end of Madison’s presidency, â€Å"†¦the present government have renounced the true republican principles of Jefferson’s administration.† (Document F) The Jeffersonian Republicans were feeling the pressure of addressing national issues at different angles and they could not remain solid on their original ideals, â€Å"Their (Jeffersonian Republicans) pri nciple now is old Federalism.† (Document F) In a sense, Thomas Jefferson was slowly replacing his own political party ideals with Federalist ideals. The Jeffersonian Republicans was not the only political party to sway from its ideals. The Federalist, Daniel Webster, stepped aside from the common Federalists ideal. In Daniel Webster’s speech to the House of Representatives on the conscription bill, he strongly opposed the conscription bill. (Document D) What was his reason for such opposition, even though he was a Federalist? Thus, the Jeffersonian Republicans were not the only political parties to lean away from their political ideals, Federalists did also. The Louisiana Purchase further exemplified Thomas Jefferson’s growing detachment from his Jeffersonian Republican ideals. Where did it strictly say in the Constitution that Jefferson could buy land? It did not. Thus, Jefferson adopted the Federalist ideal of â€Å"loose construction† through buying land to expand America’s power, even though Jefferson contemplated if the purchase was unconstitutional. Similarly, the Federalists were also changing views, for the Federalist opposed the Louisiana Purchase – even though it would increase the federal government power. The underlying purpose of the Federalists’ opposition towards the Louisiana Purchase was mainly on political grounds. Through the United States doubling in size, the influence of the much faded Federalist ideals would further weaken because the Federalists were already out of office and faced steadily diminishing influence in American society. Thus, in a respect, the Federalist ideas did not begin to fade from public view  after John Adams was voted out of office, but instead was expressed to the public through the opposing party’s top officials, Thomas Jefferson and James Madison. The characterization of the two parties did not remain accurate during the presidencies of Jefferson and Madison because of the pressure during the possession of the high powered position changed the views of the Jeffersonian Republican leaders, â€Å"laws and institutions must go hand in hand with the progress of the human mind.† (Document G) During Jefferson’s and Madison’s term as president, the single-minded ideal of the Jeffersonian Republican did not withstand the influence of the Federalist ideas on several government issues. Thus, Jefferson’s and Madison’s term as president was a melting pot of both Jeffersonian Republican and Federalist ideas. None of the two presidents were able to continually uphold the Jeffersonian Republican idea through their presidency. However, the War of 1812 – known as the Second War for Independence – would cause an upsurge of nationalism in the upcoming years during James Madison’s term as pr esident and bringing America closer.

The Modern Epic of Batman Essay - 731 Words

An epic is a long narrative poem that tells the exploits of an epic hero. Epics are comprised of an epic hero and an epic battle between good and evil. The earliest known epic today is The Epic of Gilgamesh. This tale is about Gilgamesh’s search for eternal life. Although epics have been around for thousands of years, the epic tradition still has an enormous impact on modern writing and film. In fact, Batman, a story about Bruce Wayne trying to conquer all criminals in Gotham, can be seen as modern epic. An epic must have a vast setting, start â€Å"in medias res† and consist epithets. In The Epic of Gilgamesh, he travels to an island that no human has ever been before and farther into the unknown world similar to how Bruce Wayne is released†¦show more content†¦Heroic heroes, Batman and Gilgamesh, perform numerous brave deeds. Before Bruce becomes Batman, he receives expert training from the League of Shadows high in the mountains where he learns how to disapp ear, face his fears, and become more than a man. In the Iliad, Achilles has the same concept of a special weapon, his armor. In both of Batman and Gilgamesh’s’ lives, they experience a tremendously traumatic event that changes their outlook on the world and life. Batman, Bruce Wayne, watches his parents be murdered in front of his own eyes as a young child and then blames himself for their death for his entire life, until he is taught to forget the past and make the future. Gilgamesh also had someone close to him die, his best friend. An epic battle is a fight between good and evil. In the battle, the epic hero and his enemy fight for their countries or their damsel in distress. Battles are in an enormous scale, involve supernatural weapons, and the universe is involved. Ferries and the entire city of Gotham are the victims of the fights among Batman and the Joker. When the Joker and Batman engage in hand to hand combat, Batman must go through various stories of the building and get past all of the Jokers men without being killed. Throughout the entire film, Batman and the cops try and take down the Mafia and cut off their money supply and the drugShow MoreRelatedEssay Beowulf and Batman622 Words   |  3 PagesThere are many similarities between Batman- a modern day hero making use of his intellect, modern technology, and detective skills on crime and warfare and the classic hero, Beowulf- who travels great distances to prove his strength against his enemies, even at impossible odds. For example, the simplest be ing that they are both heroes working towards the common good, saving others without twice thinking of their own safety. 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In The Epic of Gilgamesh, Gilgamesh becomes a hero for fame and immortality, while in Batman Begins; Bruce Wayne becomes a hero to avenge the deaths of his parentsRead MoreAnalysis Of Tim Burton s The Brilliant Joker Essay1588 Words   |  7 PagesNicholson’s brilliant Joker as he laments in Tim Burton’s classic 1989 film, Batman, â€Å"Where does he get those wonderful toys?† The average person may not be villainously inclined, but one can certainly relate to having their best laid plans constantly being thwarted. Though, to be fair, probably very few people would take issue with someone as awesome as the Batman getting in their way. Despite being a mere mortal, Batman and his fellow graphic novel heroes serve as present day gods akin to the ancientRead MoreLook, Up On The Screen!: The Popularity Of Superhero Films875 Words   |  4 PagesLook, Up On The Screen!: The Popularity Of Superhero Films A common trend in modern day film is the recent popularity of movies based on comic-book superheroes. This trend has the potential to become very commonplace or eventually fizzle out in the near future. The superhero film genre has existed for over 20 years, but didn’t grow to epic proportions until the 2000 release â€Å"X-Men†. The popular characters of the Marvel magazine had been confined to comics or television because the effects requiredRead MoreCritique Analysis Of Beowulf753 Words   |  4 PagesCritique Paper – Beowulf In the epic Beowulf, the main character Beowulf possesses all the qualities of a hero during the Anglo Saxon Era. He demonstrates his courage, loyalty, wisdom, and strength but are these qualities enough to consider him a hero by the standards of today? Beowulf has qualities that strong heroes have but didnt struggle to get them because he was born with it. He has many adventures, like fighting Grendel and other monstrous creatures but was very sure of himself. He was