The Grapes Of Wrath Essays (514 words) - Dust Bowl, U.S. Route 66

The Grapes Of Wrath John Steinbeck's purpose in The Grapes of Wrath The Grapes of Wrath entails a story of perseverance in dealing with oppressive labor conditions faced by migrant laborers during the Depression. Steinbeck's purpose contrived by the novel's tone, was to inform the public of the migrant's plight. Through analyzing the effective use of diction, comparison of man to animal, and organization of alternating narrative with serious discussion about the Depression, one can see the purpose of The Grapes of Wrath. By using the actual dialect of the Okies the dialogue becomes very realistic. Thus, Steinbeck brings the story to the public causing the reader's poignant involvement. Tom Joad says: ?They gonna burn the camp tonight, Ma. Now you know I ain't got in me to stan' by an' see our stuff burn up, nor Pa ain't got it in him, nor Uncle John. We'd come up a-fightin', an' I jus' can't afford to be took in an' mugged.? The Joads are in a hobo town and when trouble got started the authorities usually burned down these towns. The meaning becomes more effective with using dialect than proper English because it shows how proud they are and enunciates their emotions. Furthermore, it shows how the migrants suffer random attacks by the police, land owners, and other local Californians because of their origins and accents. In addition, Steinbeck subtley intertwines the idea that migrants are constantly being compared to animals or thought of as inhuman. For example, Tom Joad says: ? They're a-workin' away at our spirits. They're a tryin' to make us cringe an' crawl like a whipped bitch. They tryin' to break us . . . They're workin' on our decency.? One feels the hardship of these people, they have nothing except the family around them and their humanity which is quickly dwindling. When the Joads leave a service station on the way to California there is another instance where they are thought of as less. The service station attendant says: ?They ain't human.? This reinforces the general thought of Okies in the depression. Steinbeck achieves his purpose by making the comparison between man and animal apparent throughout the novel. However, the organization of The Grapes of Wrath is the most important characteristic of the novel. In affect it is two different basic stories. One is the narrative of the individual journey the Joad family experiences and the other is the general plight of migrant laborers in the Depression. The chapters trade off between the story of the Joads and the migrants accentual in whole describing and defeating the fiction about the Okies. Steinbeck effectively conveys to the public the inhumane conditions and hardships of migrant laborers. Because Steinbeck focuses on displaying the dilemma of migrant laborers during the Depression, he creates a novel which opens the eyes of the public. By analyzing the aspect of dialogue, the idea of inhumanity, and effective organization, the tone of The Grapes of Wrath is ultimately achieved. In turn, all of this creates an unforgettable story of the hardships endured by migrant laborers in the 1930's. English Essays

Celebrity Culture Essay Essay Example

Celebrity Culture Essay Essay Example Celebrity Culture Essay Essay Celebrity Culture Essay Essay Celebrity civilization is recognized today as the popularisation of certain persons that have features which may or may non be reliable. but society positions as exceeding. Today’s stars do non truly necessitate to hold an admirable endowment or virtuousness to be known throughout the universe. These graven images are now able to derive world-wide coverage through common famous person magazines and recognized telecasting shows due to self-promotion or unethical behavior. The famous person civilization ever has and ever will hold an impact and influence on society. Celebrities are invariably in the media and have become function theoretical accounts for striplings and adolescents. The adolescent heads in the current coevals is going more deviated from visualizing the universe as a whole and is more focussed on their ain â€Å"bubbles† where anything in that bubble must straight associate and impact them. The most noticeable impact is on their positions towards beauty. se xualisation or sexual development. and wellness. Beauty. in a typical adolescent vocabulary. has been narrowly transformed into a immature. symmetrical. skin-and-bone. tanned adult female or adult male laping back and forth their gorgeous hair and smiling their perfect dentitions. Commercials having these famous persons give an feeling of â€Å"if you want life and happiness† be like me and purchase these merchandises. Teenss are misconstruing that they are more than the amount of their ownerships and wages. more than the amount of their visual aspect and image. and more than the amount of their accomplishments and failures because of what they are seeing and everyone else is seeing through the media. More and more of adolescents are being affected by the sexualisation of misss harmonizing to mental wellness experts. A research on analysing the effects of virtually every signifier of media from music wordss to video games showed an consequence that immature misss are yielding to the force per unit area of sexualisation by posting bare images of themselves on the cyberspace or leting fellows to take bare exposures of them. Furthermore. insouciant famous person sex appears to be the norm amongst the young person. As a consequence of an over-sexed society. immature misss can be found with self-image and emotional jobs like anxiousness and shame. and deficiency of assurance in and comfort with her ain organic structure. Sexualisation of misss has negative effects on girls’ ability to develop a healthy sexual self-image. research suggests. Celebrities do non merely have a negative impact on the personalities and expressions of fans. but besides in their wellness. There have been instances where celebrity has been used positively and to direct out a good message but there have been other cases in which famous persons have put out a bad image. For illustration. the entreaty of drug and intoxicant maltreatment has increased and so have images of drunk famous persons in magazines and telecasting. Celebrities have glamorized smoke in the media and are puting an illustration for people everyplace that it is acceptable to smoke. Stars should do it an aspiration to forbear from utilizing drugs and imbibing inordinate sums of spirits because it sends a message to protagonists that a life of drugs and intoxicant is a satisfactory manner to populate. Celebrities need to alter the manner they act and how they are viewed. Their actions have more of an consequence on us so many people believe they have. Thin. compulsive famous persons are altering the manner many immature adolescents think and act. Celebrities need to alter these unpleasant wonts now and recognize that they need to be more concerned with themselves and with their portraiture in the media. Unfortunately. the power of who becomes celebrated and what images are presented is wholly in the custodies of the media.

Report Card Comments for Elementary Teachers

Report Card Comments for Elementary Teachers When writing report card comments, focus on the students existing strengths and look for ways to motivate the student to improve in areas of weakness by providing advice. The following phrases and statements can help you tailor your comments for each specific student. Writing report card comments designed to instill ambition within students can empower them to make positive changes. Try to provide specific examples whenever you can to make your report card comments more personal. Key Takeaways: Report Card Comments Stress positive attributesUse words such as requires, struggles, or seldom to show when a child needs extra helpIntroduce areas in need of work in a way that wont make parents feel like youre criticizing the student unnecessarily, for example, list negative comments under a comments section titled goals to work on Supportive and detailed comments can provide parents with ways to partner with you to make students feel empowered to do better Attitude and Personality Phrases should present information n a straightforward manner about the students classroom temperament, giving suggestions for improvements when possible: Has a good attitude toward school.Is an enthusiastic learner who seems to enjoy school.Strives to reach his full potential.Shows initiative and thinks things through for herself.Exhibits a positive outlook and attitude in the classroom.Is a sweet and cooperative child.Is self-confident and has excellent manners.Is honest and trustworthy in dealings with others.Is developing a better attitude toward schoolwork this year.Needs to improve classroom attitude by learning to better collaborate with classmates.Needs to work on sharing more with others and being a better friend. Comments should be both celebratory and constructive when appropriate. Give examples of what works well for students, recognize areas in which they truly excel, and provide information not only on what needs to be improved but how the student can improve in those areas. Continues to make nice progress this year concerning...As we discussed in our last parent-teacher conference, [your childs] attitude toward the basic skills is...I will continue to need your help and support in order for [your child] to overcome his attitude and social difficulties. He will find school a much more pleasant place if he/she can make a positive effort in this area.[Your childs] attitude has continued to improve. Thank you for your support and cooperation.[Your child] has shown a good attitude about trying to improve in [this subject]. I am hoping this recent interest and improvement will continue throughout the school year. Participation and Behavior Spend time reflecting not just on grades but also the students actions in class. Participation is often a significant portion of the grading model, and your comments should address the level of a students participation, such as remains an active learner throughout the school day and is enthusiastic about participating. Comments should also address a students behavior, both positive and negative. Takes an active role in discussions.Needs to actively participate in classroom discussion.Listens attentively to the responses of others.Is courteous and shows good manners in the classroom.Consistently cooperates with the teacher and other students.Is kind and helpful to everyone in the classroom.Caring, kind, and eager to please.Needs to listen to directions.Needs to work on staying focused and on task.Needs to work on not distracting others during class. Time Management and Work Habits Students who are always well-prepared for class and have strong organization study habits can benefit from being reminded that this simple, yet important, skill is recognized and appreciated. Similarly, students who arent prepared, rush their work, or need to stay on task more need to know that this behavior is noticed and is not condoned. Your comments can provide clear recognition of skills and give parents insight into areas in which students need to improve. Is well-prepared for class each day.Rushes through work or does not work at an appropriate pace.Never completes assignments in the allotted time.Comprehends well, but needs to work more quickly.Puts her best effort into homework assignments.Stays on task with little supervision.Is a self-motivated student.Sacrifices accuracy for unnecessary speed in his written work.Completes assignments in the time allotted.Avoids careless errors through attention to detail.Uses class time wisely.Needs to keep her cubby and desk better organized. General Learning and Social Skills How a student works with peers and makes friends can be reflective of their personalities, and what they need in order to succeed in life. Your comments should reflect the students abilities to work in groups, individually, and if they are good citizens. Pay attention to how students interact with each other not just in the classroom, but also on the field and at recess, where they often dont feel like the teachers are directly supervising. Needs to be accepting and willing to make new friends.Responds well to positive praise and clear expectations.Is learning to be careful, cooperative, and fair.Works well in groups, planning and carrying out activities.Works democratically with peers.Makes little effort when not under direct supervision.Needs a lot of repetition and practice in order to retain the information given.Shows self-confidence in...Uses a variety of learning strategies to help with...Applies knowledge of...Needs more opportunities to ...Writes clearly and with purpose.Seeks responsibilities and follows through. Helpful Words Here are some helpful words to include in your report card comment section: aggressive, ambitious, anxious, confident, cooperative, dependable, determined, developing, energetic, emerging, friendly, generous, happy, helpful, imaginative, improving, neat, observant, pleasant, polite, prompt, quiet, receptive, reliant, resourceful. Stress the positive attributes and list goals to work on to notify the parents about the negatives. Use words such as requires, struggles, or seldom to show when a child needs extra help. Introduce areas in need of work in a way that wont make parents feel like youre criticizing the student unnecessarily. Addressing Areas in Need of Improvement You can tweak any of the phrases above to indicate an area of improvement by adding the word Needs to. For a more positive spin on a negative comment, list it under a comments section titled goals to work on. For example, for a student who rushes through the work, you might say something like, Needs to focus on trying to do his best work without rushing and having to be the first one finished. Supportive and detailed comments can provide parents with ways to partner with you to make students feel empowered to do better.

Patterns for Interpersonal conflict Essay Example | Topics and Well Written Essays - 1000 words

Patterns for Interpersonal conflict - Essay Example The second aspect is a behavioral component, which occurs when one individuals directly interferes with the objectives of another. The third aspect is the affective component, which refers to the negative emotions between individuals in conflict. Among these components, there are for common characteristics of interpersonal conflict that will be discussed in the paper. In addition, the paper will illustrate the negative factors that may result from lack of conflict resolution. The first common characteristic is that the conflicting parties are interdependent. The above mentioned illustrations of conflict show that the parties involved have contrasting opinions. Hence, regardless of the opposing views each of the parties is necessary for conflict to occur. Kelly and Braiker state that an individual who is not dependent on another and does not possess an interest in him or her cannot have a conflict with this person. Hence, since the choice of each person in the conflict affects the oth er, it is necessary to resolve all conflict in an environment that requires interaction. In such situations, the two individuals must find common ground as they will be unable to work together in a state of conflict. In most situations, individuals will sabotage their colleague to attain their own interests if there is no conflict resolution. The situation will be escalated to a point whereby the two parties are no longer willing or able to find common ground. Another characteristic is that the two parties often have the perception.

Comparative Analysis Essay Example | Topics and Well Written Essays - 1000 words - 2

Comparative Analysis - Essay Example Philosophers like Peter Singer have adopted utilitarian viewpoints in order to justify a strongly favorable position to animal liberation and a respect for the environment. After all, it was Jeremy Bentham, John Stewart Mill’s family friend, who said of animals, â€Å"the question is not ‘can they reason’, and not ‘can they talk’ but ‘can they suffer’?† John Stewart Mill’s piece â€Å"Nature† discusses the extent to which human beings can listen to and derive moral truths from nature alone, and whether it is indeed a valid source for such information. Mill looks critically at claims made by philosophers throughout time and space that human action must conform to some underlying Law, a supreme ruler and ultimate standard. He ultimately concludes that acting in accordance with any just natural laws is a physical impossibility and therefore the concept itself an absurdity. The word â€Å"nature†, whatever it means, does not confer any normative principle, whether it is endorsement or disapproval. Nature simply is what is, and not what ought to be. â€Å"Nature,† Mill writes, â€Å"cannot be a proper model for us to imitate. Either it is right that we should kill because nature kills; torture because nature tortures; ruin and devastate because nature does the like; or we ought not to consider what nature do es, but what it is good to do† (Mill, 2007). This passage encapsulates perhaps what is most significant about Mill’s essay. Holmes Rolston, in â€Å"Humans Valuing the Natural Environment† broaches this same topic by quoting Barry Commoner’s â€Å"third law of ecology†, which says Nature knows best (Rolston, Humans Valuing the Natural Environment, 1989, p. 32). This is the inversion of Mill’s thought that nature has no place in guiding human action. It states simply because human beings value nature in some sense such means they ought to follow nature accordingly. Rolston

Supporting Children and Young People Essay Example for Free

Supporting Children and Young People Essay P1. Describe how one activity/experience supports the communication and intellectual development of a child or young person. (P8) I recently sat with a group of children aged 2-4 years in the book corner during group time, the children were all participating in a story/singing activity also using puppets. There were two of these which the children participated in, they were; five little ducklings and the other was, There was an old lady who swallowed a fly. For the activity one child held the book, another child held the main puppet and the other children in the group each had a puppet or two to hold. The children then all sang the song There was an old lady who swallowed a fly ,the lady also swallows other animals so the children enjoy letting there puppet get eaten by the old lady. This activity would support communication and intellectual development, because the children all need to communicate with each other deciding who is going to take what role; the song/story also helps develop listening skills. The children need to listen and think about what comes next and decide when it is their turn to either hide their duckling or let the old lady swallow their animal this is the intellectual part of the activity. Every child is different but this activity may cover a specific aspect to support a child’s individual communicational or intellectual development need. P2. Describe how one resource or type of equipment supports the physical development of a child or young person. (p8) I have chosen to set up an obstacle course for the children to complete making decisions about ways to travel from one end of the number line to the other, they will be taking the risk to balance along tyres trying not fall off. They will then need to walk along the wooden bridge down the steps collecting a conker from the bowl, posting it down the drain pipe, watching it roll out into the empty container. This activity is aimed to support a specific Childs interests and needs aged 3-4 years. This activity will support physical development through both fine motor skills and gross motor skills allowing them to take a risk and challenge within the health and safety boundaries. By this I mean that I have not created something that will be dangerous yes they may wobble and take a tumble but the obstacle course I have created is within safety regulations. The fine motor skills will be completed by picking up the conkers and using their hand to roll them down the drain pipe. The gross motor skills will be completed through their movements both across the tyres and bridge as well as using there travelling techniques such as hopping running jumping across the number spots. During this activity the children will also be using their intellectual skills to think about the ways they will travel along and judging how risky it is to go across the tyres. Here is a plan I have drawn of how the obstacle course would look. P3. Identify ways the practitioner can support the emotional development of the child or young person.(P8) Practitioners can support the emotional development of a child by building up a relationship with the parents. They could send home fact sheets and all about me books for the parents and children to create; including photos, pictures, drawings and information about the child’s key interests. This could be information about their favourite things such as what they like to eat, characters they are interested in, what they like to do at home , where they like to play for example outside or in the sand pit. Practitioners have the important role of making sure that all children’s needs are met as every child is different not all children will need the same support. It is the practitioner’s job to support the Childs emotional development they may use singing and stories, whilst comforting the child as a distraction from being upset and thinking about home. Each child is given a practitioner who is known as their key worker. The key worker is the practitioner who has majority of responsibility of making sure the child’s development needs are being met but also having a strong bond with the child to be able to give one to one attention to for emotional support. Furthermore the practitioner can use the information found from the parents about the child to help them to settle , they can take their key interests into consideration and plan activities based around the key interest to support the development of the child. For example when the child has to separate from carer they may be rather emotional but you could take a key interest such as â€Å"likes to play with trains† into consideration and get out the train set using this as a distraction. Also use appropriate language such as â€Å"mummy will be back after lunch don’t worry† , talk about the fun things you have planned to do that day asking the child wha t they would like to where they want to play. P4. Describe ways the practitioner can use care routines to support the development of children aged 0-3 years. (P8) There are several ways Practitioners can are routines to support the development for children aged 0-3 years. It is important that you communicate with a child whilst changing them. Discuss what you’re doing â€Å"I’m going to wipe your bottom make sure that it is nice and clean so it’s not sore.† When dressing them say what your doing allowing the child to know what’s going on. Sing songs to the children, if they are slightly older have a conversation with them. Practitioners use encouraging language during step by step daily routines such as, before snack and meal times don’t forget to wash your hands with soap. Sometimes we use little rhymes and songs to encourage and help the children with the routine. For example wash, wash, wash your hands, wash, wash, wash your hands, let’s wash the germs away. Do the same with drying their hands. This helps to support the child’s independence allowing them to do it for themselves with a practitioner’s encouragement before collecting their own cups, plates and name cards for meal times. Practitioners can also support development through care routines by allowing the child to have a try at wiping their own bottom after going to the toilet, reminding them to flush the chain and wash their hands not forgetting to use soap. When potty training practitioners should give lots of praise and acknowledge that the child has tried to use the toilet even with help or if they have had no accidents, but also comforting the child if they do have an accident. Perhaps use sticker charts as encouragement. P5. Describe how the setting can effectively support the child through one transition.(P8) I am currently in a position where I am supporting a child through a transition. They are moving from the baby room into the big room consisting of children aged 2-4years. Each child will have their own individual plan with information about ways we can support them through their transition. It will need to include care plans, routines, key interests and useful tips in ways which we can help and support the child through their transition. Practitioners will support the children through their transition on the understanding that every child is different and one transition may be more successful and the child may settle sooner than expected. However it could also be the total opposite and another child may take longer to settle than another, but this proves the differences between children’s development stages. I have experienced such ways of supporting a transition, rather than carrying the child around all the time allow encourage them to walk holding your hand. Allow them to come for cuddles and except that they may want to be with you whilst they are through into the new room. I have recently supported a child where when they were near the gate to the baby room they thought about going back in but I diverted their attention by using some of their key interests to engage them in an activity instead. To support a child’s transition you need to prepare for them to be emotional and need 1:1 support. To begin with allow the child to come through and have meal times at the table with the big children, and then once they seem to settle encourage them to come through for half an hour to an hour a day increasing the length of the stay one they are stable in the room. Perhaps start with using their key interests allowing them to want to come through, play and engage with the older children. When the child is through into the new room allow them to explore give them options and choices ask them where they would like to play, who they would like to play with. P6. Describe how effective communication supports all areas of development (P8). Practitioners and parents can support children’s all round development through effective communication. By this I mean being a good role model as children pick up on what you say and do. Also speak clearly to the children allow them to have their say and take time to listen to them, use eye contact ,facial expressions and don’t interrupt when they are talking as this could is likely to knock their confidence and self-esteem. When talking to the child think about the tone of voice you need and the way you need to respond to a situation but using a cross tone of voice all the time will affect the child and think that they have done something wrong causing their confidence and self-esteem to be lowered. Practitioners and parents need to have time to communicate whether it be a quick chat at drop off and collection times or a parent consultation, but it is important that they share relevant information about the child to help support the child’s development. Furthermore practitioners try their best to support the children’s development in all areas to do this they need to think about the ways they say and do things and the way to respond to the child. If a child was to pronounce something incorrectly it is not appropriate for the practitioner to respond to the child by saying â€Å"that’s wrong you say it like this†. As that will knock the child’s confidence and put them off talking. The correct way to help them would be to repeat what the child has said but repeat it correctly for the child to hear how you say it correctly and then they will pick up on that. For example if a child was to say â€Å"nana pwease† you as a practitioner would say â€Å"yes you can have a banana as you used your manners and said please†. This helps the child to hear how you say the phrase correctly. It is down to the parents/carers and practitioners to effectively communicate with the children which will support them through all round development. Practitioners will plan around the child’s individual needs looking at their strengths and weaknesses selecting an area in which they will need to progress and ways in which the setting can support them as an individual. P7. Describe the role of three other professionals whom you may work with. One of the professionals whom I may work with would be a speech and language therapist. Their role is to work with individual children who have been referred by doctors and early years workers due to parents and practitioners concern of their speech and language development, to improve their speech. Speech and language therapists are the people who alongside practitioners will use their skills to support the child needs. As a practitioner I use my knowledge and give the opportunity for all children to join in â€Å"Mr Big mouth† activity which is a sound game. Speech therapists will work with the individual child on a one to one basis maybe twice a week for an hour to help with the child’s speech development. Another professional whom I may work with would be a health visitor.

The Taming Of The Shrew - Humor :: essays research papers

In The Taming of the Shrew, Shakespeare creates humour through his characters by creating false realities (as demonstrated by Petruchio’s behaviour and attire in the scene of his wedding) and by the use of subterfuge and mistaken identity (shown in the final scenes with the transformation of Kate and Bianca’s respective personas). He also uses irony quite extensively, especially towards the end of the play (as can be seen in the final ‘wager’ scene). The concept that ‘things are not always as they seem’ is quite evident in the events surrounding, and including, Petruchio’s wedding ceremony. This particular scene in the play demonstrates how the use of false realities (a real situation falsely presented in order to deliberately deceive) can be used to create humour. Biondello describes Petruchio’s appearance to Baptista, and by doing so sets up the expectations of the audience. He says that Petruchio comes wearing: New hat and old jerkin; a pair of old breeches thrice turned; a pair of boots that have been candle-cases, one buckled another laced; an old rusty sworde†¦with a broken hilt and chapeless; his horse hipped†¦with an old mothy saddle (Act III Scene II) This depiction of Petruchio conforms to Shakespeare’s technique of using false realities, in order to create humour. This can also be seen in the false identity that Petruchio puts forth in his quest for dominion over Kate (that of the eccentric egomaniac). However, these false realities are not enough by themselves, as the audience has nothing to go by but what they see before them, and so they are not to know that this is not Petruchio’s true personality, and so Shakespeare employs another essential element of humour: he lets the audience know what is truly transpiring, while the characters themselves remain oblivious to the truth. He does this using a soliloquy, in which Petruchio states the strategies he shall use in order to tame Kate: She ate no meat today nor none shall she eat†¦and as with the meat some undeserved fault I’ll find about the making of the bed†¦ This is the way to kill a wife with kindness†¦he that knows better how to tame a shrew, not let him speak (Act IV Scene I) This soliloquy serves to reinforce the fact that ‘things are not always as they seem’. So the knowledge gleaned from this soliloquy means that we find the other events involving Kate and Petruchio even more amusing, as we can see that it is nothing more than an elaborate game of chess, instigated by Petruchio.

Merchant of Venice and the Crucible Comparison

All communities run successfully with qualities of fairness and equality. The well-being of the citizens depends on the support and guidance they receive from those with power and influence in their society. When the people become corrupt and start having intentions that do not contribute back to the community, the society will fall apart and be unable to maintain balance and stability. In William Shakespeare’s The Merchant of Venice and Arthur Miller’s The Crucible the reader sees examples of injustice inflicted on the victims within the plays through the people with power within the community.The Christians in The Merchant of Venice mock Shylock the Jew countless times while the high court in The Crucible believe citizens are practicing witchcraft without a proper testimony. In both situations, the Christians and the court see themselves doing the right thing and believe they are contributing to the society when in reality, they break apart the community by persecutin g those that are different.The victims in William Shakespeare’s The Merchant of Venice and Arthur Miller’s The Crucible suffer from injustice as power being placed in the wrong hands leads to the formation of biased decision, the limited free will of citizens and severe punishments. The limited free will of the victims within the societies due to the manipulative mannerisms of the Christians and court subjects them to injustice. The way the Christians hate Shylock makes him have limited free will in the Venetian community.Shylock is unable to interact with the Christians due to his reputation as a moneylender. Shylock is unable to choose his occupation and as a moneylender, his only source of income is the interest he gains from it, resulting in the Christians hating him. This injustice forces him to be shunned from society and he ends up losing everything that he owns. The Jews only had moneylenders as their occupation and this injustice forces them to be unable to re late and communicate with society. â€Å"I am as like to call thee [dog] again, / To spit on thee again, to purn thee too† (1. 3. 126-127) demonstrates the abuse Shylock receives. His limitedness in his occupation highlights the lack of orientation in their community and the need to force those that are different away. Solanio is â€Å"sure the duke will never grant this forfeiture to hold† (3. 3. 24-25) and as the play continues, Shylock faces a losing battle in which the power is evident in contributing to his destruction. He is faced with injustice every time he meets a Christian and this is limiting him in his performance in the community.Similarly, the court exerts limited free will on all citizens of Salem when they stay a devout Christian. All citizens need to be part of the theocracy and if one strays away from it, they are accused of being affiliated with the devil. â€Å"No crack in a fortress may be accounted small† (Miller 64) demonstrates the limite d possibility of people in Salem to have another choice of religion. The power of the court forces those that were not part of the theocratic government to be eliminated from society. These are all landholding farmers, members of the church†¦ they’ve known the women many years and never saw no sign they had dealings with the Devil†¦ should be summoned† (Miller 86-87) shows how those that wanted to prove the innocence of the accused are taken in to court to be questioned. Regardless of the many times the citizens of Salem tries to tell the court about the absurdity of witchcraft, the court would not listen. John Proctor goes â€Å"twenty-six time in seventeen month† (Miller 61) and it was not enough, thus he is accused of trying to overthrow the government.The injustice causes many people to die without being at fault. The flaws in the ruling of the government are evident throughout the play as the court refuses to listen and uses its power to determine the rules of society on its own. Due to the injustice in the communities of Venice and Salem put by the power in the wrong hands, severe punishments are placed on the victims. The punishments determined by the Christians affect Shylock severely and he ends up losing all that he has.The injustice Shylock receives is more than enough to prove his continuous suffering throughout the play. Antonio â€Å"call[s him] misbeliever, cut-throat dog,† (1. 3. 107), demonstrating the abusive treatment he receives as the Christians make fun of him and throw hateful words at him. Shylock has no one to stand up for him, appearing alone in most scenes whereas the Christians always arrive in groups. This â€Å"ganging up† gives the Christians power over Shylock and when they use this power to hurt Shylock emotionally, the injustice and damage created is exponential.The court is already in favour to Antonio winning as shown by the Duke saying he â€Å"think[s] so too, / That [Shylock] b ut lead’st this fashion of [his] malice to the last hour of act. † (4. 1. 17-19) the power is unequal and this ruling forces Shylock to surrender and accept his defeat. It is unjust for this to happen as Shylock does not get a fair trial and ends up losing everything. Likewise, the court overuses its power and ends up killing the entire community. The power of the court enforces theocracy to a degree that results in the citizens being accused of not following them correctly and turning to witchcraft.John Proctor succumbs to saying he is associated with the devil and â€Å"sign[s himself] to lies† (Miller 133) by confessing to an act he did not commit. The unequal treatment of the accused shows how the court enjoys abusing the abundance of power it has in its hands. The accused have no one to turn to and â€Å"God send[s] his mercy on [them]† (Miller 129) when they admit to witchcraft. The court takes pleasure in watching the citizens get accused and delved in the fact the power they owned is essential in the sufferance of the citizens. It is this cruel act of the community that makes the entire community suffer.The punishments are apparent due to the contrast between the victims and the authoritative power in the Christians and the court, ultimately affecting the overall injustice within each society. When decisions are influenced and become biased, the opposite side of the party becomes affected. While one party might benefit and receive a positive bias, the reverse will happen for the other, resulting in the victims being wrongly accused. The choices the Christians make end up harming Shylock when he loses all of his wealth and property and is converted to a Christian.The biased decision causes injustice on Shylock as he is shunned and hated in the Venetian community. As Shylock begins his famous speech â€Å"Hath not a Jew eyes? † (3. 1. 54) he demonstrates that he feels the same pains and joys that the Christians feel and should be treated equally but the biased views the Christians have of him eliminates him from any form of respect he deserves. When Jessica robs him and leaves with a Christian Solanio, pretending to be Shylock, cries out â€Å"My daughter! O my ducats! O my daughter! † (2. 8. 15) in a mocking manner, creating a bias on Shylock in which readers are able to agree with.Shylock is portrayed as a cruel and revengeful character and as Solanio imitates him, no sympathy is felt for his loss. The Christians are only able to see Shylock as the Jew and do not relate any emotions to him. Similarly, the opinion of the court forces the whole town of Salem to follow suit. The young girls are able to gain power and with the help of the court, they are able to hang those they dislike. Their innocence and sense of vulnerability enables the court to believe and support them. Abigail’s â€Å"name is good in the village† (Miller 12) makes her able to easily accuse those not in favo ur with the court.The court believes her and only hears her side of the story, taking all that she says as the truth. Once Abigail accuses the citizens, their chance of redemption is next to none. Proctor stands up for himself, questioning why they never â€Å"wonder if Parris be innocent, or Abigail? Is the accuser always holy now? † (Miller 73). The biased opinion of the court made many innocent people wait to be proven guilty. The power of Abigail and her friends inflict injustice on the citizens they disliked, forcing many families to die in Salem.Their lack of consideration for others makes for a bias against the accused. The communities in which abused power is present as a result is torn apart, compelling the victims to suffer. The biased decision of the Christians and the court result in injustice in their society, playing a crucial role in splitting up the community. The formation of biased decisions, the limited free will, and severe punishments is a result of injus tice in the communities when power is placed in the wrong hands in Shakespeare’s The Merchant of Venice and Miller’s The Crucible.The biased decisions of the Christians and the court help them to form favoured decisions and prefer one group over another. The limited free will Shylock and the citizens receive result in the lack of choices they make in their daily lives. The severe punishments the victims in both texts receive cause the injustice in the community to grow as those with power abuse their ability and use it to harm those that did not need to be harmed. The injustice shows the need to fix problems in societies, teaching one that power used properly is essential for a community to function.

How effectively has Steinbeck created tension during the incident with Candy’s dog? Essay

The killing of Candy’s dog in Steinbeck’s novel â€Å"Of mice and men† is a very important incident. The author makes this scene very tense using different techniques. Everything starts because Slim considers the dog is useless and has a bad smell. â€Å"He ain’t no good† (p70). And as he just got five puppies he believes Candy could make good use of one of those. Candy, very nervous and doubtful, finally accepts that killing his dog, which has been with him for a very long time, will be the best to do. Even though he knows that he will miss him. Carlson, described as â€Å"thick bodied† (p70), goes out of the ranch and kills the dog. These moments in the ranch are of absolute silence, and nobody is able to break this silence. â€Å"Silence fell† (p75). Time seems to pass very slowly; every sound scares everyone, until we can finally hear a shot from outside. The poor old dog was killed, we knew he should die, but didn’t want it to happen. After this death, everything came back to normality in the ranch, or the men were at least talking to each other again. In these pages, Steinbeck uses different techniques to achieve tension and time passing slowly. Time passing slowly can be shown when he starts sentences with a conjunction. â€Å"And slim †¦Ã¢â‚¬  (p74). â€Å"And the silence †¦ † (p75). This creates a long pause between one sentence and the other, giving a sense of conclusion. Steinbeck uses time in a very special way to increase tension. The more slowly the time passes, the tension increases greatly, â€Å"A minute passed and another minute† (p75). The author is really emphasised in time, we can almost listen the tic-tac of the clock, which makes us feel nervous, not really about what is going to happen, but whatever it is; we want it to happen immediately. Steinbeck also uses a series of short sentences in page 75, just before the smelly dog is going to be killed. â€Å"It was silence outside. Carlson’s footsteps died away. The silence came into the room. And the silence lasted.† (p75) This short sentences makes the reader pause a lot, it suggests that something dramatic is about to happen. It makes everything be very tense, you could just cut the tension with a scissor. In pages 75 and 76 there is a lot of repetition of the word silence. Steinbeck uses this word seven times through the passage. He really wants us to know about the atmosphere in the room, in complete silence. George won’t even break himself the stillness by shuffling the cards, but everybody is grateful for things that break the silence. â€Å"A little gnawing sound †¦ all the man looked toward it gratefully.† (p75). This silence is personified by Steinbeck â€Å"The silence came into the room† (p75). It seems as if the silence is another character in the scene, invading the room, making everybody feel nervous. It really increases a lot the tension. Steinbeck seems to have divided the characters, Candy: the one being hurt, Carlson; acting as the antagonist, the rest of the man; just avoiding the situation, and Slim acting as a sort of judge. Candy is suffering and is very uncomfortable as we can see in these pages. He might even be desperate. â€Å"Candy looked from help from face to face† (p72). This shows Candy’s loneliness, he is alone while his dog is about to die. Carlson clearly is the antagonist; he is waiting anxiously to kill the dog, to shoot the back of his skull. He does not care about the bond between Candy and his dog; he doesn’t feel any emotion at all. This is seen through the following quotation â€Å"I’d put the gun right there† (p72). George, Whit and the other men are evading the situation. They dislike the dog too, but prefer to stay in absolute silence and play cards instead of helping his good old friend. Slim is acting as a sort of judge, because he is trying to please Carlson and at the same time convince Candy about the situation. It is night in this scene and very dark. â€Å"Darker’n hell in here† (p70). It shows that something bad is about to happen, and when it is about to happen, or when it gets near, the darker it gets. â€Å"Out into the darkness† (p75). The dark sky is invading everything, everyone. Death is near. They can fell it in this atmosphere, were nobody can see clearly. Steinbeck also uses a comparison; at the beginning he compares George and Lennie to Candy and his dog. They are live partners; one of them takes care of the other. They are both friends who love each other and would do everything for his partner. Until now, that Candy accepted to kill his dog believing it would be the best thing to do. He didn’t even say good-bye. This might tell us that George will do the same with Lennie, maybe make a new friend, who knows.

English protestants Essays - American Culture, Cultural Assimilation

English protestants Essays - American Culture, Cultural Assimilation Ex.8 p.20 1) English protestants was the first European settlers, which arrived, searching for religions freedom. They introduced to the region distinctive political format the town meeting in which citizens gathered to discuss issues of the day. Only men of property could vote. Thanks to this, settlers of the New England gained an important political experience. They early realized , that cultivation of the large tracts of land, as was taken in the south, is more difficult in this region. To the middle of the 18 century mainstays of the region had become shipbuilding, fishing and trade. In their business dealings, New Englanders gained a reputation for hard work, shrewdness, thrift and ingenuity. 2) The first settlers of the Middle Atlantic were mainly involved by farming and trading, and region served as a bridge between North and South. City Philadelphia, located in the state Pennsylvania, was the birthplace of the Declaration of Independence in 1776 and the U.S. Constitution in 1787. As heavy industry spread, rivers such as the Hudson and Delaware became vital shipping lanes. Cities located on the major waterways, New York on the Hudson, Philadelphia on the Delaware, Baltimore on the Chesapeake Bay grew dramatically to large sizes. New York is still the nations largest city, its financial hub and its cultural center. 3) The South was first settled by English Protestants. However, after 1800 the interests of the manufacturing North and the agrarian South began to diverge, in which slavery was the main reason. In 1860, 11 southern states left the Union intending to form a separate nation, the Confederate States of America. It led to the Civil War and the end of slavery. But it was failed to provide African Americans with political or economic equality. Southern towns and cities legalized and refined the practice of racial segregation. It took a long, concerted effort by African Americans and their supporters to end segregation. Today South has evolved into a manufacturing region, and high-rise buildings crowd the skylines of such cities as Atlanta and Little Rock, state Arkansas. 4) Most of the Midwest territory is flat. The Mississippi river has acted as a regional lifeline, moving settlers to new homes and foodstuff to market. Midwesterners are praised as being open, friendly, and straightforward, political tend to be cautious, and also have been strong adherents of isolationism, the belief that Americans should not concern themselves with foreign problems. The regions hub is Chicago, Illinois, the third largest city in the country. 5) The Southwest differs from the Midwest in weather (drier), population (is less dense) and ethnicity (strong Spanish American and Native-American components). Population growth in the hot, arid Southwest has depended on two human artifacts: the dams and the air conditioner. Dam on the river Colorado and on the other rivers and also channels, built by the project Central Arizona, have brought water to small towns such as Las Vegas, Nevada, Phoenix, Arizona; and Albuquerque, New Mexico, allowing them to become business and cultural centers. 6) The West is a region of scenic beauty on a grand scale. Relief of the all local states is partly mountain. Winds from the Pacific Ocean carry to the west of the mountains enough moisture. However, to the east, the land is very dry. For example, Northwest territories of Washington state gets a precipitation in 20 times per year more then Eastern part of Cascade mountains, located in the same state. In much of the West the population is sparse. Alaska is the most countrys Northern state, has a vast land of few, but hardy, people and great stretches of wilderness protected in national parks and wildlife refuges. Hawaii is the only state in which Asian Americans outnumber residents of European stock. Los Angeles is the second largest city in the nation, it is best known as the home of the Hollywood film industry and the Silicon Valley area near San Jose, California is the most populous of all the states. Ex. 10 p. 25-26 The story of the American people is a story of immigration and diversity. In the past, the idea of the melting pot was emphasized, an image that suggested newcomers would discard their old customs and adopt new ways of life. Typically, for example, the

Catholic scandal

Bishop acknowledges the role of crisis Dallas (AP) - American Roman Catholic bishop started a historic gathering of civilian sexual abuse on Thursday and after their mistake triggered the crisis, Infiltration Photo AP Slide AP AP Photo Slide AP Photo Catholic Church Abuse The controversial audio / video casualties are required to further tolerance and accountability Church (WFAA, Dallas) Bishops, Discussion on Sexual Abuse by Pastor (AP) We will take action to propose a recommendation aimed at reforming the efforts of the Church's abuses. The American Catholic Children Sexual Love Scandal occurred in 2002, and it is reported that many archbishop leaders transferred to a new pastor instead of reporting or demolishing a pastor abusing a minor. The scandal involved almost all of the parishes of American Catholics, including 4,400 pastors and 110,000 children abused between 1950 and 2002. Child marriage is legal in several countries. For example, in Yemen, more than a quarter of girls ar e married before 15 years of age. Just in 2010, a 12-year-old bride from Yemen died of internal bleeding after intercourse. Furthermore, it is not uncommon for a 12-year-old girl from Saudi Arabia to marry an 80-year-old man. Child sexual abuse scandal in the Roman Catholic Church is a long-standing story that proves that it can be said to be one of the most historical scandals of the century. This is a scandal embodied in Mashiel and embodied in Macheel, effectively destroying the belief and trust that Catholics and Roman Catholics do not have, is the oldest religious institution in the Western world, to the ancient Rome I am back. Times. In addition to the New York Times article Sexual Abuse and the Catholic Church: Why It's a Story, countless other magazines, magazines, television stations continue publishing and broadcasting the media on church sexual abuse scandals . Just in 2016, New Yorker announced an article entitled Understanding Catholic Abuse by President Benedict. The C atholic Church is currently suffering from a very serious and serious scandal, Catholic priests and pedophiles sexual abuse. Last year, the Catholic Church had to distribute more than $ 100 million to the resolution of sexual abuse. But when the two Catholic priests in Boston were accused of abusing over 100 boys and young people, the crisis became mainstream. Churches around the world have influenced this scandal. - Cults can be defined as a group of people centered on human religious, social or political ideology (Martin, 2003). This is a sport that respects certain people, uses operation techniques to recruit members and collect funds. Cults require that members fully fund their work and use it to fund the members and provide sexual services for the benefit of the leaders.

Speeches with the Power of Pesuasion Essay Example | Topics and Well Written Essays - 3000 words

Speeches with the Power of Pesuasion - Essay Example The paper tells that in the past, we have had a number of great speeches that have persuaded many people into doing something or buying something. In addition to that, other speeches assisted in negotiation plus conflict resolution. In life, without such people with great power of persuasion, the world could be elsewhere. Any negotiator in any conflict has to be a skilled person if resolution is going to be achieved. Many a times, we have heard cases of poor negotiators entering into bad agreements that cost businesses to collapse. When one is faced with someone who is doing something that one does not like, persuasion can be a very important tool in such scenario. In as much as power is considered to be or coercion, persuasion can also be vital too as evidence from the statement ‘power of persuasion.’Social-interest theorists liken persuasion as a form of exerting social influence on someone or about something. It is usually influence that investigates the reason why hu mans change. Inducing any form of change in an individual’s attitude is what is commonly referred to as persuasion, but inducing a change of belief is what is referred as propaganda or education depending on how one looks at it. Rhodes in his book uses the term ‘influence’ in a manner similar to how one he uses the word ‘power’ in an attempt to bring change. From Rhodes perspective, it is vital in identifying what is supposed to be change by the power of persuasion.... Many a times, we have heard cases of poor negotiators entering into bad agreements that cost businesses to collapse (Levine 7). When one is faced with someone who is doing something that one does not like, persuasion can be a very important tool in such scenario (Levine 10). In as much as power is considered to be or coercion, persuasion can also be vital too as evidence from the statement ‘power of persuasion.’ Â   Social-interest theorists liken persuasion as a form of exerting social influence on someone or about something. It is usually influence that investigates the reason why humans change. Inducing any form of change in an individual’s attitude is what is commonly referred to as persuasion, but inducing a change of belief is what is referred as propaganda or education depending on how one looks at it. Rhodes in his book uses the term ‘influence’ in a manner similar to how one he uses the word ‘power’ in an attempt to bring change . From Rhodes perspective, it is vital in identifying what is supposed to be change by the power of persuasion (Levine 15). Scholars in socio-influence sometimes include the term persuasion in the concept inducements that tends to better fit in my definition of coercive power or exchange power, rather than persuasive power. Sometimes efforts aimed towards behavioral change can be left out. In other cases, the writer seems to be concerned with efforts that change attitude and not on efforts that change behaviors. There are very many useful researches on persuasion that can be located in social-influence literature, but here, my use of persuasion may be quite different (Levine 16). In this paper, I use the word persuasion to refer to a