Substance abuse term Essay Example | Topics and Well Written Essays - 3000 words

Substance misuse term - Essay Example It isn't clear why a few people create liquor use issues and others don't, despite the fact that there is a solid hereditary connection. At first, liquor is regularly used to relieve agony or shroud frailties. After some time, misuse and reliance can create. Numerous individuals frequently neglect to comprehend the contrast between liquor misuse and liquor reliance. Liquor misuse happens when you over and over beverage liquor despite the fact that it causes huge issues throughout your life. Misuse disturbs your connections, makes you miss work (regularly because of aftereffects), and disregard individual and work commitments. It can prompt lawful issues, for example, being captured for muddled lead or drinking while at the same time driving. You don't need to drink every day or drink a lot of liquor to have a maltreatment issue. While if liquor misuse proceeds, it can prompt reliance - a physical and enthusiastic dependence on liquor. You will most likely be unable to stop drinking a ll alone, in any event, when you need to. With reliance, you feel constrained to drink, and it commands your life. You may design your exercises around liquor and may drink covertly or conceal the sum that you drink. After some time, it will take bigger measures of liquor before you feel its belongings. You may get fractious, begin to regurgitation, sweat and shake when you can't drink or attempt to stop all alone. Liquor Alcohol misuse can be available if these side effects exist: One of the early indications of a liquor issue is having power outages timeframes where you were alert yet don't recall what happened while you were drinking. For instance, you are harmed while drinking yet don't recall how it occurred. Having unexplained wounds identified with liquor use or keep on drinking in spite of the issues it causes. The individual may likewise turn out to be truly forceful when inebriated. Numerous individuals who misuse liquor deny they have an issue and see themselves as social consumers since they don't drink each day. Liquor misuse can create in a brief timeframe or continuously over your lifetime. To start with, your drinking may not seem, by all accounts, to be any not the same as the manner in which others drink. A few people drink just incidentally yet drink a great deal (gorge consumers), which can prompt liquor misuse. After some time, your drinking may turn into a route for you to feel typical or to adapt to life's issues. There are sure hazard factors which increment the possibility of liquor misuse. Having a family ancestry - this incorporates a hereditary connection - and introduction to liquor at a spot where the individual grows up. Utilizing liquor at an early age ends up being hazardous in light of the fact that the prior the introduction, the higher the danger of creating liquor use issues as a grown-up. Utilizing or manhandling different substances, for example, nicotine, unlawful medications, or doctor prescribed meds may likewise build maltreatment of liquor. Psychological sickness - Bipolar Disorder Bipolar Disorder is a psychological sickness where an individual's mind-set switches back and forth between extraordinary lunacy and sorrow. Bipolar confusion is likewise called hyper burdensome disease. At the point when hyper, individuals with bipolar confusion feel strongly cheerful, grandiose, lively, and crabby.

Mba Syllabus Essay Example

Mba Syllabus Essay Most extreme Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 4| 0| Learning Outcomes: * On finishing of the prospectuses, the understudy will comprehend the essential Principles of Management and their application in cutting edge business at various layers of association in order to see how to run an association easily and proficiently. * A top to bottom information about working of an association. * Student will likewise get sharpened about new and contemporary advancements in the field of the executives. UNIT-I Introduction to Management: Definition, Process, Functions of Management. Development of Management considerations †Contribution of F. W. Taylor, Henry Fayol, Elton Mayo, and Hawthorne examines. Arranging: Planning Process, Types of Plans Organizination: Form of Organizination,Line, Lineamp; Staff amp; Functional Authority. Range of Control Business and its highlights. Kind of Business and Forms of Business Organization. UNIT-II Staffing: Recruitment, Selection, Induction, Placement and Training. Force and Authority: Delegation of Authority, Centralization and Decentralization of Authority, Difference among Power and Authority Dynamics of Motivation: Contribution of Maslow and Herzberg to the hypothesis of Motivation. Controlling: Types of control, Process, Requirement for Adequate control, Performance Appraisal :Need, Method of evaluation (Traditional and Modern ) Leadership and its Styles . UNIT-III Casual Groups and their importance in the present financial situation Corporate Social Responsibility: Issues and Concerns Relevance of Creativity ,Innovation and Jugad in the new Economic System. Diverse administration amp; Enterpenureship. Idea of comprehensive Growth. Suggested TEXT BOOKS 1. Ghuman Karminder and K Aswathappa, Management Concepts, Practice and Cases, Tata McGraw Hill, New Delhi 2. Koontz, ODonnell, Weigh rich: Essentials of Management, Tata Mcgraw Hill , New Delhi. 3. We will compose a custom exposition test on Mba Syllabus explicitly for you for just $16.38 $13.9/page Request now We will compose a custom exposition test on Mba Syllabus explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom paper test on Mba Syllabus explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Stoner, Freeman, Gilbert Jr. : Management, Pearson instruction, New Delhi. NOTE FOR THE PAPER SETTER The schedule has been partitioned into three units. Paper setter will set 3 inquiries from every unit and 1 mandatory inquiry spread over the entire schedule comprising of 5 short answer questions. Obligatory inquiry will be put at number one. Up-and-comer will be required to endeavor 6 inquiries in all including necessary inquiry and choosing not multiple inquiries from every unit. All inquiries convey equivalent imprints. MBT 402: MANAGERIAL ECONOMICS Greatest Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 4| 0| Learning Outcomes: On culmination of the schedule this seminar on Managerial Economics will give comprehension of: * Fundamental ideas and hypotheses of Economics and their application to the diverse practical regions of business the board and business dynamic for better yield direction and effectiveness. * It will give information about the ideas of versatility of interest, and economies of scale for business development. The information about the interest projection and value conduct will assist understudies with adopting a sensible forward business getting ready for the purpose of dependability and development. Unit-I Traditional and Modern meanings of Managerial Economics dependent on the ideas of shortage and improvement. Use of financial ideas of the ideas of Cost, Opportunity Cost, Incremental Cost, Revenue and Profit. Basics of Demand: Demand Function, Determinants, Law of Demand and its Exceptions, Change in Demand, Kinds of Demand and Network Externalities in Market Demand. Request Forecasting, Elasticity of Demand, Price Elasticity of Demand, Degrees, Determinants, Measures, Income Elasticity of Demand, and Cross Elasticity of Demand. Purchaser Behavior:: Theory of Utility, Concept of Marginal Utility, Law of Diminishing Marginal Utility, Law of Equi-Marginal Utility and Indifference Curve Analysis: Properties, Budget Line, Determination of Consumer Equilibrium, Explanation and Measurement of Price Effect, Income Effect and Substitution Effect. Unit-II Creation Analysis: Production Frontier, Short run and Long run Production Function, Iso-quant Curves, Producer Equilibrium, Optimal Combination of Inputs and Economies of Scale. Hypothesis of Cost and Revenue Analysis: Cost and Revenue Concepts: Long Run and Short Run Cost Curves, Traditional and Modern Theory of Cost: Relationship between Total Revenue, Average Revenue and Marginal Revenue. Market Structure: Perfect Competition, Monopoly, Monopolistic Competition and Oligopoly, Firms Goals: benefit boost, deal augmentation, business development and positive attitude advancement. Unit-III Macro Economics: Concept of National Income, its Methods of Measurement, and Circular Flow of Income.. Traditional Theory and Keynesian Theory of Employment: A near investigation of Classical and Keynesian Theory of Employment with respect to their Assumptions, Characteristics. Keynesian Tools Consumption, Saving venture and Multiplier. Business Cycles Fiscal and Monetary Policies. Expansion: Concept, Causes and Theories of Inflation. Course readings 1. Ahuja, H. L. Macroeconomics, Theory and Policy, S. Chand amp; Co. , New Delhi. 2 Chopra, P. N. (2010). Administrative Economics, Kalyani Publishers, New Delhi. 3 Dwivedi, D. N. , Managerial Economics, Vikas Publications, New Delhi. Reference Books 1. Peterson and Lewis, Managerial Economic, Prentice Hall of India, New Delhi. 2. Salvatore, Dominick and Ravikesh Srivastava (2009). Administrative Economics: Principles and Worldwide Applications, pp. 1-13, Oxford Univ. Press, New Delhi. NOTE FOR THE PAPER SETTER The prospectus has been isolated into three units. Paper setter will set 3 inquiries from every unit and 1 necessary inquiry spread over the entire prospectus comprising of 5 short answer questions. Necessary inquiry will be set at number one. Up-and-comer will be required to endeavor 6 inquiries in all including obligatory inquiry and choosing not multiple inquiries from every unit. All inquiries convey equivalent imprints. MBT 403: QUANTITATIVE TECHNIQUES FOR MANAGERS Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 3| 2| 0| Learning Outcomes: On finishing of the schedule, the understudies will have the option to: * Solve different scientific issues dependent on Compound premium, devaluation, annuity and so on to be applied in business the executives. * Understand the idea of likelihood, change and blends, which will be useful to him in tackling different business related issues. * Learn scientific and measurable procedures that guide in the comprehension of money related choices including premium, annuities, ventures and so forth. Unit: I Job of Mathematics and Statistics in Business Decisions: Compound intrigue, deterioration and annuities, Arithmetic Progression amp; Geometric Progression Matrices and Determinant: Concepts of Matrices, Type, Adjoint and converse of a Matrix: Concepts of Determinants, Solution of Simultaneous Linear Equations of two and three factors utilizing Matrix opposite Techniques and Cramer’s Rule, Business Applications. Unit: II Information about different factual procedures like, Measures of Central Tendency: Mean, Median and Mode Measures of Dispersion: Range Quartile Deviation, Mean Deviation, and Standard Deviation and Coefficient of Variance. Skewness amp; Kurtosis: Concept and Measures Correlation Analysis: Rank Method amp; Karl Pearsons Coefficient of Correlation Regression Analysis: Simple, Partial amp; Multiple relapse. Fitting of a Regression Line. Unit: III Permutation and Combination Hypothesis of Probability Binomial Distribution, Poisson dissemination and Normal circulation. List Numbers, Time Series Analysis, Decision Tree will empower an understudies to have a brief look at different factual procedures to be utilized with the end goal of dynamic and estimation of different factors. Course readings: 1. Gupta, Statistical Methods, Sultan Chand, New Delhi. 2. Levins amp; Krehbiel, Business Statistics, Pearson Berenson, Prentice Hall, India. 3. Levin amp; Rubin: Statistics for Management, Prentice Hall India, New Delhi. 4. Sancheti amp; Kapoor, Business Mathematics, Sultan Chand, New Delhi. NOTE FOR THE PAPER SETTER The prospectus has been separated into three units. Paper setter will set 3 inquiries from every unit and 1 mandatory inquiry spread over the entire schedule comprising of 5 short answer questions. Obligatory inquiry will be set at number one. Up-and-comer will be required to endeavor 6 inquiries in all including necessary inquiry and choosing not multiple inquiries from every unit. All inquiries convey equivalent imprints. MBT 404: ACCOUNTING FOR MANAGERS Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 3| 2| 0| Learning Outcomes: On fruition of the schedule, the understudy will have: * Understanding of the fundamental Principles of Accounting, Accounting Standards, Reading and Analyzing Balance sheets and its application in cutting edge business * Knowledge of ideas those are useful in monetary dynamic and so on * Knowledge about new and contemporary advancements in Accounting. * Understanding of the utilization of bookkeeping essentials to business associations and different administrative procedures in an association. UNIT-I Concept of Book-Keeping and Accounting Fundamentals. GAAP and International Accounting Standards Financial Accounting: Fundamentals ideas and shows, idea of Double Entry System Journal ' Ledger and Trial Balance Trading amp; Profit Loss Account Balance Sheet UNIT-II Financial Statement Anal

Personal Inventory Essay - 825 Words

Personal Inventory (Essay Sample) Content: Personal InventoryStudentà ¢Ã¢â€š ¬s NameInstitutional AffiliationPersonal InventoryA personal inventory is an important tool for mapping out educational and career progression. It enables streamlining of the learning curve facilitating speeding up of career progression. This essay details my personal inventory delineating characteristics, strengths, and personal traits. It will also detail the collective lessons learned so far with regards to technology and its influence on learning capabilities. Finally, it spells out the learning path meant to empower my educational and professional life. Analysis indicates that while appropriation of technology in learning is both advantageous and disadvantageous, the pros outweigh the cons by far.Personal Traits, Strengths, and CharacteristicsOne of my defining characteristics is that I am highly motivated and goal-oriented. I am also very ambitious. My dream is that in the near future, after the completion of my bachelor's, I w ill work in one of the high-end accountancy firms in Dubai. I had to relinquish my well-established business in Dubai to chase this dream by prioritizing my studies over career advancement. I reckon not many people would have made that kind of a sacrifice. My determination to strengthen my educational background for better career advancement in the future is what propels me and keeps me highly motivated. My goals are well stated in myÂpersonal statement that I keep and refer to every once in a while. I also have a strong business and work ethics. I am hard working and believe in fair competition. My running of the business inculcated and strengthened these traits. Crucially, it afforded me an opportunity to relate theoretical knowledge and practical experience. Hence, I believe that I am better placed and have the necessary know-how to succeed in a competitive business environment.I reckon that I am also initiative-taking and experimental as exemplified by my setting up of a bus iness venture even while still pursuing my studies. I believe in my capabilities. I fancy myself as a person who can multi-task since I possess leadership and managerial skills. I only relinquished my business because I needed the finances to facilitate my transition and educational progression and not because it was flailing. Another of my core strengths is that I am well versed in accountancy. I am also interested in accountancy as a profession. This makes learning easy for me and, I believe, it is the reason I excel in the accountancy program. Due to this academic prowess I am considering doing my masters and doctorate degrees in the foreseeable future and even pursuing academia.Collective Lessons LearntDuring the program, we were tasked with posting and participating in online discussions on the effects of technology on learning and learning capabilities. From the debates, I learned that while technology enhances and inhibits our learning, it does not do so proportionately. In m ost instances, it enhances learning more than it inhibits (Hill et al., 2014). I learned that technology is vital to enhancing the learning experience as it affords students countless resources from which to derive knowledge and information. There are hundreds of research databases from which one can get quality, peer-reviewed online articles. Technology makes sourcing for information easier and cheaper (Hill et al., 2014). Additionally, technology improves learning experience as it makes accessing of information instantaneous. It also enhances connectivity. Through social media platforms such as Facebook and Twitter and other online forums, students, and their instructors can engage in formal and informal contexts. Furthermore, technology enables automation of services and learning of life skills such as socializing and netiquette that would otherwise not have been taught in class (Hill et al., 2014).I also learned that technology can adversely affect learning. Its major undoing is that it may distract learning especially when students appropriate it for other uses other that academic during academic learning sessions. A student may be tweeting and using Facebook while the lecturer is teaching. The other forms of inhibitions include facilitating disconnect between real and fancy lifestyles, encouraging academic dishonesty during tests and availing lots of alternative, poor quality sources of information (Hill et al., 2014).Learning Path and Influence from Technology and Digital InformationAs is evident, my academic and career progression is hugely reliant on technology. My learning priorities at the moment are to acquire as much theoretical and practical knowledge as I can. The academic qualifications will enable me to land a lucrative job opportunity. I intend to proceed with higher education later on. I am keen to generate knowledge in the field of accountancy...

Reasons for US intervention in Syria

Why does the United States feel the need to intervene in the current Syrian unrest? On November 22, 2017, Russian president Vladimir Putin unveiled plans for a Syrian peace congress, intended to finally end the six-year civil war inside Syria. To get to this point, Putin conducted talks with Turkish President Recep Erdogan  and Iranian President Hassan Rouhani, after conferring with Syrian President Bashar al-Assad. Although Putin did speak about the proposed actions with Saudi Arabias King Salman, Israels Benjamin Netanyahu, and US President Donald Trump, neither the United States nor Saudi Arabia has a role in this as-yet-unscheduled congress. It remains to be seen whether the Syrian opposition will. Civil War in Syria The conflict in Syria is along sectarian lines, with the majority Sunni party backed by the United States, Saudi Arabia, and Turkey, and the Shia Alawite party led by Assad backed by Iran and Russia. Extremist Islamist forces have also entered the fray, including the Lebanese Shia Islamist movement Hezbollah and the Islamic State. Arguably, the main reason the civil war in Syria has lasted as long as it has is that of intervention by external powers, including Iran, Saudi Arabia, Russia, and the United States. Perhaps as many as half a million people have been killed during the conflict—estimates vary widely. At least five million refugees have fled Syria to neighboring countries of Lebanon, Jordan, and Turkey. Russias armed intervention in 2015 and the military defeat of the Islamic state in Syria has led to the near-collapse of Assads opposition. US President Trump canceled the CIA program that supplied the rebels in July of 2017. Why Did the US Want to Intervene? The main reason for US intervention in Syria was the apparent use of chemical weapons by Assad outside the Syrian capital Damascus on August 21, 2013. The US has blamed the Syrian government forces for the deaths of hundreds of civilians in the attack, an accusation vehemently denied by Syria. A second chemical attack apparently took place on April 4, 2017, in Khan Sheikhoun, where 80 people died and hundreds suffered symptoms consistent with being exposed to nerve gas. In retaliation, US President Trump ordered an attack on a Syrian airfield where military sources suspected that the nerve gas had been launched. The use of chemical weapons is banned by international conventions, although the Syrian government is not a signatory. But in 2013, it was the prospect of appearing irrelevant that spurred then US President Obama into action, after two years of seeing US influence in the Middle East slowly erode with the changes brought about by the Arab Spring. Why is Syria Important? The US had other reasons to play a role in the Syrian crisis. Syria is one of the pivotal countries in the Middle East. It borders Turkey and Israel, has a close relationship with Iran and Russia, plays an influential role in Lebanon, and has a history of rivalry with Iraq. Syria is a key link in the alliance between Iran and the Lebanese Shiite movement of Hezbollah Lebanon. Syria has been at odds with US policies in the region practically since its independence in 1946 and has fought several wars with Israel, America’s top regional ally. Weakening Assad Weakening the Syrian regime has been a long-standing goal of successive US administrations down the years, with multiple layers of sanctions in place against the regime in Damascus.   But, a push for regime change would require a massive invasion using ground troops, an unthinkable option given the war-weary US public. Plus, many policymakers in Washington warned that a victory for Islamist elements among the Syrian rebels would be equally dangerous for US interests. It was also unlikely that a limited bombing campaign lasting a few days would really impair Assad’s ability to use chemical weapons again. The US would most likely have had to target a wide range of Syrian military facilities to significantly degrade Assad’s fighting capacity, sending a clear message that more damage could be inflicted at a later stage. Containing Iran, Reassuring Allies Much of what the US does in the Middle East has to do with its antagonistic relationship with Iran. The Shiite Islamist regime in Tehran is Syria’s chief regional backer, and Assad’s victory in the fight against the opposition would be a major triumph for Iran and its allies in Iraq and Lebanon. This, in turn, is unpalatable not only for Israel but also for the Gulf Arab monarchies headed by Saudi Arabia. Assad’s Arab foes would not forgive the US for handing Iran another victory (after invading Iraq, only to enable an Iran-friendly government comes to power). Trump Administration Policy Although it is currently unclear what the proposed peace congress will accomplish, US President Trump has signaled that he will maintain a US troop presence in northern Syria, the strongest remaining bastion of the Syrian opposition. Given the situation as it is today, it is far less likely today that the US goal of regime change in Syria will happen. Given Trumps relationship with Putin, it is also unclear what the current US goal is in the region.   Cold War Between Iran and Saudi Arabia Sources: Anonymous. 2017. Syria war: US launches missile strikes in response to chemical attack. BBC News. 7 April 2017Anonymous. 2017 Russia, Iran and Turkey agree to hold Syrian congress. Al-Jazeera. 22 November 201DeYoung K and Sly L. 2017. U.S. moves toward open-ended presence in Syria after Islamic State is routed. The Washington Post, 22 November 2017.Sanger DE, Schmitt E, and Hubbard B. 2017. Trump ends covert aid to Syrian rebels trying to topple Assad. The New York Times. 19 July 2017. Wintour P. 2017. Putin brings Iran and Turkey together in bold Syria peace plan. The Guardian. 22 November 2017.

Sexual Expression Defining Joyce’s Characters Essays

Sexual Expression: Defining Joyce’s Characters James Joyce uses sexuality throughout his works to establish an intimate and relatable bond between the reader and the characters in his works. All of Joyce’s works address issues in sexuality, which presents the idea that sexuality was of upmost importance to him. Given that sex is a large part of human existence, it is a good way to get the attention of the reader. A substantial amount of characters throughout Ulysses and A Portrait of the Artist as A Young Man are driven by sexual desire. In fact, there is so much sex throughout in Ulysses that â€Å"early publishers and critics refused to publish it because of its vulgarity; the sexuality featured in Ulysses was part of the claims that the†¦show more content†¦Leopold Bloom and his wife Molly Bloom have not engaged in sexual activity since the death of their son, Rudy Bloom, which was long over ten years ago. As an alternative, Bloom seeks other minor ways to please himself sexually throughout the day, mostly whi le he is in public. In â€Å"Calypso,† he admires a young woman in the butcher shop and hopes he can catch up to her when he is through making his purchase, but he fails miserably as his view of her becomes blocked. â€Å"To catch up and walk behind her if she went slowly, behind her moving hams. Pleasant to see first thing in the morning. Hurry up, damn it† (U4 170-73). Bloom also exchanges love letters with a woman named Martha. Martha has written in her letters that she dreams of meeting Bloom, but he constantly shuts her down and continues to deny her request. â€Å"Dear Henry, when will we meet? I think of you so often you have no idea† (U5 249). Bloom seems to pity him self when it comes to women and sexual relations. All he wants is sexual affection, but one of the only ways that he ever achieves that is through masturbation. It is prevalent that Bloom lacks sexual power. Bloom and Martha seem to have two different ideas of what they want from each othe r. Martha is extremely playful in calling Bloom â€Å"naughty,† while Bloom seems to get annoyed by Martha’s passionate suggestions. He wants to keep in touch with Martha, but he definitely does not want to meet her. This is Leopold Bloom asking to be wanted, becauseShow MoreRelated The Key Elements of A Portrait of the Artist as a Young Man Essay1853 Words   |  8 PagesThe Key Elements of A Portrait of the Artist as a Young Man  Ã‚  Ã‚  Ã‚  Ã‚   James Joyces A Portrait of the Artist as a Young Man provides an introspective exploration of an Irish Catholic upbringing. To provide the reader with a proper interpretation, Joyce permeates the story with vivid imagery and a variety of linguistic devices. This paper will provide an in-depth of analysis of the work by examining its key elements. The central theme of A Portrait of the Artist as a Young Man is Stephen DedalusRead MoreThe History of Modernist Literature2326 Words   |  9 Pagesnotoriously explicit about depicting sex. Indeed much of the history of Modernist literature involves censorship and legal embargoes against work which was deemed too obscene to be permitted general availability and Modernist novels ranging from Joyces Ulysses to Henry Millers Tropic of Cancer would have to overcome legal hurdles before they could be read. The importance of Paris as a center for publication activity cannot be understated here: both James Joyce and Henry Miller were able to haveRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesDiversity 40 Demographic Characteristics of the U.S. Workforce 41 †¢ Levels of Diversity 42 †¢ Discrimination 42 Biographical Characteristics 44 Age 44 †¢ Sex 46 †¢ Race and Ethnicit y 48 †¢ Disability 48 †¢ Other Biographical Characteristics: Tenure, Religion, Sexual Orientation, and Gender Identity 50 Ability 52 Intellectual Abilities 52 †¢ Physical Abilities 55 †¢ The Role of Disabilities 56 Implementing Diversity Management Strategies 56 Attracting, Selecting, Developing, and Retaining Diverse Employees 56 †¢

The Bildungsroman free essay sample

Great Expectations appears to be simply the story of Pip from his early childhood to his early adulthood, and a recollection of the events and people that Pip encounters throughout his life. In other words, it is a well written story of a young mans life growing up in England in the early nineteenth century. At first glance, it may appear this way, an interesting narrative of youth, love, success and failure, all of which are the makings of an entertaining novel. However, Great Expectations is much more. Pips story is not simply a recollection of the events of his past. The recollection of his past is important in that it is essential in his development throughout the novel, until the very end. The experiences that Pip has as a young boy are important in his maturation into young adulthood. These elements are crucial to the structure and development of Great Expectations: Pips maturation and development from child to man are important characteristics of the genre to which Great Expectations belongs. In structure, Pips story, Great Expectations, is a Bildungsroman, a novel of development. The Bildungsroman traces the development of a protagonist from his early beginningsfrom his education to his first venture into the big cityfollowing his experiences there, and his ultimate self-knowledge and maturation. Upon the further examination of the characteristics of the Bildungsroman as presented here it is clear that Great Expectations, in part, conforms to the general characteristics of the English Bildungsroman. However, there are aspects of this genre from which Dickens departs in Great Expectations. It is these departures that speak to what is most important in Pips development, what ultimately makes him a gentleman, and what determines his status as a gentleman. In Pips case, it is not throwing off the shackles of provincial life and having a lot of money. Wealth is not what makes Pip a gentleman. If that were the case, the novel would be over the moment that Pip received his expectations and headed off for London. Nevertheless, that event, the one that so greatly detours from the formula of the Bildungsroman, is merely the beginning of Pips development. It is ultimately the fact that Pip recognizes that he is good, not simply because of whom he is within the hierarchy of the English class system. Pip becomes good when he rejects the selfish worldly desires of money, property, and social standing, although he could have them, for the benefit of someone else. He also reaches his maturation when he recognizes the importance of his socially undesirable upbringing. This is the importance of the Bildungsroman and Great Expectations. Great Expectations is an autobiographical novel, as many Bildungsromane are. This is not to say that it is Dickens autobiography, it is actually the autobiography of a fictional character: Pip. Some of the experiences are indeed taken from Dickens own history. In fact, Dickens was aware of the autobiographical nature of Great Expectations. Fred Kaplan reports that From the start, [Dickens] had no doubt that [Great Expectations] would be autobiographical, and he soon reread David Copperfield to avoid repetition (432). Dickens also establishes it as a Bildungsroman or a novel of apprenticeship. Kaplan quotes Dickens from the time that he was writing Great Expectations that Pip was to be a boy-child, like David[Copperfield]. Then he will be an apprentice' (432). It is tempting, with this confirmation from Dickens that Great Expectations is autobiographical, for a reader to assume it is strictly Dickens autobiography. The fact that Dickens looked over David Copperfield again shows that he did not want to rewrite his life over and over. He simply extracted certain events or places to facilitate the believability of the plot and the protagonists development. In the Bildungsroman, the early, formative years of the young protagonist are important in his development. Usually the child grows up in a small, provincial town where he is relegated to a certain lot in life, as either a tradesman or other such occupation that he finds limiting and undesirable (Buckley 17). In Pips case, he grows up on the marshes of the Thames, outside of London, in a town which historians have determined is most likely a town based on the real town of Rochester (Kaplan 25). Here Pip lives with his sister and her husband, Joe Gargery. Joe is a blacksmith by trade, and it is assumed that Pip will follow in his footsteps and apprentice to Joe, with the expectation that he will take over the forge one day. These issues of home and position are crucial to Pips development throughout the novel. Pips family status is important in the novels classification as a Bildungsroman. From the very inception of Pips story, it is made clear that he has no father or mother. That Pip is an orphan is characteristic of the English Bildungsroman. Buckley writes, the growing child, as he appears in these novels, more often than not will be orphaned (19). He sees this as important in that the father figure who would be the strongest force in the boys development, is absent and therefore a formative force is gone (19), but Pips lack of an immediate family (Mrs. Joe is his sister, but at least twenty years older than him) is also a major point of Great Expectations as a Bildungsroman. Joe, the closest thing to a father that Pip has, is not a true father figure. He is more of a friend. Joe does care for Pip much like a father: [Joe] always aided and comforted me when he could, in some way of his own, and he always did so at dinner-time by giving me gravy (43-44; ch. ). Pip knows that Joe cares for him, but his only evidence is Joe giving him gravy. Usually a father is seen as someone strong and significant, yet Pip associates Joe with something as insignificant as the gravy. Pip even remarks that Joes station and influence were something feebler (if possible) when there was company (43; ch. 4). The phrase if possible indicates that Pip sees Joe as weak, not typically characteristic of a father. Joe also confirms his standing as Pips friend. He tells Pip clearly that you and me is always friends (31; ch. ). Pip, from his eventual desire to escape his common trade, rejects Joe as a substitute father. Since he has no immediate family ties, he is freer than the average individual to pursue his development and his dreams of becoming a gentleman. Another aspect of the Bildungsroman present in Great Expectations is education. Although Pips education is meager, it opens up the proposition of new opportunities. He is sent to Mr. Wopsles aunts school. He does not receive the best of educations from Mr. Wopsles great-aunt. Pip says that she was a ridiculous old woman of limited means and unlimited infirmity, who used to go to sleep from six to seven every evening in the society of youth who paid twopence per week each, for the improving opportunity of seeing her do it (59; ch 7). In other words, Mr. Wopsles great-aunt does more sleeping than teaching. After all, this is an evening school designed for rural children who must work at home during the day and get some semblance of an education in the evenings. The fact that she went to sleep between six and seven negates any actual teaching on her part. However, Pip does get the basics of reading, writing and arithmetic from Mr. Wopsles great-aunts granddaughter, Biddy. Much of my unassisted self, and more by the help of Biddy than of Mr. Wopsles great-aunt, I struggled through the alphabet . . . . After that, I fell among those thieves, the nine figures . . . . [A]t last I began, in a purblind groping way, to read, write, and cipher (59-60; ch. 7). Pip himself deems his education as minor in the scheme of things, but it does instill in Pip a desire to learn and enables him to read and write. Regarding the Bildungsroman, this is phase one of Pips education and development as well as a stepping stone that assists him in his eventual goal of becoming a gentleman. Pips education also fulfills another of the characteristics of the English Bildungsroman in that he is unassisted. He is self-educated aside from his sessions with Biddy. Buckley writes that the protagonist of a Bildungsroman often creates new ideas from unprescribed reading (17). Education is important in the Bildungsroman, and it is not always academic. In Great Expectations, another part of Pips education stems from his experiences at Satis House with Miss Havisham and Estella. Here, Pip receives an educational glimpse of the importance of class distinction. It is here that Pip first becomes aware of the fact that he belongs to a specific class, the working class. The very first time that Pip is called to Satis House, he meets Estella. Miss Havisham tells Estella to play cards with Pip and her immediate reaction is: With this boy! Why, he is a common labouring-boy! (73; ch 8). Even later while they are playing, Estella comments on the elements of Pips appearance and demeanor that indicate his social standing: He calls the knaves, Jacks, this boy! . . . And what coarse hands he has. And what thick boots! (73; ch 8) Pip has never encountered such observations in his little world. He also has never had a close encounter with people of the upper class, like Estella and Miss Havisham, who are aware of the distinction, because Pip (at least in Estellas eyes) is the equivalent to any servant they may have working in the house. Pips world does not include these class distinctions. This is obvious from Pips comment that I had never thought of being ashamed of my hands before; but I began to consider them a very indifferent pair. Her contempt was so strong, that it became infectious, and I caught it (73; ch. 8). Pip learns a great lesson from Estella. He is humiliated by her rebuff and instilled with the knowledge that he knowledge of his lower place in society. He also, despite her contempt, begins to fall in love with Estella. From this love, he develops a desire to win Estella over. However, since he realizes that she sees him as below her because of his class, he consciously begins his journey toward adulthood and the life of a gentleman. This is generally the goal of the protagonist in a Bildungsroman. He tells Biddy about Estella, the beautiful young lady at Miss Havishams [who is] more beautiful than anybody ever was, and I admire her dreadfully and I want to be a gentleman on her account (133; ch. 17). His desire to become a gentleman makes Pip unsatisfied with the proposed life in the forge with Joe. Pip muses: I wished Joe had been rather more genteelly brought up, and then I should have been so too (75; ch. 8). From this point then, Pip is seeking something better and this search for gentility is what will eventually lead him on the rest of his journey. Since he has now become aware of the social inadequacy of his proposed lot in life, he seeks to escape the forge. Had he never visited Miss Havishams, Pip may have been utterly happy within the domain of the forge, but once he believes what Miss Havisham and Estella have taught him he begins to despise that life. Pip begins his apprenticeship with Joe but quietly wishes to pursue something better for himself. Pip gets his chance to become a gentleman in the next aspect of Great Expectations that is characteristic of the Bildungsroman. In most Bildungsromane, the young man leaves his provincial town for the big city. In Pips case, it is London, as is the case in most English Bildungsroman (Buckley 17). This trip to London is a result of an advantage Pip is afforded that most heroes of Bildungsroman are not. Pip is provided with an inheritance, as Mr. Jaggers, the lawyer, says, he will come into a handsome property' (141; ch 18). A mysterious benefactor has given him this inheritance. According to Jaggers, the benefactor wants Pip immediately removed from his present sphere of life and from this place, [to] be brought up as a gentlemanin a word, as a young fellow of great expectations (141; ch 18). Pip can now begin that which Buckley calls a real education' (17). Pips dream of becoming a gentleman, which will (in his mind) win him Estella, has become a reality. So, Pip heads off to London with some of his handsome property from his benefactor. Pip believed this benefactor was Miss Havisham. He also elieved she was going to make my fortune on a grand scale (141; ch. 18). Pips desires to become a gentleman combined with his desire to inherit the whole of his entitlement are also an important characteristic of the English Bildungsromane. The transformation from poor provincial working class to a true gentleman, monied and cultured, was common in English novels of the Victorian era, especially in Bildungsroman like Great Expectations (Buckley 20-21). This is appropriate for the time when the burgeoning middle class growing out of the Industrial Revolution had more prospects for upward mobility than ever before. A man could work his way up the social ladder through his employment. The titles of the landed gentry and a university education were no longer required for success. All one needed was money. However, Pip does not earn his money how a protagonist in the traditional Bildungsroman does. In the middle class values of the Bildungsroman, a man must work to become a gentleman and Pip is an example of a boy who becomes a gentleman through his handsome property, not a gentleman in the traditional sense. Not only is Pips rise to gentleman untraditional, the expectations provided Pip are a major departure from the formula of the Bildungsroman. Usually, the adolescent hero strikes out for London on his own. There is no inheritance, no benefactor. This departure is significant in its non-middle class values and that it dictates the rest of Pips experiences and education in London. The circumstances surrounding Pips great expectations are fundamental in helping shape the Pip that develops by the end of the novel. One of the first consequences that arise from Pips great expectations in London is an extension of his social education at Satis House. Pip immediately feels that he has been raised up above the lower station of his beginnings with Joe. He is no longer the boy with coarse hands and thick boots. Pip now has a new suit of clothes and new prospects for his future. This occurs shortly after Pips learning of his inheritance. He speaks to Biddy of Joes education, and his haughtiness shows itself at full force: . . . he is rather backward in some things. For instance, Biddy, in his learning and his manners (150; ch 19). Pip implies here that he is so far above Joe as to be able to assess Joes abilities and determine that they are inadequate. Pip is even so bold as to suggest that he will raise Joe above his station: if I were to remove Joe to a higher sphere, as I shall hope to remove him when I fully come into my property . . . (150; ch. 19). Pip gives Joe the final rejection when he refuses to allow Joe to accompany him to the coach for London on the day that he leaves: I had told Joe that I wished to walk away all alone. I am afraidsore afraidthat this purpose originated in my sense of the contrast there would be between me and Joe, if we went to the coach together (159; ch. 9). Clearly, Pip wants to leave his provincial life behind him and step into the world of property and society; he does this by literally leaving his town and ultimately rejecting Joe, who represents Pips roots. Pips expectations not only cause him to reject his home and only family, they also help to exacerbate the troubles he encounters in London. Pip has never been exposed to such amounts of money, and he ultimately gets himself, and his good friend and roommate, Herbert Pocket, into serious financial problems. These problems arise from Pips extravagant spending and the fact that he has not acquired a trade, as most protagonists in the Bildungsroman do once they arrive in London. So Pip is only living off of the allowance provided by his benefactor. Pip says that Herbert and I went on from bad to worse, in the way of increasing our debts (268; ch. 36). Pip has trouble because he has not had to work for his money. If Dickens had followed the formula of the Bildungsroman and given Pip a job in London, Pip would have realized the value of money. Money is valuable for the material wealth that one can gain, but Pip believes that money is the solution to all of his problems. For instance, when he hears of Joes impending visit, he does not want to see him because Joes presence will remind him of his unreasonable rejection of Joe, the keen sense of incongruity. If I could have kept him away by paying money, I certainly would have paid money (209; ch. 27). Pip also desires to buy happiness for Herbert. He knows that Herberts ultimate dream is to have part ownership of an import-export business. He wants gradually to buy him onto some small partnership (276; ch. 37). His motives seem to be pure, a desire to help Herbert, but Pip is not happy in his present situation. This donation of a partnership on Pips part is to help Herbert, but also to uplift Pips spirits: I did really cry in good earnest when I went to bed, to thing that my expectations had done some good to somebody (280; ch. 37). Pip also sees this as the turning point in of my life (280; ch. 37). Pip overestimates this experience, but he does not know of the actual turning point to come, the truth behind his benefactor. Pip learns that his benefactor is none other than the convict whom he helped in the very first chapter of the novel. Magwitch shows up to his room, and proceeds to tell him that Yes, Pip, dear boy, Ive made a gentleman on you! Its me wot has done it! I swore that time, sure as ever I earned a guinea, that guinea should go to you (298; ch. 39). Pip, naturally, is upset and disappointed in the fact of his expectations. This realization is the beginning of a chain of events that unravels all of Pips expectations and paves the way to Pips self-knowledge and maturity. This first instance of self-focus comes about immediately following Magwitchs revelation. Pip wishes that he had never come! That he had left me at the forgefar from contented, yet, by comparison, happy! (299; ch. 39) Pip realizes that the life he had wished so badly to rise above, is not as bad as he had thought it was. In fact, it may have been better for him. Pips other realization comes from the fact that Magwitchs arrival means that Miss Havisham is not Pips benefactor, much to his dismay: Miss Havishams intentions towards me, all a mere dream; Estella not designed for me; I only suffered in Satis House as a convenience (301; ch 39). Here, Pips major motivation for wanting to become a gentlemanhis belief that Miss Havisham was his benefactress for the purpose of marrying him off to Estellais all a lie. Also, Pip has literally hurt himself and feels the sharpest and deepest pain of allit was for the convict, guilty of I knew not what crimes, and liable to be taken out of those rooms where I sat thinking, and hanged at the Old Bailey door, that I had deserted Joe (301; ch 39). Pip feels the pain of hurting someone he loves, and rejecting Joe for these false expectations. It is this experience, as well as the ultimate realization, that despite his benefactors unsavory background Pip saw in him a much better man than I had been to Joe (406; ch 55). Pip does become a much better man. This is, after all, the ultimate goal of the Bildungsroman. He stands by Provis throughout his trial, and recognizes the generosity of both Herbert in his offer of partnership, and Joe in giving Pip the receipt for the debt and costs on which [he] had been arrested. . . Joe had paid it, and the receipt was in his name (429; ch. 58). It is after this that Pip reveals his plight to Joe and Biddy, and ultimately recognizes Biddys love over Estellas and hopes that Biddy will go through the world with [him] (429; ch. 58). Pip has matured and realized his mistakes. However, Pips marriage is not to be, and here again Dickens departs from the traditional Bildungsroman. Biddy marries Joe. This also contributes to Pips development in that it frees him to become a clerk in Herberts firm, and ultimately Pip is successful, but not the success of which he had always dreamed. He became third in the Firm (436; ch. 8) and the firm itself had a good name, and worked for our profits and did very well (436; ch 58). This again is atypical of the Bildungsroman, because Herbert is, in effect, rewarding Pip for the assistance in his success. Pip is not an aristocratic gentleman, nor a self-made man. He has help arriving at his goal, and is a gentleman of moral, not material sensibility. Pip fulfills the ultimate goal of the novel, even though Dickens circumvents the formula. Pip becomes a gentleman in business and in life, but not through his expectations. Dickens departs from the Bildungsroman in providing Pip with these expectations to give Pip an obstacle to overcome on the way to his manhood. Pips handsome property should be an advantage. What would seem at first to be a blessing, becomes a curse, and then finally a blessing again. Pips rejection of those things in life that are good and true, like Joe and Biddy, must be reversed in order for him to become a man, and Pip must reject those things that are false, like Miss Havisham and his expectations. Pips rejection illustrates Dickens rejection of the middle class values of marriage and success, the values celebrated and elevated by the traditional, middle class genre of the Bildungsroman. Dickens believed that basic moral values such as generosity and kindness were to be elevated; that the material world was irrelevant to a mans worth. Dickens still creates a novel of development a Bildungsroman but the fact that Pips development is complete only in Dickens rebuff of many of the traditional traits of the Bildungsroman shows what Dickens believed truly made a gentleman: goodness. Works Cited Buckley, Jerome Hamilton. Season of Youth: The Bildungsroman from Dickens to Golding. Cambridge: Harvard UP, 1974. Dickens, Charles. Great Expectations. Ed. Janice Carlisle. Boston: Bedford, 1996. Kaplan, Fred. Dickens: A Biography. New York: Morrow, 1988. The English Bildungsroman Rachel Birk The novel has a strong tradition in English literature. In Great Britain, it can trace its roots back to Daniel Defoes Robinson Crusoe in 1719 (Kroll 23). Since then, the British novel has grown in popularity. It was especially popular in Victorian England. The type of novel that was particularly popular in Victorian England was the novel of youth. Many authors of the time were producing works focused on the journey from childhood to adulthood: Charlotte Bronte wrote Jane Eyre, George Eliot wrote The Mill on the Floss, and Charles Dickens wrote David Copperfield and Great Expectations. All of these novels trace the growth of a child. In this respect, some of the most popular novels of the nineteenth century were part of the genre called the Bildungsroman. In the simplest sense of the word, a Bildungsroman is a novel of the development of a young man (or in some cases a young woman). In fact, the Websters College Dictionary definition of Bildungsroman is a novel dealing with the education and development of its protagonist. The Bildungsroman as a genre has its roots in Germany. Jerome Buckley notes that the word itself is German, with Bildung having a variety of connotations: portrait, picture, shaping and formation, all of which give the sense of development or creation (the development of the child can also be seen as the creation of the man) (13-14). Roman simply means novel. The term Bildungsroman emerged as a description of Goethes novel Wilhelm Meisters Lehrjahre. This was the first Bildungsroman, having been published between 1794 and 1796 (Buckley 9). The word lehrjahre can be translated as apprenticeship (Buckley 10). Apprenticeship has many connotations, most of which deal with education and work. An apprentice goes to work for an experienced worker and learns and develops his trade and also to a greater extent his identity. Similarly, the Bildungsroman is characterized by the growth, education, and development of a character both in the world and ultimately within himself. The Bildungsroman is subcategorized into very specific types of the genre, most often found in German literature. There is the Entwicklungsroman, which can be defined as a chronicle of a young mans general growth rather than his specific quest for self-culture (Buckley 13). In other words, a story recounting a mans life rather than focusing on the inner changes that contribute to his maturity. Another form within German literature is the Erziehungsroman; this form is primarily concerned with the protagonists actual educational process (Buckley 13). Again, the concern is not the overall development of the main character, but a specific aspect of that characters life. Finally, there is the Kunstlerroman. The root Kunstler translates as artist in English. Therefore, this is the development of the artist from childhood until his artistic maturity, focusing on the man as artist rather than the man in general. Dickens David Copperfield and James Joyces A Portrait of the Artist as a Young Man are both examples of English Kunstlerroman, as the protagonists of both books are writers (Buckley 13). These categories, while strict within German literature, are more free within English literature. For the most part, it is (within English literature) a more inclusive term. According to Buckley in his book Seasons of Youth, the Bildungsroman in English literature is in its broadest sense . . . a convenient synonym for the novel of youth or apprenticeship (13). Nevertheless, the definition of the Bildungsroman, specifically the English Bildungsroman, is more involved than a simple etymological examination of the roots of the word or a simple historical reference to Goethe. The English Bildungsromane vary from novel to novel. However, they have many aspects in common, all of which are important to the development of the protagonist. First of all, the English Bildungsroman is an autobiographical form, which is not to say that Bildungsromane are autobiographies in the literal sense. Buckley quotes author Somerset Maugham speaking about his novel Of Human Bondage (considered to be a Bildungsroman): It is not an autobiography, but an autobiographical novel; fact and fiction are inextricably mingled' (24). Naturally, an author does bring something of his own life into his work, especially in a form in which childhood recollections are so important to the development of the protagonist, and the flow of the novel itself. However, as Maugham says, fact mingles with fiction. An author may incorporate some autobiographical material, since it is easiest to write about what he already knows, but Great Expectations is not Dickens story, it is Pips; the main character of A Portrait of the Artist as a Young Man is not James Joyce, but Stephen Dedalus; and Jane Eyre, which is subtitled An Autobiography would clearly then be the autobiography of Jane Eyre, not Charlotte Bronte. Ultimately the autobiographical elements contribute to a sense of reality within the Bildungsromane, but the Bildungsromane are novels, and therefore, fiction. The second common characteristic of the Bildungsroman is the ancestry of the main character. Many of the English Bildungsroman have a protagonist who is often an orphan or a child who has suffered the loss of a father (Buckley 19). This sets the scene for a difficult development, marked by a desire in the protagonist to search for his or her own identity, since there is either none to begin with as an orphan, or no familial identity as a fatherless child. Therefore, the child seeks to gain an identity of its own, and the development begins. Another aspect of the English Bildungsroman is the education of the main character. This education is crucial, in that it is part of the childs maturation and preparation for impending adolescence and adulthood. Often, the education is a sticking point of the childs home life. He is usually from a small provincial town, and often the education expands the childs mind and is frustration insofar as it may suggest options not available to him in his present setting (Buckley 17). These options are important in the development of the protagonist. Part of the development of the child is the desire, as mentioned earlier, to leave home and become his own man. Both the search for identity and the repression of the small town present motivation for the protagonist to do just that, and often his destination is London. He also travels to London to find his trade or occupation. This is most appropriate for the English Bildungsroman. After all, London is the largest, most cosmopolitan city in England and therefore presents the most opportunities for the now adolescent child to continue his development, education, and ultimately find his niche within society through his chosen occupation. Buckley points out that this journey is more importantly . . . is direct experience of urban life (17). However, this urban experience is not always a pleasant one. However poor the child may have been in his provincial town, there is urban squalor and abject poverty in London, a harsh reality to bear. In this case, London, although it seems like some perfect destination, full of opportunity, is the source of disenchantment more alarming and decisive than any dissatisfaction with the narrowness of provincial life (Buckley 20). Therefore, despite the heros image of the shining city of hopes and dreams, it is disappointing, and not so much better than the life he had at home. An aspect of this new life in the city is that of love. It is usually here that the hero has his first experience with love. Buckley writes that there are at least two love affairs or sexual encounters, one debasing, one exalting (17). Usually, between the debasement of the one love affair and the disillusionment with the city, the young man takes the final step in his development. He must reconcile after painful soul-searching, the sort of accommodation to the modern world he can honestly make (Buckley 17). In other words the inner development and maturity of the protagonist takes place after his education in the city. It is this newfound self-knowledge that signals the ultimate maturity of the hero. With this maturity of course comes success, and often the protagonist marries, a recognition of acceptance and maturity; now that he knows himself he can share his life with someone else. Even if the protagonist does not get married, he returns home to share his successes with his family or fellow townspeople (Buckley 18). Clearly, this is a display of pride in his accomplishments, and more importantly a search for external validation, however ironic it may be that he must return to the place he wanted so desperately to escape to achieve this validation. It is with this return home, where the reader is reminded of who the protagonist was and where he came from, that his development can most clearly be delineated. Although he has come full circle, the memories of the boy that was are perfectly suited to emphasize the man that he has become. Obviously, this is a basic definition of the English Bildungsroman. There are variations within the genre, and one or more elements may be left out of a particular novel (Buckley 18). However, the basic principles of education and development, and the journey from childhood to adulthood, from small to large, are present within every English Bildungsroman. It is these differences precisely that make each novel its own story. After all, even though every persons story is different, they must all go through stages of development in order to reach maturity and find their personal niche within the larger world. The basic formula of the Bildungsroman is universal and especially appropriate to the growing world of the Victorian age where the kind of opportunities presented to the hero of the Bildungsroman echoed the actual experiences of those growing up in that era.

Sand Pebbles Essay The Movie Sand Pebbles Focus Was On The Flag. The F

Sand Pebbles essay The movie Sand Pebbles focus was on the flag. The flag was not only a symbol of a nation, but of nationalism, militarism and imperialism. During the 1800's and early 1900's there was a severe foreign influence in China. During this time period the European nations wanted to trade with the Chinese, but the Chinese had no interest in the European products for at the time China was self sufficient. The European nations in order to keep from losing all of the money to the Chinese decide that they would start an Opium trade them. Against the wishes of the China, the European nations continued to sell the Opium to the Chinese. Finally war erupted because of this. The European nations were victorious in a series of Opium Wars against China. From these Opium Wars many treaties in the favor of the west were signed which gave those European nations greater access to China. After the European nations, got their peace of China so did the United States. Soon after the United St ates defeated the Spanish in the Spanish American War, the United States received the Philippines from the Spanish. With that the United States declared the Open Door Policy, which all of the European nations accepted. Now in China it was not only the European nations, but also the Untied States. The Chinese flags were a symbol of nationalism, of their nationalism. That they were their own nation. It was a reassurance of their own nationalism. It proved to the Chinese that even though there were many countries slowly taken over China, that they were still their own nation, and they weren't going to let anymore foreign influence into China. The flags also symbolized militarism, because where ever there were two different flags in the same area conflicts arose. When these conflicts arose they often resulted in the militaries getting involved. These militaries were the foreign militaries in China and the Chinese nationalist military. All of these stemmed back the imperialism that was b rought to China. The flags also symbolized the imperialism of the foreign nations in China. Every non Chinese flag was a symbol of the imperialism in China. This imperialism stemmed back to the Opium Wars were when the treaties were made countries like Britain able to setup colonies in China. All of the flags in the movie symbolized either nationalism, militarism or imperialism in China, which was all caused by China loss of all of the Opium Wars against the European nations.