Young Goodman Brown: Good or Evil?

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Young Goodman Brown Good or Evil?

In Nathaniel Hawthorne's short story "Young Goodman Brown", the lines between good and evil are continuously blurred as Brown proceeds from the village into the forest to carry out his onetime evil deed. The separation of the village and forest is key in distinguishing between good and evil in the opening of the story. Brown's wife "Faith" represents his simplistic view of good and evil. Brown's traveling partner in the forest, which bares a striking resemblance to him, is a representation of the devil. The incorporation of the leaders of Brown's life into the forest represents the breakdown of his simple childlike view of life. The complete confusion of good and evil causes Brown to withdraw from everything he had loved so vigorously, prior to his to his dream or experience.

In the opening of the story, the village, to Brown contains all things that are good and pure to him. All the spiritual leaders of his life are there, Deacon Gookin, the minister and his dear wife, Faith. Brown is in high spirits and looks forward to what the future will bring when he returns from the forest. In contrast, the forest is evil and contains the evil deed he must accomplish just this one time. "He had taken a dreary road, darkened by all the gloomiest trees of the forest, which barely stood aside to let the narrow path creep through, and closed immediately behind" (47). The forest is described as a dark, gloomy, dreary and fearful place. He foreshadows the sinfulness of the forest by suggesting the presence of the devil. "What if the devil himself should be at my very elbow" (47).

"Faith" means many things in this story, however, primarily, she represents

Brown's childlike view of life and his naïve belief in good in evil. Like a child, he

believes he can return from his consciously wrongful journey into the forest unchanged

by the evils he will encounter. "Well, she's a blessed angel on earth; and after this one

night I'll cling to her skirts and follow her to heaven" (47). "Faith" also symbolizes Brown's need for something stable and pure to cling to for security and protection. His wife, Faith, symbolizes in many ways his own "Faith" or belief in God. Brown's problem is that he relies on others for his stability, beliefs and happiness. The pink ribbons in Faith's hair seem to symbolize childish youth, love, happiness and trust. "And Faith, as the wife was aptly named, thrust her own pretty head into the street, letting the wind play with the pink ribbons of her cap" (46).

After Brown's suggestion of the presence of the devil in the forest, it is quite ironic that his peculiar traveling companion suddenly appears. The man strangely resembles Brown a great deal. He carries an eerie snake like staff, "that it might almost be seen to twist and wiggle itself like a living serpent" (47). As Brown begins to rethink his journey and contemplate turning back, his traveling companion attempts to persuade him more and more to continue on. " I helped your grandfather, the constable, when he lashed the Quaker woman so smartly through the streets of Salem. And it was I that brought your father a pitch-pine knot, kindled at my own hearth, to set fire to an Indian village, in King Philip's war. They were my good friends, both; and many a pleasant walk we had along this path," (48). Even Goody Cloyse refers to the man as the devil. "The traveler put forth his staff, and touched her withered neck with what seemed the serpent's tail." ""The devil!" screamed the pious old lady" (4). The traveler then refers to himself as the devil. "Then Goody Cloyse knows her old friend?"(4).

The breakdown of Brown's black and white world begins with the incorporation of the

towns-people into the evil forest. Another key part is that they are all seemingly en route

to and knowledgeable of the evil event that Brown himself is being lured to. First, it is

Goody Cloyse, who taught Brown his catechism. Then comes the minister and Deacon

Gookin, causing Brown to be, "faint and over-burthened with the heavy sickness of his heart" (441). Brown, in an attempt to figure out if Heaven does exist, looks to the stars "With Heaven above, and Faith below. I will yet stand firm against the devil!" (441).

Finally, adding to the climax, comes Faith. Her appearance in the evil forest

represents the complete breakdown of the separation between village and forest good

and evil. The appearance of the pink ribbons brings Brown to a maddened despair. "My Faith is gone There is no good on earth, and sin is but a name. Come, devil! For to thee is the world given" (441).

Brown's confusion of good and evil causes him to withdraw from the things he had

loved prior to his dream or experience. When he awoke in the forest and returned to his

village, he was no longer the same happy go lucky man as he was the night before. At the

first sight of Faith, who was brimming with excitement to see him, his melancholy was

unbroken "But Goodman Brown looked sternly and sadly into her face, and passed on

without a greeting" (444). Consequently, the village and its people were no longer a

vision of goodness or purity in Brown's eyes. He now looked at everyone, including his

wife, with distrust and repulsion. Since Brown was basing his faith on someone or

something other than himself, he quickly became a very bitter and gloomy man.

Nathaniel Hawthorne's "Goodman Brown" is a dramatic piece of literature that

teaches the dangers of evil and the paranoia of evil. Brown is weak in the respect that he

could not accept the idea that no one is perfect. He allowed it to corrupt and ruin his life.

Even though he does live a long life with children and grandchildren, he dies a sad,

gloomy death. Each person will take a different view from the various symbols

Hawthorne provides as a guide to the moral of his story. The important part is how each

person integrates that view into his or her lives and uses it to an advantage.

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Grrrrrrrrrrr

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on grrrrrrrrrrr. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality grrrrrrrrrrr paper right on time.

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When youre ready for more,

check out the Autosending files and Options menus

An alternative to using the popup menu for playing MPs is to

(in mIRC) type /mp song file name

You do not have to type the whole filename, for instance athe

could be enough for The Prodigy - Breathe.mp, and forg forg

could be enough for The Corrs - Forgiven Not Forgotten.mp.

If you dont include a song name, the script

will play a random MP.

SUGGESTIONS

There are a few DCC settings that I suggest you change

if you want to send your songs to other people on IRC.

1. Close DCC send window.

Put a check mark in the On DCC completion, Close window, Send box

This way when you finish sending a file, mIRC will close the send window

. DCC timeout.

In the same DCC options screen as Close DCC send window.

This is how long mIRC will wait before deciding

that a DCC send has failed

Change this by clicking DCC menu, Options, Options tab.

Set the Send/Get Transfer timeout to around 00 seconds.

. Filling filename spaces.

By default, when you DCC send a file which

contains spaces in its name, mIRC will replace the spaces with

underscores, the _ character.

This is because other IRC clients (pIRCh, ViRC, IRCle, BitchX) do not

understand DCC sending filenames with spaces.

You can leave this filling spaces option turned on, and be able

to send all files to everyone, or you can turn it off, and preserve

your original filenames.

If you want to turn it off and preserve your filenames, you must start

a DCC send in order to change the setting, and uncheck fill spaces

after selecting the file to send.

NOTES

The script does a few things without telling you, like sending

messages to people when they request your MPs, and when

they use the @Locator function built into this script.

If your send slots (the maximum number of songs you want to send

at once) are full when someone requests an MP from you, the script

will give them a message like the one below

-- message goes here --

You can use the request queueing feature to save extra song

requests, and the script will send them when a send slot becomes available.

If you do not enable auto-sending of your MP list (in the

Autosending files menu) people requesting your list will receive

a message like the one below

-Mulva- Sorry, auto-sending of lists is disabled

If you do not enable auto-sending of your MPs (also in the

Autosending files menu) people requesting mp files will receive a private /notice saying that your autosends are off

The script will detect if someone requests the same song twice, and will send them a message saying that they are already receiving that file, and will tell them that they can stop the send (for example if they got disconnected) by typing

your nickname kill sends

Unfortunately it is not possible for a script to stop just one send, so all current sends to that person will stop (if they are getting more than one file at once from you)

Upgrading the script

To upgrade this script, simply unzip the new version to your mIRC folder and type

/reload -rs mpplay.mrc

Uninstalling the script

If you want to uninstall the script, just type /mpuninstall

This will COMPLETELY remove the script from mIRC.

It will clear all settings, and unload and delete all files belonging to THIS script (it will not affect other scripts if you have any)

If you want to save any files from the script, move them BEFORE uninstalling

For more information about this script, visit this page

NOTE This script has been banned in #mpcentral on DALnet, so it will not function

while in that channel (to prevent you being banned from there)

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The Debate Over Affirmative Action

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Affirmative action is one of the hottest debates concerning equality in today's American society. The proponents of affirmative action insist that it is an effective and important tool in creating equality.However, those who oppose it think that affirmative action is totally counterproductive.According to some of the arguments in the book Searching For Great Ideas, the two opposite views of affirmative action are analyzed in this essay.

In ¡°The White House Review of Affirmative Action,¡± the advocates of affirmative action show their reasons to support it.First of all, affirmative action offers equal opportunity to all the American citizens, especially those who belong to minority groups.In this argument, it is assumed that inequality of opportunity does exist in today's society because of race and gender.Since ¡°offering every American a fair chance to achieve success is a central tenet of our constitutional and political system¡­is a bedrock value in our culture¡­and is the fundamental goal of the civil rights statute,¡± affirmative action, whose main function is to create equal opportunity, is very important for not only the success of the individuals, but also the ideal quality of our nation and culture.To support this premise, two reasons are listed to prove the importance of affirmative in creating equal opportunity.The first reason is that it reduces the problem of discrimination.At this point, discrimination is assumed as unfair consideration and treatment that mostly happens to minorities when they are facing job or education opportunities.Except in the case for reducing discrimination to create equal opportunity, affirmative action also expands opportunity by promoting inclusion of underrepresented minorities.

Another premise to support affirmative action is that it is consistent with merit.One of the basic principles of affirmative action is that the basic decision must be made upon the ability of the person, not his or her gender or race.Therefore, it is fair to those who belong to majority.Since Affirmative action creates more equal opportunities for minorities by remediation of discrimination and promoting inclusion, and it does not unfairly burden majorities, conclusively, it is a very effective and important tool in creating equality in our society.

In contrast, the opponents of affirmative action think that it is counterproductive.In his argument ¡°Affirmative Action A Counter-Productive Policy,¡± Ernest Pasour shows his view as an opponent of affirmative action.He shows five premises to support this conclusion.First of all, affirmative action promotes the hiring of less qualified workers.This reason is based on his assumption that usually the people in majority are more skilled than those in minority.Second, affirmative action lowers the standard of college education.An example is that ¡°only 40 percent of the [students] entering class in 188 were selected solely on the basis of academic merit¡± because of affirmative action.The third reason points out that affirmative action causes reverse discrimination.Pasour assumes that today most blacks born after the Civil Rights Act of 164 have suffered little or no prejudice.Therefore, racial discrimination rarely exists in today's society.The special consideration to those who are not under prejudice causes the discrimination against majorities.At this point, his assumption for discrimination is that, today, discrimination is not mainly racism, but that qualified majorities are treated unfairly because their opportunities are given to unqualified minorities.The fourth reason is that those minorities who receive their positions because of their ability are unfairly considered the beneficiaries of affirmative action.The last reason says that affirmative action increases the racial tensions between majority race and minority race.In his argument, Pasour's assumption for the definition of fairness is to give each person the absolutely equal opportunity based on his or her ability, regardless of race or gender.Since affirmative action cannot give each person the equal opportunity absolutely based on his or her ability, it is not fair.Since the original purpose of affirmative action is to create fairness, it is counterproductive.

There are three points of conflict between these two views.First of all, their assumptions for the current situation of racial discrimination are totally different.

The proponents of affirmative action point out that a lot of racial discrimination evidently exists in today's American society.Therefore, affirmative action is necessary as a tool to reduce this discrimination.However, its opponents think that affirmative action is ¡°a way of making up for past discrimination¡± because today racial prejudice rarely exists.Therefore, affirmative action is not necessary.Another point of conflict is that they have different definitions of discrimination.In the ideas of the proponents of affirmative action, the discrimination is basically racial discrimination, while the opponents of affirmative action define discrimination as unfairness against qualified majorities because of preferential treatment to unqualified minorities.To affirmative action itself, the two sides also have a point of conflict.Proponents of affirmative action show that affirmative action is based on the principle that ¡°no unqualified person can be preferred over another qualified person.¡± However, the basic assumption of the opponents of affirmative action is that it makes the decision on the basis of race and gender instead of the qualification of the person.Since the standard of decision-making is the basis of their argument, it is also their main source of disagreement.

Affirmative action, when it is done right, is a positive policy that will effectively create more equal opportunities for the groups under a situation of being prejudiced.However, if it is used to give the unqualified person a chance to take over the qualified person, its original principle of creating equality is totally distorted.Therefore, affirmative action should be a program to detect fairness in the employment and education system and at the same time give some benefits to the groups being prejudiced.For example, when the employers are hiring the employees, affirmative action should force the employers to list their requirements clearly and openly for all the employees.The qualified people should have absolute priority over the unqualified people.If both a person belonging to majority and a person belonging to minority are qualified for this job, the employer should give more consideration to the one in minority.The college admission system should be conducted the same way.Therefore, based on qualification, the qualified person is not taken over by the unqualified person, and at the same time discrimination against minorities is prevented.

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The electorial college

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THE ELECTORAL COLLEGE

The framer's intent of setting up the American government will never be known for sure, but it is gathered that they preferred a republic over a democracy. In the constitutional convention the drafters had to decide how much power they would entrust with the people of the United States, and how much should be controlled by representatives. They chose to have Congress make the laws, and congress would be selected directly by the people. But another branch of government, the executive branch, wanted a sole president, and the framers had to decide how to choose this president. They chose from three main systems elect the president by congress, the people, or electors. Much debate was made over this topic and eventually the Electoral College system was chosen. Many Americans feel they go to the polls every year and vote for the president, and in the long run they are in control of the fate of our executive branch. With the 1 election it was clear that many people don't know how a president is chosen; the 1 election came close to having no majority of electors due to Ross Perot and his third party. The electoral college is just barely surviving and is under more and more attack all the time.

Before any debate, it was assumed the best system of electing the president was to have congress do it. However, if congress was to elect the president, then the president might feel an obligation to help congress get certain laws passed by not vetoing. This would screw up the checks and balances system. Even with this problem the system was voted for and approved on four different occasions.

Not many believed in the direct vote system. Most people thought that the American democracy had not come far enough to offer a direct vote. It was still an unstable government. After all the president is to guard the people from the legislature, therefore he should be selected by the people. But most drafters believed that the people were generally misled. This system was voted down twice, but was helpful in showing us the downfall of the legislature deciding a president. When they had seen the downfalls of two systems, a third compromising system evolved, the electors.

This third system was to have electors that could not be a member of congress vote for the president. The elector system was voted down twice, once as the electors to be chosen by state legislatures, and the other time as the electors to be chosen by direct vote. Finally it was passed under the system of letting state legislatures decide how to choose the electors. Another compromise had to be made about how many electors each state would have. This was agreed upon by the electors equaling the total of the states representatives. There was no further debate on how to choose electors.

States went three main routes in choosing electors the legislative system, a district system, and the general ticket, or a winner-take-all system. Many states tried to reform by making a more standard system state by state, but the constitution says you can't

The legislative system failed because of too much promising, and too many payoffs. The district system lost popularity quickly because of it's third party favoritism. This left the general ticket system as the leading system. There are two states that still use the district system, but the remaining 48 states use the general ticket system.

Most all states no longer show the electors' names on the ballot, because the voter votes for either the president or the party that they wish to hold office. This causes a problem of the unfaithful elector. This has not traditionally been a problem in the history of the electoral college but it could possibly be a problem. . 6 states do not require an elector to vote for what they have pledged to vote for by state law. Although these states are still considered under the general ticket system.

There are three problems in the electoral college system. First a president can be elected to office even if it is not what the people want. Another problem is that electors are not punished for being unfaithful to what they have pledged. And finally the system for electing a president if no electoral majority is reached.

If all of the states used the general ticket system, all electors were faithful, and there were only two candidates, and if a candidate lost a state the candidate received no votes, then a president could be elected with only % of the national popular vote. This is because the thirty nine smaller states in the US have a much proportionally larger vote than the larger states. And if a president received 4% of the vote in a state, he could walk away with nothing to show for it in terms of electoral votes.

The constitution clearly states that the choice of electors is to be made by the states. Thus an easier method of change is called Allocating the Electoral Vote. In this method the states hold a poplar election and the electoral votes are allocated by percentage. In a worse case scenario, a president could be elected with a minimum of 4% of the popular vote. This is much more accurate than the current general ticket system. In order for this system to work properly, it must also be part of state legislation to require the electors to vote on what they have pledged to vote.

Please note that this sample paper on the electorial college is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on the electorial college, we are here to assist you.Your research papers on the electorial college will be written from scratch, so you do not have to worry about its originality.

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Ideas of Race

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Hate is a powerful emotion. Hate can change people from Mother Teresa to Adolph Hitler. Hate has the power to destroy many people¡¦s lives from those who hate, to those who hate affects and the people who have to witness it. Many terrible ideas come out of hate, such as racism. Racism is quite possibly the worst kind of hate that people use against each other. Many examples of this can be seen throughout history. One event that captured the darkest side of racism occurred during World War II. Thousands upon thousands of Jewish people were killed in concentrations camps because they were Jewish. The hate and racism of just one man, Adolph Hitler, managed to control him so much that he wanted to rid the earth of the Jewish race. He did not succeed in that, but he killed many while trying to complete it. Racism was experienced throughout the history of America. The race that experienced the most was probably the African Americans. The sad truth is that racism is still seen in America today by many African Americans.

Since the beginning of time, people have been discriminated against based on the color of their skin. African Americans are the first people that come to mind when one speaks of racism. The American Heritage dictionary defines racism as the belief that a particular race is superior to another race or discrimination based on the race of a person (American Heritage p.67).Their history in the United States has been difficult since the beginning. As slaves they had no rights, then society treated them harshly for many decades because of the color of their skin. Ideally people would not be mistreated based on what race they are but they still continue to be. Everyday many black people and other people are looked down on or are mistreated just because the color of their skin. Sometimes racist people treat others pretty harshly because of their own ignorance.

Jonathan, an African American male, described the racism that he has experienced in his lifetime. Jonathan spoke of a few times when racism affected him. The first story he spoke of was an incident with the police. The police are men and women who are suppose to protect and serve everyone which includes African Americans. Jonathan was working on a project with a classmate late one night. He parked his car in a near by parking lot. Earlier that night, the police broke up a party. It was close to midnight when Jonathan got back to his car. When Jonathan got to his car, he noticed that he was blocked in by two police cars. Jonathan went over to the officers and asked if they could move their car so that he could get out. Jonathan was shocked when the officers said no but Jonathan decided to try anyway. So as he was backing out, he hit another car. When the police saw this, they rushed over to the car. The police tried to charge him with a hit and run charge because he did not immediately turned his car off. Since he was under the age of eighteen, the officers tried to charge him with breaking the curfew law.The owners of the damage car saw no problem with what had happen so the police hesitantly let Jonathan go.

Another story Jonathan told showed the old backwards ideas of racism in the south. Jonathan went to visit a farm in Tennessee with a group of friends. The farm was owned by the grandfather of a young lady from the group. When they arrived at the farm, the grandfather was sitting on the front porch with a shotgun next to him. The grandfather was dressed in overalls with a confederate flag hat on. They thought nothing of this until they all got out of the cars. The grandfather stood up to greet the guest. As he stood up, he reached for his shotgun and aimed it at Jonathan. He said ¡§Get off my land nigger.¡¨ Jonathan was shocked at this but with a shotgun aimed at him he followed the order of the old man. After they got back into the cars, the grandfather then walked around the car with the shotgun for a few minutes. They all drove off shocked at just what had happen to them. Jonathan laughs about it now, but it just shows how racism is still around today.

Jonathan also spoke of racism that he sometimes experience on a daily basis with people in which he comes in contact. He has noticed that sometimes a person will treat him differently on the basis that he is black. Sometimes when he walks into a store, the people behind the counter will pay extra close attention to make sure that he is not stealing anything. The people behind the counter are profiling him as a criminal on the basis that he is black. The media has painted a criminal picture of the young black male. Everyday the media shows the black males are killing the each other, pushing the drugs, and stealing the cars. A day does not go by without the newspaper describing a black male for being a suspect in a crime.

A racist person can be anyone. They have a certain belief that they have learned or picked up on their own. Racism does not have to be with the just one person, it can be with groups of people. The police mistreated Jonathan because he was black. An ignorant man with backward ideas almost killed Jonathan because he was black. Society has been taught from the media that black people are criminals. Many years of history still has not taught many people that racism is not right. All racism brings is hurt and pain to the people that it affects. The sad part of it all is that a racist can be a racist person without even knowing it.

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Night

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The personal tragedy affecting Elie, as well as the loss of family and his whole way of life - is the loss of faith and his loss of innocence. Discuss

The narrative Night by Elie Wiesel tells the story of a young boy who astoundingly survived the Holocaust, the writer depicts his life throughout the traumatic experience, describing how he was forced to grow up abruptly. Elie had basically become a wise old man at the age of fifteen. It was the year 1 and Hitler had been appointed as head of a governing coalition. Once in power the Nazi's leadership moved quickly to end democracy and establish a dictatorship. Before the war began, Elie was portrayed as a deeply religious boy for whom his community and his family were everything. The Jewish faith instilled in him a sense of duty to care for his parents and to live an ethical life. Although his father was not demonstrative, Elie respected him and obeyed him. His mother and sister fulfilled traditional roles in their homes and he was fond of them. In surviving the concentration camps of the Holocaust, Elies values become clear to him. He went into war a naïve, deeply religious boy, and yet he loses his faith in God because of the horrific things he witnessed.

All Jews were being deported to an unknown place. Elie and his family were split up, Elie being left with his father. At the time they walked away, Elie did not know that he would never see his mother and sister again With hindsight he felt their loss intensely. As time went on in the camps, caring for his father to keep some sense of family and personal connection was all that mattered. He says of his father, 'What would he do without me? I was his only support.'

Elie underwent a fundamental change whilst in the camps; he lost his faith in God.

Whilst in the camps the prisoners were denied any sort of identity whatsoever, each prisoner was given a number. 'I became A-771. After that I had no other name.' The only way to deal with all the abuse was to shut down all emotions. "Our senses were blunted; everything was blurred in a fog. It was no longer possible to grasp anything. The instincts of self-preservation, of self-defense, of pride had deserted us. Within a few seconds we had ceased to be men." It's because of this constant death and misery that surrounds Elie, that he, questions his faith in God. He looked for God in the camps but his faith was 'consumed in the flames of the fiery pits'. As Elie approaches the fiery pit, he feels anger towards a God who allows Nazi inhumanity to exist in this world. "For the first time I felt revolt rise up in of me. Why should I bless his name? The eternal, Lord of the universe, the All-powered and terrible, was silent. What had I to thank him for?"

While Elie was in the camp he witnessed many deaths, but one that affected him significantly was that of a young 'sad eyed angel' boy. This aroused feelings of pity and sorrow in the jaded atmosphere of the death camp. The Nazis crossed the line when they hung the child. Even though they kill thousands in the crematories everyday, the hanging of the child becomes an act of unspeakable and horrid cruelty. Elie felt as if the Nazi's had succeeded in killing God himself. "Behind me, I heard the same man asking 'where is God now?' And I heard a voice within me answer 'Where is he? Here he is. He is hanging here on these gallows'." In killing the child the Nazi's come dangerously close to destroying Elies faith in God, permanently.

Near the end of the novel we see the father-son role being reversed as Elie is forced to take care of his father. Overcome with cold and fatigue, Elies father simply wants to lie down and rest in the snow, even though to do so means almost certain death. "'Don't shout son. Take pity on your old father. Leave me to rest here. Just for a bit, I'm so tired…' He had become like a child, weak, timid and vulnerable'". Elies father had given up and no longer wanted the responsibility of struggling to stay alive. As his son, Elie takes on this responsibility for him. It was this need to grow up early, along with all of the horrific things Elie witnessed within the camps, such as the hanging of the young boy and the final struggle of a dying man crawling to reach two cauldrons of soup that instigated his loss of innocence. We see situations where Elie had become a man, who could lie and scheme to save himself and his father as the circumstance demanded. He is no longer a child and his innocence is lost. He is woken from his 'pleasant dream' and plunged him towards the harsh reality of the world. The events he witnessed exposed him to the dark-side of mankind.

Elie struggled as best he could to stay with his father and risked his own life for both their benefits. When Elies father passed away Elies life in the concentration camps ceased to really exist "I have nothing to say of my life during this period. It no longer mattered. After my father's death, nothing could touch me any more."

Elie lost a great deal through the war, and this changed him dramatically. He lost his home and his family, he lost his faith in God and he lost his innocence. The Nazis' cruel, brutal, inhumane behavior transformed Elie from an innocent, caring, religious boy, into a living corpse and surrounded him with constant death and misery. No matter what revenge Elie felt for the Nazis nothing would bring back his family, and the way his life used to be. Even after leaving the camps, Elie is haunted by the nightmarish visions he saw at Auschwitz. "Our first act as free men was to throw ourselves on the provisions. We thought only of that. Not of revenge, not of our families. Nothing but bread. And even when we were no longer hungry, there was still no one who thought of revenge… But of revenge, not a sign." The Holocaust shows us something powerful the strength of the human spirit. Prisoners survived because of their sheer will to live, unwilling to be broken by the oppression of the Nazis. Night shows that brutalizing conditions often create and strengthen bonds, and can lead people to discover and fight to maintain their humanity. With hindsight Wiesel tells that he learned that he was strong and that he and others could behave with dignity and morality. Finally he learned that what was most important to him was to be the best man he could be.

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ROMAN GENERALS

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Julius Caesar

Probably one of the most influential figures in Roman history, Caesar was also probably one of their better generals. He was especially well known for how much his troops liked him, mostly because he gave them larger shares of whatever they plundered. As a result, he could get his army to stick with him, no matter what the situation, even if what they were doing was against Roman law, like when he ordered his troops to cross the Rubicon, the point which no general was allowed to take his armies past. Because of this, he was able to keep pursuing Vercingetorix through Gaul, even when food became very scarce. This lead to his conquest of Gaul, one of the largest areas of the Roman area, which today is called France. When the Republic collapsed, he became one of the members of the ruling Triumvirate, along with Crassus and Pompey. Eventually, after Crassus was killed, Caeser took out Pompey and appointed himself dictator for life.

Crassus

Crassus may have been one of the three most powerful men in Rome during the years of transition between the Republic and the Empire, but when it came to military matters, he was a fish out of water. More of a politician than a military leader, his one main campaign was marked by incredible stupidity and total defeat, as well as Crassus' death. He ignored offers of help from other Romans, trusted dubious sources of information, did not truly understand his enemies, and was caught unprepared and lost many of his men in a single battle.

Pompey

Born on Sept.106 BC as Gnaseus Pompeius, Pompey the Great already had an advantage over most Romans; his father was a respected consul. Pompey went into Military service early on, and proved himself to be a competent leader and talented strategist. During the civil war between Gaius Marius and Lucius Sulla, Pompey allied himself with Sullas forces, and utilizing new and creative strategies was able to crush many of Mariuss men in Sicily and Africa. Later in his career he did work in Spain, which impressed men in Rome so much as to have Pompey elected consul in the year 70 BC at the young age of 6. Once Pompey left his consulship he went back to work for the military. Taking control of a wing of the Navy, he cleared the Mediterranean Sea of the roving bands of pirates that had plagued Roman merchants. During his sea conquests he made new treaties and alliances with neighboring kingdoms that had a stake in the Sea. His working the Mediterranean allowed trade to flow freely, and allowed Romes Navy to slowly gain a stronger and stronger grip on many trade routes between European kingdoms. This is very important, because it provided a huge income for Rome by ways of tariffs and taxes. After securing the seas, Pompey moved into land again, successfully taking Jerusalem and Syria for Rome. The importance of acquiring Jerusalem beyond money and expansion is obvious today.

Pompey returned to Rome as a seasoned and respected commander. It was on this return that his greatest honor was bestowed upon him; Pompey was placed with Caesar and Crassus to form the first great triumvirate. Things went smoothly between the men in the triumvirate, in the beginning, in fact Pompey married Julia, Ceasers daughter. But this peace fell apart as time went on; Crassus died, as did Julia and Caesar began amassing his power. Caesar moved on to Gaul, and Pompey stayed in Rome. While in Gaul Caesar gained great power and ties with soldiers and the people, and by generating these ties Caesar had the loyalty base needed for his revolution. During 50 BC, Caesar began moving his army closer and closer to Rome. Understandably worried, the Senate (and Pompey) ordered Caesar to disband his army. Caesar refused. Then, in January 4 BC, Caesar marched into Rome and started the greatest Roman civil war. The war was short and violent, ending with Caesar victorious and Pompey running to Egypt. While there Pompey attempted to regroup and try to dethrone Caesar, but was instead assassinated by the very man he was seeking alliance with, a powerful leader named Ptolemy.

Scipio

During Ceasers war for power, Pompey did have allies to help stop Caesar. One of the more prominent allies of Pompey was Metellus Scipio, a powerful politician who had great influence with the army in the vicinity of Rome.

Born to Publius Scipio Nasica, he was later adopted by Quintus Metellus Pius, a Roman leader. During his tenure in Rome, he was one of the first people to realize the danger that Caesar posed. Scipio was the first to speak out against the possible danger of Ceasers army in Gaul, and the first to demand Caesar to disband his soldiers. Caesar refused, and Scipio called for Caesar to be deemed a traitor and an enemy of the people. Scipios resistance to Caesar impressed many of the Senate and in 4 BC, right at the beginning of the civil war, Scipio was given the title of Ruler of Syria. As the civil war grew in intensity, Scipio kept his attitude of Caesar, and joined forces with Pompey. The fight was a futile one, though. Caesar was able to push Pompey and Scipio farther and farther South, into Sicily and eventually over the Mediterranean Sea. The civil war was brutal, and Pompey was defeated by Caesar at Pharsalus. Scipio took over Pompeys forces after that, but was quickly taken by Ceasers superior military. Escaping to Africa, Scipio fled after his defeat. The circumstances of his death arent known, but suicide is a possibility.

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Cereus eriophorus var. fragrans

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The Cereus eriophorus var. fragrans, more commonly known as Fragrant Prickly-Apple, is an endangered cactus as of November 1, 185.John K. Small, of New York Botanical Garden, discovered this succulent cactus. It was found to have occurred in coastal hammocks from Merritt Island, Brevard County south to the St. Lucie River.This rare cactus has only been identified on the Atlantic Coastal Ridge, which borders the Indian River or on spoil islands in the Indian River.There are now only eleven small areas in the eastern St. Lucie County where this columnar cactus is known to live.

A solitary tree cactus, the Cereus eriophorus var. fragrans, tends to grown from two to four feet tall, occasionally reaching 15 feet.The roots of this plant are tough, gristly, and shallow.It grows flower buds - usually one cm long, white, and hairy two months before flower growth.These nocturnal flowers are scented, white or pink and have numerous petals. These flowers mostly bloom in May, and fruiting from May to October.

Cereus eriophorus var. fragrans enjoys partial shade and grows on dry sand soil in terrestrial areas, most of which have been disturbed oak-red bay scrub on dry sand dunes.It was found to grown in space once occupied by cabbage palmetto, sand live oak, Chapman oak, myrtle oak, red bay and stopper.It has been found to live in areas where water capacity, fertility and organic matter are all extremely low. The areas where it lives original vegetation has been altered by bulldozing, and most of the Atlantic Coastal Ridge was cleared during the 1880's for pineapple plantations and still has to regain its previous level of diversity and productivity.

This cactus reproduces sexually through vegetative reproduction. There are two distinct peaks in which this plant flowers, one with flowering starting in April and peaks in May, the second are minor peaks in September and October.After these peaks take place, fruiting begins mainly climaxing in May and a little in September.The way that the seeds are dispersed in uncertain, but birds do help in the spreading of these seeds as well as rodents, and these plants tend to grow close to the drip line of other plants, signifying avian seed spreading.

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Emotional and psychological development of children

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1C Foster the emotional and psychological development of children

Learning Outcome 1 &

1.

- The child's independence & autonomy are fostered through a range of different self-help skills at various levels.

- There is a home corner with dress ups where children can practise dressing themselves or the dolls that are provided.

- At meal times there is a pleasant homelike environment where older toddlers are given a spoon and encourages to feed themselves, and preschoolers to serve their own food as well as pour their own water.

- Children who are capable are encouraged to dress themselves and get up & down from the change bench.

- Lucy (18 months) is encouraged and has her effort acknowledge when trying to put her shoes on and do up the velcro straps. She is made aware of assistance if she needs it so she is not being setup to fail.

- Danny (4 years old) is encouraged to get the floor cloth and clean up the paint he spilt, with the help of a teacher.

- The children's independence & autonomy is allowing children to attempt tasks for themselves no matter how messy it may get and they are offered assistance when needed to support the learning process.

- Fleur (4 years) is encouraged to wheel her own wheel chair independently throughout the room and encouraged when succeeded (eg you got your chair all the way around all these blocks on the floor!)

.

- Children are given opportunities to make appropriate choices throughout their daily routine.

- Children are able to make decisions about what equipment they would like to use because they are put on easily accessible shelves for children to pick and choose.

- Infants are encouraged to feed themselves but if they choose not to then a caregiver also has a spoon to feed them with.

- Children are encouraged to choose their own food & a plate / bowl.

- The children are also able to make the decision about what colour cup they would like to drink their water from.

- Lucy (18 months) is able to make the decision to put her own shoes on without help from an offering caregiver.

- Three preschoolers, Madison, Shona and Shane are able to solve their problem in the block corner by making choices about how to keep the babies from knocking their structures over and eventually came to a solution.

- Being able to make their own choices fosters the children's independence. IT is important because it gives a child a sense of responsability and a better understanding of decision making and its consequences.

.

- The children are given an opportunity to participate in decision making in their daily routine at the Centre.

- At meal time children are able to make decisions about their meal, the colour of the bowl, what they want to eat or perhaps if they would like to eat.

- Lucy (18 months) is given the opportunity to make a decision of how to keep the babies away from their bricks.

- Decision-making not only gives children a sense of responsibility but also to accept responsibility for their actions and individual choices.

4.

The opportunities which this center provide to foster self esteem and a positive self image are

- Allowing children to make their own choices and take responsibility for their actions.

- Offering consistent encouragement

- Providing a relaxed environment (homelike)

- Praise when they achieve goals or tasks (eg. Lucy's shoes)

- Pushing the boundaries and guiding the child to succeed Lucy and her shoes, Fleur and her wheel chair, Elfi and climbing to the bench.

- Explaining differences whether they be cultural, physical etc. Eg. Fleur and her wheelchair helps Fleur to feel part of the group and special.

By introducing children to change and differences you are effecting their judgment about the world and our values, therefore our self-esteem. Out interactions with children need to be as positive as possible to support our self-concept or our sense of ourself as well as our self-esteem because this is what forms part of our selves and will be wit us for life.

5. Some situations where caregivers encourage children to gain more confidence and deal with frustration are

- In a safe environment where infants can crawl and begin to learn o walk

- When serving food children are encouraged to feed themselves but not forced to, if they become frustrated there is an adult to help feed the child

- The three preschoolers are able to overcome the frustration of having their blocks knocked over by being able to make a group decision on how to solve the problem. This enhances responsibility and also confidence

- Lucy (18 months) gains confidence by being able to put her own shoes on. When the caregiver notices that Lucy is getting upset she offers assistance and waits near by to see if help is needed.

6. How are individual differences, cultural backgrounds and acheivments acknowledged and respected?

- Children are treated as individuals and accessed on their developmental level (not all judged) eg. Older infants are given spoons but preschoolers can serve themselves.

- Home corner has provided a wide range of items to reflect different cultures, abilities, people and lifestyles

- Meal time is a pleasant, relaxed social occasion where children are encouraged self help skills and their efforts are encouraged and acknowledged

- Children's differences are acknowledged and ranges of choices are provided for children to choose from eg. Nappy change time where independence is fostered by allowing children to help

- Fleur (4 years) is in a wheelchair and she is encouraged to do things for herself and the children are given honest explanation about why she is in a wheelchair. She is made to feel welcome and part of the group

- Lucy (18 months) is encouraged and acknowledged for trying to put her shoes on

- Decision-making is respected and encouraged from the three preschoolers about the divider.

Learning Outcome

to 5 year olds

Play Activity Singing songs

- if your happy and you know it,

Clap your hands.

If your sad and you know it

Have a cry…Boo hoo.

Rational By providing a song for this activity in which you can change the words to match the mood of the group of children you as a caregiver are not only acknowledging their feelings but you are also telling that child that it is okay to feel that way as long as you express your feelings in the appropriate ways eg. Children who are feeling sad can say boo-hoo and have a little cry because that's okay. Children have the opportunity to choose what emotions they would like to sing about and help to make up the actions eg. if your angry and you know it stomp your feet!

Role of caregiver The role of the caregiver is to set this experience up in a calm, relaxed private area where children can feel free to express their emotions and participate in the activity. The caregiver needs to reassure children that it is okay to feel sad sometimes or cranky when someone knocks down your building and the caregiver could perhaps offer suggestions on how to come to terms with these feelings and deal with them. Encourage children and praise them for recognising their different feelings.

Play Activity Drawing

Rationale - By providing an activity where children have the opportunity to draw a picture of how they are feeling, a child should hopefully feel more comfortable talking to the caregiver about what they have drawn and what they are feeling. Even if the child prefers no to tell the caregiver what emotions they are feeling it provides an opportunity for the child to release some feeling and also gives the caregiver a better understanding of what they are feeling inside. Children need to feel free to express themselves through a wide range of experiences, whether it is drawing, singing, playing musical instruments, playdough etc. Hopefully in this activity the child will draw a picture and allow the caregiver to talk to them about what they have drawn and explain it.

Role of the caregiver The role of the caregiver is to provide an environment which is relaxing and private enough to talk to the child about their picture with, especially if the picture is private or the child is usually shy or withdrawn. Caregivers need to provide the equipment for this experience eg. enough pencil/textas of various colours and paper. Colour is important because from a young age different effects on children and they can pick up on this eg. Red is and angry colour or blue is a sad/calm colour.

Caregivers need to encourage and reassure children about their emotions/feelings.

Learning Outcome 4

Briefly explain whether or not the caregivers responses are likely to encourage children, to support each other and explain why.

1. No, this statement from Madonna (Don't' make a fuss of him, hes got to learn to walk and he'll have to cope with falling over) is not comforting or reassuring for Brett (10 months). It doesn't encourage Brett to want to try again and this type of attitude is not warm or pleasant. Val ( years) is not encouraged or acknowledged for trying to help Brett. Instead she is told not to fuss over him. Next time Brett needs comfort he is unlikely to find it in Val.

. Yes, this scenario gives me a warm welcoming view of the environment. Older children are encouraged and praised for helping those in need, especially younger children who are having difficulty. Rahul (4 years) is thanked from caregiver Betty for helping Casey ( years) with the blocks. Next time Casey needs help he would probably feel welcome to come and ask either of them for help in the future.

. Candice (7 years) is encouraged and acknowledged when she comforts her friend Julie (5 years). Betty the caregiver offers assistance and comfort and respects the wishes of Julie when she declines, but Julie knows she is there when/if she needs Betty. Betty leaves Candice to comfort her friend. This gives responsibility and a better understanding of emotions etc. In the future Candice would probably feel welcome to comfort Julie also. They both would also feel welcome to go to Betty for help/support in the future.

4. Fran helps to make Chloe (8 years) feel welcome within the environment by explaining that Chloe has a hearing problem without alienating her from the other children. Fran also helps the other children learn how to interact with Chloe by reminding and prompting them to speak o Chloe in her left ear when necessary. The children can support Chloe with her additional needs.

5. John doesn't support Mark's emotional needs. HE allows other children to tease him and make him upset because he believes that children need to learn that. John doesn't comfort Mark or acknowledge his hurt feelings instead he lashes out on him when he becomes frustrated with other children. John doesn't offer any support between the other children and Mark to work out their differences. John should educate the other children that other children are good at different things and let Mark know that its okay to feel that way but to talk about or express his feelings in appropriate ways.

Plan Music Play

Key concept Dynamics and following simple instructions.

Introduction

-Everybody do this just like name

- Build it up

- Heads & shoulders

Main activity

- Arabic belly dance.

Wiggling hips, hand waving in air, twisting wrists, bellies moving.

- William tell overture.

Marching holding a horse during the intro

Get up onto horse and trot, and then get faster into a gallop

Get off horse give drink put to bed.

- Enya.

Growing from a seed in the ground into a tall tree, then autumn comes, leaves fall and we shrivel back down to the ground.

Rhythm or singing game

- Scarecrow

- Hop little bunnies

Conclusion

- Gorillas in the zoo

- We can play on the big bass drum ( instruments)

Transition

- Tai Chi (relaxation transition song)

Lying on the floor in our own space, stretching out, we are leaves floating, when tapped on the head they float to the bathroom.

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"The women in Hamlet are helpless ciphers in a man's world"

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In Hamlet, Shakespeare shows that women are not considered to be equal to men. Men hold a higher position, treat women as lesser people and believe that women should listen to them and do as they are told. Women have no power or influence and are portrayed as slow, weak and neurotic characters easily controlled.

Hamlet realizes that women might, because of their emotional characteristics, unconsciously commit serious, immoral mistakes and that women put on men psychological pressures that can interfere with mens ability to do what is morally right. Gertrudes marriage with Claudius, as well as how her psychological impact on Hamlets mind gets in the way to kill Claudius, are manifestations of these facts. These facts disturb him and he becomes extremely cynical and even disturbed, about women in general, showing a particular obsession with what he perceives to be a connection between female sexuality and moral corruption.

The two women in the play Gertrude and Ophelia share a common frailty, they have weak and fragile personalities but are important characters because they affected many of the decisions and actions done by Hamlet. They are used and even mistreated by the men in the play in many different ways, in order to help those men achieve what they want.

Gertrude, the Queen of Denmark and Hamlet's mother, is in some ways the epicentre around which Hamlet's emotions revolve; she was the driving factor for the whole setup of the play.

As the play processes, she can be considered as a weak and inconstant woman who seeks affection and status more urgently than moral rectitude or truth. When Hamlet says "Frailty, thy name is woman" (Act I, Scene II), he shows that he thinks women are weak and as a result he doesn't treat them with respect.

Claudius shows that he doesn't respect Gertrude's feelings many times throughout the play. At the beginning he took advantage of her while she was in a fragile state, when he didn't give her time to mourn the death of her husband, and at the end he shows that she isn't a high priority in his life, when he just stood there and watched her drink the poison.

When Claudius murdered Hamlet's father, difficulties arose between Hamlet and Gertrude to cope with one another. Hamlet got angry with his mother for remarrying Claudius, his father's murderer that he decides to be rougher towards her, simply to gain control over her.

There is a possibility that her actions after her husband's death were prompted by self-preservation. A convenient marriage to a known protector would, after all, ensure her safety and that of her beloved son, whom she may have considered too immature to take on the responsibility of ruling a threatened country.

She shows that she is easily persuaded to act in the way others want her to act. Polonius, for example, has no problem making her agree to let him hide in her room when she sees Hamlet and she is very quick to report her findings to Claudius after the murder.

Like Ophelia, Gertrude is a victim of circumstance. She is not completely guiltless, but there seems to be no evidence that there is any desire in her to do evil to others. Indeed she is aware that her actions may even be the cause of her son's apparent madness. If she commits a crime at all it is the crime of immorality, and, like everyone who is drawn in to the evil which Claudius begins, she pays the price by dying of poison intended for her son.

Ophelia is the daughter of Polonius, sister of Laertes and Hamlet's girlfriend. She is gentle, loving and beautiful but also has a weak personality. She is obedient to her father and loyal to her family and it is this, which draws her into the circle of disaster and leads to her untimely death. She has no control over her own life whatsoever and allows herself to be used.

She is deeply in love with Hamlet and believes his tender to be sincere, but her obedience to both her father and her brother always comes first.

Laertes tells her to beware of Hamlet's interest, as it is driven by desire, not love. He also points out the difference in their background and concludes that Hamlet is not in a position, as heir to the throne to choose freely who he will marry.

Polonius is also scornful of Hamlet's motives and concerned that he will be discredited by Ophelia's conduct. His command to her not to see Hamlet again is brutal, as is his decision to use her as a decoy to investigate the reason for Hamlet's eccentric behaviour. The fact that she obeys is quite understandable, since filial obedience was a fundamental part of the life at the time.

Ophelia shows her weakness as a woman again, when she betrays Hamlet by spying on him for King Claudius.

Women had little status, and Ophelia's wishes are not considered at any time. She becomes melancholic and mad as the play progresses, eventually drowning in a stream. This leads to the final ending where Hamlet kills Laertes and Claudius, Gertrudes is killed by drinking poison, and Hamlet himself is killed.

In sum, we can say that Gertrudes and Ophelia were the two dominating figures that were the basis for the play. They contributed to the final and tragic ending because of their weakness and incapacity to think by themselves and speak up to men. Their role in this play sets up a system of cause and effect.

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Rita Dove

If you order your research papers from our custom writing service you will receive a perfectly written assignment on Rita Dove. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Rita Dove paper right on time.

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Myth and Reality

By exploring myths, we can explain our own personal circumstances.In Mother Love (15), Rita Dove explores the relationships between mother and daughter through the redefinition of Demeter and Persephone's myth.In fact, by reimagining the myth one can obtain many resonances with the present.This is the important point of Rita Dove's work the fact of considering past close to the present, or coexisting with it.

In this paper, I will try to analyze the sonnet Demeter's Mourning, as a clear example of how our personal experience can be reinterpreted many times looking back into the backgrounds of our culture, because in every single individual there is this "Great Mind" which it was defined by Yeats.In this sense time and history represents our individual existence.And this is the point of Dove's Literature.By revitalizing the language, by redefining not only the Afro-American tradition (as Hughes or Brooks did), but also the universal concepts of Love, Died, History, Time, etc., with an accurate use of American English, she has gave a new impulse to American Language with the use, why not, of classical forms, as sonnets, odes, vitanelle, and so on (Vendler 6-6).

First of all, we have to say that Rita Dove is one of the most important figures in the Contemporary History of American Poets. Poet Laureate of the United States and Consultant in Poetry from 1 to 15.The poet was born in 15 in Ohio; she decided to be a poet when being only a child.She grew up in a scientific environment (his father was a chemist) and her motivation for reading father's book written in German made her to learn this language.She was Summa cum laude from Miami University of Ohio, and Full bright Scholar in Germany.She received her Master of Fine Arts degree at the University of Iowa.It was there where she met her husband to be, German novelist and playwright Fred Viebahn.Together, the two currently reside in Charlottesville, Virginia with their daughter Aviva. She is presently a Commonwealth Professor of English at the University of Virginia where she teaches creative writing. She has published, among others, six poetry collections, among them Thomas and Buelah, which were awarded the Pulitzer Prize in 187. She is also the author of the novel Through the Ivory Gate and the drama The Darker Face of the Earth, which premiered at the Oregon Shakespeare Festival in 16 and was subsequently produced at the Kennedy Center in Washington, D.C., and other theaters. Her song cycle Seven for Luck, with music by John Williams, was first performed with the Boston Symphony Orchestra at Tanglewood in 18. Her last work is On the Bus with Rosa Parks (1).

It has to be said that when Dove began to work with this particular myth, her daughter, Aviva, was five years old.Influenced by German literature, she began to write about Demeter, a female divinity, in the same way that Rilke had written his Orpheus, a male.The result was a deep analysis of intertextuality of myth and reality, both linked by certain psychological mechanisms inserted in our memory and in our emotions.

At first, we must say that Mother Love is a whole sonnet cycle.It is not by chance, of course, that Dove chooses this poetical form to develop her personal story.Sonnet reflects love explicitly.The lover, Persephone (Aviva), is an ideal object, for which the speaker tries to obtain her feeling.Looking back into the greatest poets (Spenser, Sidney, Shakespeare) we acknowledge how sometimes there is not a practical realization of this desire, circumstance that transforms love into suffering, ideal world.Demeter suffers eternity because she does not accept that her daughter is have being raped by Hades and went to Underground.This suffering is transformed into mourning, which it is repeated any time by making the earth infertile, the plant life ceases to grow.

Demeter Mourning as the title of the poem it can represents several aspects of any mother's mind.Demeter is the goodness of Goddess of the earth, agriculture and fertility, is the last creator of life and she is eternal as well as her agony by loosing physical proximity with her daughter.She realizes this new reality.Dove realizes that Aviva is growing up, that physical separation (when the daughter, for example, goes to school) is not eternal (as well as Demeter knows that Persephone's return is a fact) but she cannot be happy because her possibility of possessing the personal universe of the child has disappeared.In this way, Dove cannot be consoled; there is no pain that can be absorbed, neither the sing of a bird (v.1).

In the first stanza, she clearly exposes that there is no consolation for this sorrow.Even if you try to "make skin sigh, or dispense yellow roses" it does not matter.Yellow roses can represent Hades' betrayal.Or it can represent the apparent friendships of Hades versus Demeter.But really these roses are dispensed.We suppose they are dispensed on the floor, which is part of Demeter's soul.Earth and Nature are linked and they cannot be separated as well as they complete each other.So, "nothing turns the gold to corn" it is a reflection of time.I cannot change time; the poet cannot turn back into the past.The gold, that is Persephone, cannot turn to be a corn, that is, I cannot make time to stop.This is the main conflict of the poet she cannot make her child turn to her belly.There is no solution.Time is the main question here. Eternity, Time, and Earth are correlated to the origin of the world.There is no consolation for my sorrow.

In the second stanza, we arrive to the "volta" of the poem. It says "I will not ask for the impossible/one learns to walk by walking (V.8-).

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Angels that kill

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How many times have you said you wanted kill someone? Did you go through

with it? No. Saying you want to kill someone and actually going through

with it is a very big jump. Accomplishing this goal would be like playing

little league baseball then going directly to the major leagues, there is an

enormous difference. In the case of the King Brothers there was no talk

about killing their father, they went ahead and brutally murdered him. For

two adolescents to kill their father, the only parent that actually cared

enough to raise them, it is a very sad day for American society. Today's

children are too violent, due to all of the violent cartoons, movies, and

video games. Children are now prone to violence more than the children of the

past. American children are at the top of the violent children list. America

has more juvenile crimes than any other country in the world. I believe the

King Brothers are the murderers of their father and these delinquents should

be prosecuted to the fullest extent of the law as adults.

If you ask adults between the ages of twenty and forty if they had ever

been spanked as a child the majority would say yes. Did they kill they

mother or father? No they did not. Children of the past understood their

parents had a reason for punishing them and that the punishment was not

going to kill them. I do not agree with child abuse, but to spank a child

for a punishment is not child abuse. Today's children are way to

undisciplined. The King Brothers are just two big sissies that could not stand

to take their punishment. In my house growing up it was understood " if you

do the crime, you do the time." Growing up I had my share of disciplinary

punishments, but I never thought of killing my father. For these two young

boys to kill their own father something must be wrong with their personal

lives. I understand that the King Brothers did not have a normal childhood,

but that does not give them the any excuse to do what they had done. I

believe the King Brothers are the murderers because they admitted to

murdering their father, and that is all the evidence I needed. Kaczor said

in his article in the Richmond Registar " Alex described the murder in

chilling detail. He told the deputies he saw his father's brain through a

hole in his head and heard 'a sound like the person has a slightly stopped

up nose' as he gasped his final breathe"(Kaczor, A). If the King Brothers can sit there and say they killed their father and not show any sign of remorse, then the two boys deserve whatever the punishment is.

I believe the King Brothers had some help in killing their father. The help came in the form of a forty year old manipulative, and according to the Richmond registar a convicted child molester " Chavis, 40, had pleaded no contest to lewd and lascivious assault on two teen-age boys in 184 and served jail time" (Kaczor A6). Rick Chavis should take some of the blame for the murder of Terry King. This man is the reason the king Brothers committed the murder. If Rick Chavis had acted as a responsible man instead of as a disgusting excuse for a human being, Terry King might still be alive today. Chavis' influence on the King Brothers is very evident. Chavis was there to pick up the brothers after the murder, he was there to hide the brothers from the police, and he was there to give the King Brothers the bad advice the boys wanted to hear. In an article in the Richmond Registar Kaczor tells why the boys enjoyed staying with Chavis. "A convicted child molester who allowed them to play video games, stay up late watching television and smoke marijuana when they went to his house after running away ten days before the murder"(Kaczor A6). This simple statement shows you how young the King Brothers really were, all they wanted to do was stay up late. Chavis manipulated the boys by giving them everything their hearts desired; Chavis let the King Brothers live a life of total freedom. Chavis knew the boys were going to have to go home at some point, but he did not want them to. I believe in the ten days before the murder Chavis installed a few scary scenarios of what their father would do to them and gave the boys a few ideas of what they should do when they got home. Rick Chavis is the mastermind behind the murder and the boys were the willing and able tools he used. In my opinion the King Brothers and Rick Chavis should be sentenced to death. I see that two sons maliciously killed their father while he was helpless and asleep. Rick Chavis put the boys up to it.The fact that the boys change their story after serving four months in prison shows that they did not act alone. Not because they named Chavis in their new story, but they realized that they had no idea of the kind of consequences that they were going to face. The boys do not want to live the rest of their lives in prison, so they decided to stop covering for Chavis and to make sure he took his punishment if they had to.

I believe that this sad crime is the epitome of the problems in America. No one person or thing is to blame, it is a combination of all the over sensitive, undisciplined, and disrespectful ides that have infected the youth of America. All I know is that if you spare the rod you spoil the child. My parents were raised like that, I was raised like that, and my children will be raised like that and my family has never had any serious problems and never will. Family is the most sacred institution that anyone belongs to, and the King Brothers violated that sanctity in the most horrific way and they should be punished and punished severely. I bet the boys wish they had just taken their punishment for running away instead of killing their father, at least they would be free.

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Judith Wright

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Judith Wright

Throughout her poetry Judith Wright repeatedly revisits the common theme of Australia, its people and its past and what it means to be Australian. Although sometimes referred to as a landscape poet, her ideas actually extend far deeper. Poems such as South of My Days and Bullocky suggest that we are ignorant of, and uninterested in our past and the pioneers that shaped our country. When she writes, No one is listening (South of my Days) she suggests that no one cares about the stories of our past, like those of Old Dan. In Bullocky she raises a seemingly uninteresting pioneer to near Biblical status (calling him and the Bullock team old Moses, and the slaves) to again show us the wonders of the past buried by our ignorance.

Judith Wright maintains a collection of language techniques that she employs effectively in much of her work. When one first reads her poetry, it is the extraordinary control of sound devices that initially stand out. Although sound imagery in the diction itself can often be very effective, like the flute for the winds mouth in The Old Prison, Wright often manipulates rhyme and metre to further add to the effect. In the first two stanzas of Bullocky for example, the long, heavy words slow the poems pace to reflect the movement of the huge beasts. She also frequently creates a tension between rhyme and meaning (particularly effective in Drought Year and The Old Prison) to form an uneasy atmosphere for the reader. Allusion, particularly to Biblical texts including those of the scapegoat in Remittance Man and Moses in Bullocky, is also a commonly used device and is effective in giving her voice an almost preacher-like quality.

Perhaps the best way to appreciate the nature of Judith Wrights poetry is to contrast it to works that seem the complete inverse. The metaphysical poets such as John Donne for example, had a drastically different purpose and technique to Wright. Like Wrights, Donnes poetry harbours very deep themes (such as the nature of love and death) but his work seems to be more focused on the mind and the inner self. It can be extraordinarily complex with many allusions to both religious and scientific texts and theories but is presented in a more lighthearted and witty manner. Wrights work is focused primarily on the world around us and seems to put more pressure on the reader. She is more forceful in the presenting of her ideas than Donne.

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Inheritance of tools

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In each family, there is something that has been passed down from generation to generation. A man named Scott Russell Sanders wrote an essay titled, "The Inheritance of Tools". In this essay, he tells about a finishing hammer that has been passed down to him from his grandfather, to his father, and that will be passed down to his children. He reflects on the experiences he had because of this hammer and his father. He goes above and beyond describing why this hammer is so important in his family and what it actually means.

The hammer plays an important role in his essay; it ties together the generations in his family. He starts out by explaining the meaning of this hammer. He says, "The grain in hickory is crossed and knotty, and therefore tough, hard to split, like the grain in the two men who owned this hammer before me" (p. 185.) This quote symbolizes the way the story works. The hammer is connected to these generations and explains how the relationship between him, his father and his grandfather are so strong like the wood.

The story starts out with Scott receiving a phone call about his father's death. He has just finished building a wall in his house using the hammer that has been passed down to him. When he receives the phone call, he starts to reflect on how important the hammer really is and everything he has learned from his father. Her starts to remember various memories he had with his father. He remembers the first time he realized he wanted to learn how to build things. He went outside to call his father in for dinner when he was astonished by the sound of the hammer hitting the nail. His father was up in the roof and he was watching him hit the hammer yet the sound of it was delayed. This to Scott was amazing. He would watch his father, "He would pull a nail from the pouch at his waist, bring the hammer down, and a moment later the thunk of the blow would reach my ears. And that is what stopped me in my tracks and stilled my tongue, that momentary gap between seeing and hearing the blow" (p. 187.) From then on his father taught him everything he possibly could about the essentials of building and using tools. His father would help him to hit the nail on the head, he taught him how to make a porcupine out of wood, he allowed him to dump sawdust at the bottom of his feet and build things with it. At the end of the night Scott says, "Even after a bath my skin would carry the smell, and so would my father's hair, when he lifted me for a bedtime hug" (p. 188.) This quote just ties together how close he and his father really were. They were always together and always building things.

As Scott got older, he married and had two children, a boy and a girl. He taught both of them everything he knew about building things. Scott said, "I have seen my apprenticeship to wood and tools reenacted in each of my children, as my father saw his own apprenticeship in me" (p. 188.) This quote is so meaningful because it shows how he was so excited to see his children learning and doing the same things that he used to do when he first started learning. There is a certain exhilaration in seeing your children progress and love the same thing you do. Every father's dream is to teach their children something that they enjoy to do. But in this case it is even better because not only is he just teaching them something, it is something that runs in the family that has been taught by each father to each son or daughter.

While Scott was building the wall, he gets sidetracked and starts to talk about the mystical virtues of right angles. Scott's father always said, "If you're going to cut a piece of wood, you owe it to the tree to cut it straight" (p. 18.) This quote allows you to really understand how dedicated his father was to building. When hanging a picture frame each angle must be 45 degrees as a perfect triangle has. If it is not the perfect 45-degree angle then the picture will hang crookedly. According to his father, the picture can never hang crooked and the wall has to be perfect. If you are to put so much effort into something, you might as well make it perfect the first time instead of fixing it afterwards. Even if the mistake you made is not noticeable, it has to be fixed. His father must have felt amazing after he created things because all of his work was done to the best of his ability. It was a tremendous accomplishment when he was finished.

After finishing the wall and reflecting on his life his daughter told him in devastation that her gerbils have escaped from their cages and climbed into the wall through their heating vent in the basement. Scott sat there and thought. One might assume that since he had worked so hard on this wall that he would say there was nothing he could do or that he probably would not even consider knocking down the wall. But then he heard on the radio that several thousand people were killed in India due to a poisonous cloud. Scott said, "I felt my usual helplessness in the face of these calamities. But here was my daughter, weeping because her gerbils were holed up in a wall. This calamity I could handle" (p. 18.) I absolutely love this quote because this is where I truly realized how great of a person Scott was. He told his daughter not to worry, he would put out food by the heating vent to try to lure them out and if that did not work, he would tear apart the wall. Even after all the hard work and effort he put into his wall he would still tear it apart for his daughter. He felt that there was so much going on in the world that he could not handle but he could definitely handle this situation. In his eyes it was not the end of the world to break down his wall. He realized that he should only handle what he knew he could. The Gerbils did eventually come out so he never had to tear apart his wall.

Not only does Scott reflect on his past with the hammer but also he broadens the horizons and relates it to other ancient important objects. "I look at my claw hammer, the distillation of a hundred generations of carpenters, and consider that it holds up well beside those other classics Greek vases, Gregorian chants, Don Quixote, barbed fish hooks, candles, spoons. Knowledge of hammering stretches back to the earliest humans who squatted besides fires, chipping flints" (p.10.) Scott brings all of these topics up because all of those things are so important in this world and so ancient like the hammer is to his family. Greek Vases and Gregorian chants have remained the same through many generations just like his hammer. Cavemen were the first men on earth. All of their knowledge was because of their hammer. The things that cavemen created with only a hammer are amazing. If someone were to have the tools that were used by cavemen, they too would hold the knowledge in their hands. Scott feels the same. He has all this knowledge about building just because of this one hammer that has been passed down to him.

There are so many important aspects to this essay. It shows leadership, love, and a sense of achievement. Even though his father has died he will always remain with him through the hammer and the knowledge that he now knows because of his father. Scott's children will also carry the knowledge from each generation and will hopefully continue to pass it down along with the tools that it came from.

Please note that this sample paper on Inheritance of tools is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Inheritance of tools, we are here to assist you.Your cheap custom college paper on Inheritance of tools will be written from scratch, so you do not have to worry about its originality.

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