Argumentative Essay about Womens Work

Argumentative Essay about Womens Work This research paper will be focusing on why women should be allowed to work instead of staying at home. Back to the olden days, women were confined at home to be a full-time housewife and their spouse were the single bread-winner for the family. It has become a mind frame for the public that women should not be allowed to work as their primary roles were to carry out domestic role and nurture their children. However, women certainly have their hidden potentials which make them capable as the opposite sex. Women should be allowed to work. This can be proven through intensive research and analysis. Based on the research that was conducted, some discoveries were made. Foremost, working women are found to have improvised self-esteem and emotional health due to their multiple roles in everyday lives. Next, job has secured them financially to sustain life. Last of all, women have their rights to step into labour force for personal satisfaction and social necessities. People have to perceive in wider context and accept the fact that women should be allowed to work as women can mould their liv es with a sense of empowerment. Discrimination and inequality towards women should be stamped out to preserve their rights for them to unleash their concealed potentials. 2.0 Introduction Centuries ago, women were considered naturally feeble compared to men and were not allowed to perform arduous task that requires heavier labour. People in the past had the mindset that women were only restricted to domestic house chores and play their part as obedient housewife and care for their children (Womens International Centre, n.d). Shiner, (n.d.) asserted that role of women in this 21st century is largely determined and they share equivalent responsibilities with men in improving the nations. Great leader such as Queen Elizabeth I of England and Catherine the Great of Russia in the past has proven women are capable as men (Women In World History, n.d). Yassin, (2009) stated that women are equally important as men and men need to understand the importance for women to work. Mala, (2008) mentioned that working women helps to sustain the family financially and have become influential and successful as men. However, there are some men who disagree women should be allowed to work, because they think that working women pay less attention to their families (Waldfogel, 1998) or maybe they feel submissive with more successful women or maybe they think is their responsibilities to support the family and not the vice-versa (Davidmann, 2009). It is stated that working women in todays world is miracle because women have to juggle their duties as multiple roles and their presence in working field is significant (Vishen, 2007). Participation of female students in tertiary education has outnumbered the male students and if every graduated married woman is restricted to stay at home being full-time homemakers, the country will be in short of proficient and non-professional workers (Fine, Swahili and Jarjour, 2009). People who are against working women need to view in deeper context that women nowadays are more needed than men on the outside world because women now are smarter, stronger and more instructive than men (DeVeaux, 2010). It is undeniable that employed women are indeed self-seeking, tougher and intellectual in working life. However, empowered women are not trying to overpower the opposite sex but to survive through the ever-growing competitive surroundings (Shiner, 2009). Women should be allowed to work instead of staying at home as the job would improve womens self-esteem and emotional health, secure them financially and women also have their right to work. The scope of this research will center in United States of America due to the fact that this issue is rampant over there. 2.0 Body of Report 2.1 A Job Would Improve Womens Self-Esteem and Emotional Health There are parties who oppose the statement that women should be allowed to work instead of staying at home because they believe that a job will not improvise womens self-esteem and emotional health. They claimed that employed women will have added stress and they have difficulties in handling stress which eventually cause impairment of self-esteem (Lancer, 2010). Working women face tremendous stress due to multiple roles, long working hours and high demand for performance. As a result, they are subjected to poor mental concentration and depression which affect their self-esteem (Life Positive, n.d.). Helpguide, (n.d.) also approves this by saying that stress will build up problems regarding mental health and emotional health such as anxiety and sadness. Consequently womens self-esteem is lowered and they get caught in negative mood condition. The argument stated above might be reasonable. Nonetheless, this argument is undoubted a frail. According to psychologist Ingrid Waldron and Sociologist Jerry Jacobs, working women who are bonded with works and family responsibilities are benefited emotionally and physically (Rivers, 1993). Emotional health refers to well being of ones overall psychological state in coping with different situations and difficulties in life (Helpguide, n.d). University of California Berkeley had reported that working women have good emotional state and have successfully managed their roles and responsibilities (Rivers, 1993). Another research finding in University of Michigan has proven that women who involve in working force has reduced levels of psychological distress compared to those who do not participate in working force, further study has shown that non-working women has higher possibility to develop chronic condition such as frustration and disillusionalisation (Rivers, 1993). Besides, employment improves a womans self-esteem. Self-esteem determines the way we communicate and value our thoughts and opinion when confronting others. It underpins our target to achieve something and reflects our integrity (Lancer, 2010). Rout, Cooper and Kerslake, (1997) said that employed women are exposed to multiple role involvement at work place and home. This means that they have more social roles and they are involved in broader social network to encounter different type of people. This indirectly boosts their self-esteem and confidence to talk to others by frequent practice when meeting others (Thomas, n.d.). On the other hand, unemployed women are only tied to singular focus which is at home and this restricts their opportunity in meeting others (Rout, Cooper, and Kerslake, 1997). In addition, challenging jobs in a career have positive impact on employees and this enhances their performances to get promoted than their counterparts (Granrose and Kaplan, 1996). In conclusion, job certainly will improvise womens self esteem and emotional health; this is a fact that cannot be denied since research has proven it by concrete and solid evidence and quotations related to this argument. 2.2 Second Argument Jobs Will Secure Working Women Financially Some naysayers oppose the statement that women should be allowed to work instead of staying at home. They refute that although women are employed, this will not ensure a security in family finance. They have asserted that men are the primary breadwinners who work and earn money to sustain the family; women on the other hand should only focus on their domestic role as homemaker (Smith, 2009). Besides, it is argued that if women are allowed to work and become the head of family, this will counter the fundamental concept of life which has been practiced since many centuries ago (Sinar Rohani Magazine, 2003). However, the argument claimed by the opponent is weak. Women nowadays are against the stereotype that women should be fully financial-dependent on their husband. More women are likely to emerge as breadwinners and believe that if they stay home they will not have enough family income or extra income, making it necessary for their husband to hold two jobs (Granrose C.S. and Kaplan E.E.). Apart from that, Research has also proven that women benefits from working as it absolutely help them financially. Chitracs, (2008) states that women gain access to work to contribute for their family in terms of finance. This is because they too can think and make wise decision to secure family financially to overcome inevitable financial problem in future. Working women help reduce pressure on their husband who is the sole wage earner and their husband clearly approve of their working outside the home (Granrose C.S. and Kaplan E.E.). If women are allowed to work, they can build the family wealth tog ether with their spouse. This in turn can combat financial crisis in times of rise and fall of economic stability. Thus, women should be allowed to work to be financially secured. The naysayers mentioned that women should rely on their husband as the sole breadwinner. Nevertheless, what about those single mothers? How they get their income? Job is a rescue for single mother who need to stand on their own feet to work for financial income to sustain the basic daily needs for their children and themselves (William J.C. 2010). Some marriages will not last forever and cases of divorce are no longer bizarre these days. Dilemma rises for women who fully depend on her husband. Hence, women should be allowed to work to ensure financial security for fear that their matrimony would end up in separation (Ortyl T. 2010). The statistic above illustrates the pattern of divorce case in United States from year 1940 to year 1997. From the statistics, it obviously shows that the number of divorce cases increase annually. Since year 1980, the divorce case seems fluctuating and the number of divorce case is predicted will keep rising in this 21st century. If this occurs, more women should be bewaring of financial matters and take an effective approach by participating in work field to avoid dire circumstances aftermath of divorce. Austen J, (2004) also mentioned that women should be allowed to work due the possibilities of their spouses facing disease or being fired. Besides, married women cannot avoid the fatality of their husband. This is why women are strongly encouraged to be allowed to work is spite of encountering such difficulties (Austen J. 2004). In short, women should be allowed to work as it will secure them financially. People who are against this viewpoint should accept this fact as it is strongly backed up by statistics and solid evidences. But for most women who, like me, came of age in the 90s, it comes down to dollars and cents, and the calculation is brutal. Because in most of the U.S. it is no longer possible to support a middle-class family on Dads income alone. This isnt a question of having enough cash to buy Game Boys and exotic trips. It is a question of having enough to buy the basics. (Tyagi A.W., 2004) (TIME, Why Women Have To Work) 3.0 Third Argument Women have Their Rights to Work Outside Notwithstanding the statement of women should be allowed to work instead of staying at home is robustly supported by first and second arguments, there are still some disapprove with the statement above. They argued that it is an essential cultural custom for women to stay at home and completely committed to her domestic responsibility as homemaker and parenting (Global Oneness, n.d). It further states womens role as mother is vital in nurturing their children with exemplary behavior and noble values, otherwise the stability of family institution will face shaky crisis (Croontz, n.d). Even so, the claims asserted by the opponents are weak. Not every ambitious woman wants to eschew careers in favour of family and do housecleaning all day long. Women are given the rights to associate in working field and certainly they can opt to work instead of being homemaker (Ramsook, 2006). Flory T.C. (2011) insisted that men and women are equal in their abilities and interest, thus women have the freedom to compete with others in workforce to succeed in life. Pyle, (1944) also states that government has reinforced various policies in employment to foster womens right and to eradicate gender inequality at work place. Thus, women should be allowed to work since their rights are retained holistically. ORourke M. (2006) mentioned that women who devote their time for childcare instead of working dwindle the quantity of female workers in workforce. This will disempower well-educated women to contribute to workforce and serve as significant role models for younger generations. Furthermore, she reminded us that employed women are not being self-centered instead of being full-time homemaker. This is because they have their right to work for social necessity and not only for personal fulfillment. Lauer, (2006) added that employed women do not push away her obligation to nurture her kids or neglecting her family, in fact they can carry out house chores even without maid. Sweat B. (2006) also asserted that men be supposed to be aware of their spouses right to work and participate in childcare and housecleaning to create a happy family. In sum, all the evidences and facts provided are complementary to the statement women should be allowed to work instead of staying at home. Various rights for working women were established to protect their well fare in workforce. Sexual discrimination is no longer a major problem for working women and they should invest themselves in workforce for they have given the choice. This research is well supported by strong arguments so women should be allowed to work instead of being regular homemakers. As long as the family and the myth of the family and the myth of maternity and the maternal instinct are not destroyed, no woman should be authorized to stay at home and raise her children. Society should be very different and women should have the choice to work. (Beauvoir S.D. 1975) Conclusion Since centuries ago, people have being questioning what the distinctive role of women. In the past, women in the past were inferior to men in various aspects. However that does not halt women from showing the world they are stronger and more capable than they were many years ago. Women had strived hard to discard the biased stereotype of restriction of women to household responsibilities and duties. Outstanding women such as Queen Elizabeth II and Queen Russia the Great are excellent figur of s of women role models. As for this research, it examines and focuses on how people perceive the idea of women should be allowed to work instead of staying at home. In this modern era, people involved in labor force to gain monthly source of income for meeting daily necessities. Women are not exceptional too. In fact in America, the number of working women is escalating annually. They participate in work force for money to sustain family financially. However, women in this present day able to perceive beyond the benefits of working. Labour participation has helped them to feel a sense of achievement and pride apart from boosting their self-esteem and confidence. The society should discard their old mindset that women should stay at home instead of working. Women are capable of successfully achieving what men can do. Besides, it is a right for women to work and earn money as what men can do. Although they play multiple roles of being mother, wife, daughter, sister and nonetheless being worker, they are still able to manage their domestic duties and parenting. This research focuses on benefits gained by working women instead of being full-time homemaker. Hence, it is time that the public should grip to the statement that women should be allowed to work and support those independent women who want to make own living by working. Provided with strong arguments and evidences, the public should accept the fact that it is preferable for women to work and uncover their hidden potentials than sitting at home parenting and homemaking. 3.0 Recommendations It is time for the public to accept the fact that women should be allowed to work. Government and non-government organizations should establish interest to uncover the capabilities and potentials of women in work force. It is a wise way to instill value of independence among the women so they can stand on their own feet and bring up themselves and their family towards better standard of living in this rapid growing of modern life. The employers should put aside their inequality towards women and provide them the rights which encourage them to participate in work force and strive to eradicate the stereotype that they are weaker sex and unable to achieve accomplishment. Womens discrimination should be exterminated to ensure they achieve their rights in working life. The readers should probe at this research and keep carry out this research to unlock more evidence and facts why women should be allowed to work instead of being homemaker. This is crucial as publics perspective on working women can be enhanced and to urge the younger generation to fight for womens right and freedom.

A Man with Five Children Essay

Prescriptions Statement In this elective students explore a variety of texts that deal with the ways in which individuals and communities experience and live in a global context. Students consider the positive and negative aspects of the global village and the consequences of these on attitudes, values and beliefs. Students also consider the role and uses of media and technology within the global village and different attitudes people may have towards them. Students respond to and compose a range of texts to investigate how and in what ways living in a global village may influence the ways we communicate, engage and interact with each other. Elective 1: The Global Village Background to term â€Å"The Global Village† The phrase â€Å"global village† was first used by Marshall McLuhan, a media theorist in the 1960s, to describe a world that has been â€Å"shrunk† by modern advances in communications. McLuhan likened the vast network of communications systems to one extended central nervous system, ultimately linking everyone in the world. McLuhan wrote that the visual, individualistic print culture would soon be brought to an end by what he called â€Å"electronic interdependence†: when electronic media replace visual culture with aural/oral culture. In this new age, humankind will move from individualism and fragmentation to a  collective identity, with a â€Å"tribal base.† McLuhan’s coinage for this new social organization is the global village, a term which has predominantly negative connotations in The Gutenberg Galaxy (a fact lost on its later popularisers). (Source: http://en.wikipedia.org/wiki/Marshall_McLuhan) Information on text Backcover Blurb â€Å"I want your child, and yours, and yours. What do I want from them? One day out of their lives. One day a year, till they turn twenty-one. One day for the camera to follow them.† Gerry is a documentary film-maker who, on day each year, follows five children around with a camera. He shows the results annually on television. Yet for the children who grow up under Gerry’s (and the nation’s) watchful eye, the experience creates its own dynamic. Are the participants his subjects, his children or his creations? What responsibility does a story-teller have to his subjects, his audience, and himself? How much does Gerry take? Does the presence of the camera distort the lives it is supposed to be capturing? Spanning more than twenty years, A Man With Five Children invites you into a world of fractured celebrity and distorted vision. Links to syllabus within the core text Students explore a variety of texts that deal with the ways in which individuals and communities experience and live in a global context. technology providing a window into people’s lives private lives in public space the cult of â€Å"ordinary† celebrities the connectedness among strangers Students consider the positive and negative aspects of the global village and the consequences of these on attitudes, values and beliefs. manipulation of both subject and representation of subject by media leads to manipulation of public opinion public misrepresentation of character leads to private questioning of identity loss of privacy Students also consider the role and uses of media and technology within the global village and different attitudes people may have towards them. attitude of media creators and their agenda various attitudes of subjects reflect different reasons/needs attitudes of consumer in the global village consider: the global village fills a gap in people’s lives Key Concepts Private Realm, Public Sphere How private is private? A personal blog on Myspace is regarded as â€Å"published† in the public realm. YouTube can project images of a girl dancing in her bedroom to millions around the world. What rights does an ordinary citizen have to privacy? What rights does a famous individual have to privacy? Habermas’ theory on the public sphere is based on the belief that a public sphere is â€Å"an accessible and independent realm in which each voice is equal to one.†1 To this end, many may regard the function of mass media as a public sphere, representative of the citizenry and accessible to all. But is this the case? Is every voice equal? Is mass media really reflective of democracy? Who controls the public sphere of mass media, if anyone? Manipulation by Media In a society growing increasingly dependent on media and technology to inform and express ourselves, how reliable can the medium be regarded? How open to manipulation are we as an individual and as a society? Who is manipulating us? The media subject? The media maker? The media distributor? How is this information further warped by our own perceptions of the world? Who or what  can be trusted? What may be considered credible or authoritative? Will we believe only talking images, i.e. words coming out of a mouth that we can see? Can even this be misrepresented? The Unknown Celebrity McLuhan, in coining the phrase â€Å"global village†, was referring to a world whose borders of communication have effectively disappeared. Even now, what we see on TV can be immediately transferred to distribution via the internet, reaching an audience far greater than that which was originally intended. As a result, ordinary people become ‘celebrities’, transiently or long term, to the extent that, despite never having personal knowledge of these people, we feel that we ‘know’ them. To what extent can these people be known? Is knowledge of their lives and thoughts public property due to their fame or infamy? Is there a public right to know? Has the ‘celebrity’, willing or not, forsaken their right to fair representation or privacy? To what extent do celebrities control their public image? No Moral Bent McLuhan argued that technology has no per se moral bent – that it is a tool that profoundly shapes an individual’s and, by extension, a society’s self-conception and realization.2 Is the media and technology a forum devoid of moral values or moral discourse? Does the public right to information exceed a person’s individual rights to privacy? There are laws to protect an individual from slander and defamation, but none to protect a person from misrepresentation through editing or omission. The Positive Power of Media and Technology Mass media is a very powerful weapon in the right hands: it can unify and arouse a whole populace to action; it provides even access to information for all who seek it; it provides knowledge of the world of which we might otherwise remain ignorant; it provides a voice for the ordinary individual who chooses to speaks up or speak publicly; it allows understanding of  minorities, the underdog and the disadvantaged, it also provides a forum for the exchange of goods and services. Possible Theses The global village brings knowledge of the world into your living room; however, you are always consuming someone else’s perspective. Media and technology may be powerful tools for information and exchange, but come with a hidden cost to society. Suggestions for introductory activities Dependence on technology Students could keep a log over a 24 hour period or longer, recording every instance of use, engagement or interaction with technology. This activity leads into a discussion/exploration of our dependence on technology on a daily level. Students conduct a survey of those that have recently communicated with someone in another country via the web, phone, fax or email. How do we inform ourselves? In groups, students conduct a survey to establish all the ways that we inform ourselves as individuals and a population. What information do we rely upon to form opinions about what is occurring here and overseas? What kind of information and format do we regard as credible? What don’t we regard as credible? How do we know what information we can trust? The global village as strength and as a weakness Students in groups brainstorm all the ways in which we benefit from being so closely and immediately connected to other individuals around the world. Do all individuals benefit, or is there inequality in the global village? What  are the pros and cons of this kind of global network? Students should also consider the more complex questions of: Who controls the global village? How does living in or participating in the global village affect our perceptions of ourselves and the world around us? Text-Related Activities Students respond to and compose a range of texts to investigate how and in what ways living in a global village may influence the ways we communicate, engage and interact with each other. Looking at Gerry’s opening speech. Short answer questions. What is the effect of the direct address to the audience of this speech? What does Gerry promise about how the project will be conducted? What benefits does he offer the parents of these children? What reason does he give for the public benefit of the project? What is the symbolism of Gerry meeting the kids at the zoo? Would these arguments persuade you? Would you have liked to have been part of a project like this one, or Seven Up? 1) Write a letter to Gerry as a parent responding to his request for your child. Outline your feelings, concerns, objections, reasons for agreement etc. 2) Write a letter to Gerry as a one of the five children in the play at age 21. What do they have to say to Gerry in response to this speech he made to their parents at the beginning of the project? *** Gerry says in the opening speech: â€Å"You know that old maxim? ‘Give me a child at seven, I’ll show you the adult’. I don’t buy that. I say, give me a child at seven and let’s see where he goes, where she goes.† Compare the five children as you meet them at seven to the adult at the end of the play. To what extent can you see the adult they would become at the age of seven? To what extent are the adults these children become a product of Gerry’s role in their lives? To what extent does the media scrutiny affect their development and the perspective of themselves and the world they hold as adults? Select ONE of the children then write two short interviews, firstly, with a former teacher of the child and, secondly, with a spouse or friend of the child as an adult. Explore the character’s development throughout the play. *** Reverse the gaze of the camera. Write a short film scene of Gerry talking to the camera at the end of the play. Have him reflect on his actions throughout the project and the lives of the children. If possible, video tape the enactment of this scene. *** You are responsible for marketing the box set of Gerry’s Five Children documentaries. How will you promote it? What aspects of the children’s lives do you focus on? Produce a brochure and a print advertisement for distribution at the point of sale. Assessment Task Course: Standard English Module C: The Global Village Task: Viewing and Representing Weighting: 15% Syllabus Outcomes 2. A student demonstrates understanding of the relationships among texts. 6. A student engages with the details of text in order to respond critically and personally. 7. A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a  variety of purposes, audiences and contexts. 8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives. Viewing and Representing Task Technology brings the world closer together. Who does it serve and what impact does it have on society? Respond to the above statement and question in a visual representation based on your prescribed text The Man with Five Children and at least one other text of your own choosing. Your visual representation can be presented in any medium of production such as: Power point, flip chart or smart notebook Diorama Model Poster Slide show Short film Story board Dramatic monologue Free choice Your visual representation must contain: Visual images and graphics Text from the play and at least one other text of own choosing Connections between the texts and the positive and negative impact of technology on the global village You will be assessed on how well you: Represent the concept of the global village through graphics and text Represent the ideas of the play and at least one other text of own choosing Represent the positive and negative impact of technology on the global village Make integrated connections between the texts Module C: Standard English Texts and Society MARKING GUIDELINES Criteria Marks Skilful representation of the concept of the global village through graphics and text Perceptive representation the ideas of the play and at least one other text of own choosing Skilful representation of the positive and negative impact of technology on the global village Skilful integrated connections between the texts 15 – 13 Effective representation of the concept of the global village through graphics and text Thoughtful representation the ideas of the play and at least one other text of own choosing Effective representation of the positive and negative impact of technology on the global village Effective integrated connections between the texts 12 – 10 Sound representation of the concept of the global village through graphics and text Sound representation the ideas of the play and at least one other text of own choosing Sound representation of the positive and negative impact of technology on the global village Sound integrated connections between the texts 9 – 7 Limited representation of the concept using graphics and text Limited representation the ideas of the play and at least one other text of own choosing Limited representation of the positive and negative impact of technology on the global village Limited connections between the texts 6 – 4 Elementary representation using graphics and text Elementary representation the ideas of the play and at least one other text of own choosing Elementary representation of the positive and negative impact of technology on the global village Elementary or no connections  between the texts 3 – 0

The Propaganda Of The World War II - 1374 Words

What comes to mind when you think of World War II propaganda? Maybe a poster urging American parents to purchase war bonds, or possibly the famous Uncle Sam poster, stating â€Å"I Want YOU For U.S. Army. Although both of these examples of American propaganda posters were effective, Walt Disney was even more so. Now, I know what you re thinking, Walt Disney created harmless cartoons such as Mickey Mouse and Donald Duck, not wartime propaganda. However, Disney actually created some of the most effective pieces of propaganda during the second world war and he did this through animation shorts such as Education for Death (1943). Education for Death is a ten minute short that displays the â€Å"making of a Nazi†, by following the life of Hans, a young boy born in Nazi Germany. With that being said, my paper will address how the medium of animation was used to comment on a particular historical event; in this case, wartime propaganda in World War II. In addition, through analyzin g the animation style and narrative of this short, it will become clear as to why Education for Death impacted and socialized individuals so effectively. To better understand why Education for Death was particularly effective during World War II, we must understand the goal of propaganda as a whole. Having said this, stereotypes are at the core of all propaganda efforts and aim to create the perception that â€Å"we† are honorable and the enemy is dishonorable. Furthermore, propaganda attempts to engage withShow MoreRelatedThe World War II Propaganda811 Words   |  4 PagesWorld War II Propaganda During World War II propaganda posters where used to influence many peoples value, beliefs and behavior. The use of propaganda had a huge impact on the allied and axis power during this time. Both enemy’s used posters to get support from there government and families back home. 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The Hobbit The Metamorphosis Of Mr. Baggins - 1571 Words

Maira Riley Professor: William Tooma English 215 November 10 2015 The Hobbit: The Metamorphosis of Mr. Baggins. In The Hobbit, written by J.R.R. Tolkien, the main character Bilbo Baggins experiences a drastic inner transformation along the story. The author executes the development of the protagonist’s personality in three stages: before the quest, during and after it. Previous to his journey, Bilbo was a coward and conventional hobbit. During the first part of the quest he is not confident of himself but as he embarks on these adventures, he gradually begins to rely on his own abilities and starts to take initiative. By the end of it Bilbo transforms to a brave and confident hero. Prior to the quest, the protagonist is a well-respected and conservative hobbit. He is very neat and methodic. Bilbo Baggins is a simple, routine-loving hobbit who wants nothing more than to live his quiet life inside his home. He does not want to go on adventures or risk missing his next meal. Tolkien commences to develop the story by describing Bilbo’s family, The Bagginses: â€Å"They never had any adventures or did anything unexpected.† (Tolkien 3). Certainly Bilbo and his father’s side of family are like most hobbits, comfortable and complacent. When Gandalf invites him to be part of an adventure his respond is negative â€Å" Nasty disturbing uncomfortable things!â€Å" (Tolkien 4). His answer reflects the way many hobbits view adventures. However Bilbo has inherited a streak of adventurousness fromShow MoreRelatedThe Maturation of Bilbo Baggins Essay1382 Words   |  6 PagesIn the fantasy novel The Hobbit, by J.R. Tolkien there are a lot of obstacles the character Bilbo Baggins has to confront. Throughout the book Bilbo seems to take on different challenges, which allow him to mature faster in a way that the Shire would not allow. In the Shire, Bilbo was just a normal hobbit who minded his own business and was never late for dinner. But after Gandalf and the dwarves came knocking on his door, his whole life seemed to change in an instant and it kept chang ing in a wayRead MoreThe Tolkien s The Hobbit979 Words   |  4 PagesAs the story of â€Å"The Hobbit† by J. R. R. Tolkien develops, readers of this book can see that one of the main characters experience a metamorphosis. From the beginning of the story throughout the end, Bilbo goes through a change, but for the better. Tolkien’s main character Bilbo in â€Å"The Hobbit† shows the theme of becoming a hero by gaining courage and confidence as the story progresses. During the beginning of â€Å"The Hobbit† Bilbo likes to stay to himself in his hobbit hole. We see that he is alsoRead MoreMaking Of A Hero : Tolkien s The Hobbit And The Monomyth1951 Words   |  8 PagesMaking of a Hero: Tolkien’s The Hobbit and the Monomyth American mythologist, scholar, and author Joseph Campbell popularized the study of patterns within heroic narratives in his 1949 book, The Hero with a Thousand Faces. Campbell’s theory, born from a lifelong study of heroic myths and narratives from around the world, is that the hero’s journey inevitably follows a common pattern of experience. By describing the universal stages (i.e., elements of the hero’s journey/story) that transcend temporalRead MoreThe Forest in Folk and Fairy-Tales3104 Words   |  13 Pagesreaders. The Brothers Grimm’s Little Red Riding Hood, and popular fairy tale heroines like Snow White experience the threat of death in the forest and the joy of deliverance. The eponymous heroes of J.R.R. Tolkien’s seminal high fantasy texts The Hobbit and The Lord of The Rings and J.K. Rowling’s Harry Potter series must also lose themselves in the woods. These heroes battle not only their own demons, but shadows cast over the futur e of humanity. All must enter the forest at great personal risk