The Adventures Of Huckleberry Essays - English-language Films

The Adventures Of Huckleberry The Adventures of Huckleberry Finn Mark Twain's The Adventures of Huckleberry Finn is a novel about a young boy's coming of age in the Missouri of the mid-1800's. The main character, Huckleberry Finn, spends much time in the novel floating down the Mississippi River on a raft with a runaway slave named Jim. Before he does so, however, Huck spends some time in the fictional town of St. Petersburg where a number of people attempt to influence him. Before the novel begins, Huck Finn has led a life of absolute freedom. His drunken and often missing father has never paid much attention to him; his mother is dead and so, when the novel begins, Huck is not used to following any rules. The book's opening finds Huck living with the Widow Douglas and her sister, Miss Watson. Both women are fairly old and are really somewhat incapable of raising a rebellious boy like Huck Finn. Nevertheless, they attempt to make Huck into what they believe will be a better boy. Specifically, they attempt, as Hu ck says, to sivilize him. This process includes making Huck go to school, teaching him various religious facts, and making him act in a way that the women find socially acceptable. Huck, who has never had to follow many rules in his life, finds the demands the women place upon him constraining and the life with them lonely. As a result, soon after he first moves in with them, he runs away. He soon comes back, but, even though he becomes somewhat comfortable with his new life as the months go by, Huck never really enjoys the life of manners, religion, and education that the Widow and her sister impose upon him. Huck believes he will find some freedom with Tom Sawyer. Tom is a boy of Huck's age who promises Huck and other boys of the town a life of adventure. Huck is eager to join Tom Sawyer's Gang because he feels that doing so will allow him to escape the somewhat boring life he leads with the Widow Douglas. Unfortunately, such an escape does not occur. Tom Sawyer promises much-robb ing stages, murdering and ransoming people, kidnaping beautiful women-but none of this comes to pass. Huck finds out too late that Tom's adventures are imaginary: that raiding a caravan of A-rabs really means terrorizing young children on a Sunday school picnic, that stolen joolry is nothing more than turnips or rocks. Huck is disappointed that the adventures Tom promises are not real and so, along with the other members, he resigns from the gang. Another person who tries to get Huckleberry Finn to change is Pap, Huck's father. Pap is one of the most astonishing figures in all of American literature as he is completely antisocial and wishes to undo all of the civilizing effects that the Widow and Miss Watson have attempted to instill in Huck. Pap is a mess: he is unshaven; his hair is uncut and hangs like vines in front of his face; his skin, Huck says, is white like a fish's belly or like a tree toad's. Pap's savage appearance reflects his feelings as he demands that Huck quit scho ol, stop reading, and avoid church. Huck is able to stay away from Pap for a while, but Pap kidnaps Huck three or four months after Huck starts to live with the Widow and takes him to a lonely cabin deep in the Missouri woods. Here, Huck enjoys, once again, the freedom that he had prior to the beginning of the book. He can smoke, laze around, swear, and, in general, do what he wants to do. However, as he did with the Widow and with Tom, Huck begins to become dissatisfied with this life. Pap is too handy with the hickory and Huck soon realizes that he will have to escape from the cabin if he wishes to remain alive. As a result of his concern, Huck makes it appear as if he is killed in the cabin while Pap is away, and leaves to go to a remote island in the Mississippi River, Jackson's Island. It is after he leaves his father's cabin that Huck joins yet

Jane Eyre essays

Jane Eyre essays Jane Eyre was originally a book, by Charlotte Bronte. It has now been made into a movie. There are two versions of the movie the BPC version, which is the British version and the American version. Both movies are very good and tell the story different. The British version is more like the book. It tells most scenes from the book. The American is shorter and doesnt tell the whole story of Jane Eyres life. The American version has a bigger budget, you can tell by the settings, actors, and clothing and where it was filmed. The American version has great settings. Its looks very realistic but in the BPC version it looks at bit fake. When Jane Eyre is a young girl she is aggressive and stands up for her rights. Both actresses who play Jane Eyre when she is young are both very talented and play her part very well. When Jane is older she is shy, quiet and still very nice. Both actresses played the part very well. The actress who plays Jane Eyre in the American version was more like Jane he rself; she seemed shy, quiet and very nice. But in the BPC version the actress who played Jane seemed to be not that shy but still very nice. The camera work in the BPC version wasnt very good compared to the camera work in the American version. The actor who played Mr Rochester in the American version was older compared to the BPC version, he was more serious than the Mr Rochester in the BPC version. Mr Rochester in the BPC version was had some sense of humor and got pretty angry when he was angry. The clothing in both movies both had similar styles to each other. The clothing was a kind of Victorian style. Overall both movies where great to see. I prefer the American version better because it had Famous and talented actors. It was a great movie and it was very interesting whereas the BPC version was a bit too long and got a bit boring. ...

Top Tips for Succeeding in Statistics Class

Top Tips for Succeeding in Statistics Class Sometimes statistics and mathematics classes can seem among the hardest that one takes at college. How can you do well in a class like this? Below are some hints and ideas to try so that you can do well in your statistics and mathematics courses. The tips are arranged by things that you can do in class and things that will help outside of class. While in Class Be prepared. Bring paper for notes/quizzes/tests, two writing implements, a calculator, and your textbook.Be attentive. Your primary focus should be whats going on in class, not your cell phone or Facebook newsfeed.Take careful and complete notes. If your instructor thinks that something is important enough to write on the board, it should be written in your notes. The examples that are given will help you when you study and work problems on your own.Write the date and section covered in your notes at the beginning of each class. This will help when you study for tests.Be respectful of your classmates time and ask questions that are pertinent to the material being covered. (e.g. Why is the number of degrees of freedom one less than the sample size?) Save questions that pertain only to you (e.g. Why did I get 2 points taken off for problem number 4?) for your instructors office hours or after class.Dont feel the need to cram as much as possible on a page of notes. Leave plenty of room so that you can write your own comments when you use your notes to study. When test/quiz/assignment due dates are announced, immediately write them in your notes or what you use as a calendar. Outside of Class Math is not a spectators sport. You need to practice, practice, practice by working out problems in the homework assignments.Plan on spending at least two hours studying and/or doing problems for every 50-minute class session.Read your textbook. Constantly review what has been covered and read ahead to prepare yourself for class.Get in the habit of consistently doing work for your courses.Dont procrastinate. Start studying for your tests around a week in advance.Spread out work for large assignments. If you have difficulties early on you can get help more quickly than if you wait until the night before.Utilize office hours. If your schedule doesnt match your instructors office hours, ask if it is possible to make an appointment for a different time. When you come to office hours, be ready with specific questions about what you had trouble with or didnt understand.Utilize any tutoring services that your college or university provides. Sometimes these services are offered at no cost to students. Review your notes constantly. Form study groups or get a study partner in each of your classes. Meet to go over questions, work on homework, and study for tests.Dont lose the syllabus or any other handouts. Hold onto them until after you get your final grades. If you lose the syllabus, go to the course webpage to get a replacement.If you get stuck on a problem and dont make progress on it after 15 minutes, call your study partner and continue working on the rest of the assignment.take responsibility. If you know you will miss a test for any reason, let your instructor know as soon as possible.Purchase the textbook. If you have an older edition of the book, it is your responsibility - not your instructors - to see what that the sections/page numbers mentioned in class correspond within your book.If you are a statistics or math major, strongly consider keeping your textbooks and dont sell them back. Your statistics book will be a convenient reference.

Explore the theme of a dystopian society in George Orwell's 1984 and Coursework

Explore the theme of a dystopian society in George Orwell's 1984 and Aldous Huxley's 1984 - Coursework Example â€Å"War is Peace, Freedom is Slavery, Ignorance is strength† is the anthem resounding throughout George Orwell’s bokk 1984: it is the antithesis of all the values that the world collectively advocates. In the dysfunctional world of Dystopia, the controlling state is the central i.e. a totalitarian form of government. This government is for the purpose of ensuring the complete control of every single thing in the economy, even down to the behaviours and thoughts of its people. This futuristic sort of government has been described in many forms of contemporary arts. The theme for the dystopian society is almost always presented by people to throw a warning to the people of the cause and effect phenomenon. In Huxley’s book, he depicts a scene of naked children running and playing around a writes: â€Å"For a very long period before the time of Our Ford (...) erotic play between children had been regarded as abnormal (...) and had therefore been rigorously suppres sed.1† (c3). This is very much representative of our times today when instances of paedophiliac behaviour are erupting astonishingly. In the dystopian society, sexuality for and between children would be normal and encouraged. In the Dystopian world, different control tactics are used by the regime to control. These can be through eliminating any sort of external forces that can affect people and immunizing their internal processes so as to develop a ‘pacified world’ (Izzo p52), as is seen in Huxley’s Brave New World; conversely, these tactics can be defensive by employing inclusion and exclusion policies (Izzo). Orwell’s character O’Brien says in the book: 'The real power, the power we have to fight for night and day, is not power over things, but over men.' (c3) After which he claims that this power is demanded and asserted by making men suffer. Another aspect of the Dystopian society is the profuse use and abuse of technology. Guns and ammu nition are common. More importantly, the use of drugs is extremely common and these are administered to children and adults alike. The Dystopian ideal is very comprehensively described in the following quote from Huxley’s book (chapter 17), where Mond talks to the Savage and explains to John: And there's always soma to calm your anger, to reconcile you to your enemies, to make you patient and long-suffering. In the past you could only accomplish these things by making a great effort and after years of hard moral training. Now, you swallow two or three half-gramme tablets, and there you are. Anybody can be virtuous now. You can carry at least half your mortality about in a bottle. Christianity without tears–that's what soma is." There is a incessant need to control and ebb feelings and emotion in the human being. The Dystopian society requires the desensitizing of its people because feelings prove counter-productive to this system, in the sense that they create unrest i n the society who are then encouraged to question the system. With the government having complete control over the lives of the people, they are generally poor as well, having only their baser needs satisfied. About the people Winston in 1984 says: â€Å"A nation of warriors and fanatics, marching forward in perfect unity, all thinking the same thoughts and shouting the same slogans, perpetually working, fighting, triumphing, persecuting - three hundred million people all

The main purpose of a prison sentence is to punish Research Paper

The main purpose of a prison sentence is to punish - Research Paper Example The price of crime is a ‘time-out’ of public life, the cost of having acted against the interests of the people of a city, state or nation. Because the definition of punishment has become rolled into some sort of benefit to the future, it no longer serves its true purpose. There are good reasons that rehabilitation is included in the goals of the state in approaching the consequences of crime. However, prison is punishment, but as it has been confused with other elements of the justice system, the social ’identity’ of prison has become a poor infusion of too many ideas that are not being well managed. The reason that this topic is being discussed in this essay is that other compensations should be in place for victims and should be used in order to rehabilitate, but because these concepts have been rolled into the prison system, none of the goals of incarceration are being fully reached and that is leaving the public vulnerable to future crimes. According t o Brinkerhoff et al (2008), there are four reasons to punish: â€Å"retributionâ€Å", â€Å"preventionâ€Å", â€Å"deterrenceâ€Å", and â€Å"reform† (p. 136). However, none of these concepts are part of the definition of punishment. ... 124). Both of these definitions, however, are centered on what they mean for the future. Punishment, according to the dictionary, is â€Å"the penalty for doing something wrongâ€Å". In confusing the purpose and definition of punishment with a product that benefits society or the future means that its purpose has become convoluted with multiple opinions and purposes that create long, drawn out sentences that do not serve the purposes of anyone in the process. According to DeLisi and Conis (2010), â€Å"to thirds of the prisoners released from prison will recidivate within three years of their release† (p. 236). This decreases after a five year prison term, but that is correlated to offenders aging out of their crime rather than because prison has had the effect of deterrence or rehabilitation. There is no real evidence that prison has any effect on recidivism (Delisi and Conism, 2010, p. 236). Prisons are also a breeding ground for making offenders more disillusioned about society and for creating a focus on criminal life. In neglecting incarceration as a cost for a crime and imposing long sentences in the belief that it will lower crime rates, society has created breeding grounds for individuals who have little hope in having a positive contribution to society after time in prison. In trying to create a identity for prison as a place to find rehabilitation, deter and prevent crime, as well as provide retribution, none of these goals are being met. There has been a concerted effort, through rolling all of these concepts together, to best serve society. According to Blakely (2005), â€Å"rehabilitation is concerned with the long-termed success of the inmate† (p. 10). Marx has suggested that bourgeois life has become consumed with the idea of cost

Best Practices of Successful Principals Essay Example for Free

Best Practices of Successful Principals Essay The following paper will highlight important skills that are required in the school principals in order to make improvements in school systems that ensure academic achievements in the students. Introduction One of the most important US laws that have given most importance to education is the No Child Left Behind Act that was presented in 2001 and it has been regarded as the most comprehensive legislation that addresses the needs of students and demands utmost responsibility from the teachers and principals of schools. The aim of this law has been to increase the analytical skills in children along with an increase in the trend of accountability in teachers and principals of the schools. Accountability in this case is important as there will be a realization among the teachers and principals that there are laws that test the level of performance exhibited by them in relation to the betterment of education levels in the children (Harris, 2005, p. 12). It has been realized that most important roles in the success of schools are played by the school principals. In relation to accountability and an increase in the educational standards of the students, it has been realized that studies are needed in order to find a link between the principal-ship and students’ educational standards. This has been regarded as a complex procedure. A study has indicated that principal-ship does not have any direct effects on the educational levels and levels of achievements of the students but indirect effects have been seen when school climates are made more influential and positive by the principals (Sapp, 2000, p. 34). More research carried out on the effects of leadership principles followed by the school principals indicates that principal leadership directly affects the students and school staff in a positive or a negative way. In addition to this it has been argued that the leadership principles that are undertaken by the principals have a direct relationship with achievement levels of the students. An important fact that needs to be added here is that teachers’ instructional level and leadership level is much more effective on the achievement level of students that makes the effect of principal leadership secondary. In many studies , superior schools with successful leadership based principal-ship have been highlighted that have developed strategies that are important in the development of family and supportive environment within the schools that is more conducive for learning. With this it is seen principals of successful and leading schools also focus on strategies that can develop better curriculum. Increased expectations and demands are being faced by the school principals as the trend towards accountability increases (Gootman, 2008, p. 23). Skills of Successful School Principals Five key practices in principals have been identified by the studies that can help in increasing the achievement levels of students by incorporating skills of leadership that can help in making them better leaders of tomorrow. 1. Making Decisions Based On Data Principals these days are more aware of the accountability that has been implicated on them with the NCLB act. Thereby actions are being taken that can show increased improvement in educational standards of the students. These actions and strategies are thereby based on the data that these principals collect from time to time from the teachers. This data reflects grades, test structures, teachers’ contributions, and response and interest levels of the students. This data is then analyzed for improvement in educational standards in students and if the instructional strategies are helping the children in achieving their educational goals. Thereby from here it can be seen that the principals were being more logical and rationale in decisions making ignoring any gut feelings and intuitions thereby exhibiting leadership skills (Crum, and Sherman, and Myran, 2009, p. 51). 2. Relationship With The Staff In order to implement the leadership skills and see the changes in educational systems principals need to build an environment of trust among the staff in order to maintain a competitive environment in the school. In some studies it has been realized by the principals that treat their staff and school teachers in a compassionate manner can help in implementing the required changes in schools (Boynton, and Boynton, 2007, p. 34). 3. Balancing Ownership And Cooperation One of the most important leadership based skills needed in the principals facing challenging conditions of accountability includes the art of balancing cooperation with the staff. This cooperation helps the principals in planning changes and strategy implementation with the staff and teachers in order to bring better changes by including advices from staff of every grade and every educational scale. This cooperation can help in a large scale implementation of pragmatic strategies. It has been seen that the principals who take their responsibilities as a mark to owning the school produce schools that are not very well known and neither are they able to gain the trust of students’ parents. The staff working for such principal is not cooperative with the students and there is a lack of interest in the teachers in instructing their students in ways that can increase analytical skills with an improvement in academic achievements (Crum, Sherman, and Myran, 2009, p. 54). 4. Leadership Development And Recognition Principals of the schools are required to develop strategies that can help in developing leadership skills in the teachers. Thereby there is a need that the teachers develop individual leadership capacities in order to bring required changes in the schools in multi-dimensional ways. Principals are required to change the environment of schools in a way that can help teachers develop strategies themselves and on their own to implement better changes. Principals should ask the teachers if they feel the need of changes in different areas of the schools. Thereby the strategies developed by the principals can help teachers in exploring their leadership capabilities (Blank, and Kershaw, 2008, p. 40). 5. Instructional Involvement And Awareness Of Needed Changes Involvement has been regarded as the most important strategy required by the school principals. It has been argued that the principals are in a need to keep their involvement in the activities that occur inside the classrooms in order to see through the major kinds of changes that are required. On the other hand these kinds of involvements are also important in analyzing the interest of students in their studies which is very much influenced by the level of interest that the teacher shows. Thereby here an important point that needs to be understood by the principals is that they need to remain involved in the school activities in an intimate manner (Crum, Sherman, and Myran, 2009, p. 57). Critical Analysis of My School’s Principal The school where I am currently employed is a high school. Based on experiences teaching in this school, academic fulfillment is not being achieved by the students at the required levels. These are not reflecting a good impression on the federal level authorities that hold the accountability of different schools in different states. Thereby based on my observations following are some of the critical drawbacks in the leadership of the principal that are not letting the school achieve the level of a better school; neither are the students showing any academic achievements. High schools require special attention as students studying in the high schools are the ones that are preparing themselves to leap in the practical life, where they enter colleges and high schools. Thereby I consider high school as the center where leaders are built as school environments polish the skills that they have by giving them the opportunities to talk and communicate their problems with the teachers, school staff and their parents. In order to bring up leaders of the future starting from the high schools, there is a need that environment of the school is conducive enough for proper academic achievements and skill development in students that can help them in gaining more than just education (Harris, 2005, p. 56). 1. Lack Of Principal’s Interest One of the main reasons of the school not performing at its level best is the lack of interest from the principal. It is seen that activities within the building do not interest the principal and only the school admin is held responsible for the management of activities. There is a need of the interest from the higher authorities in order to make better changes in teaching strategies and extracurricular activities that take place inside the schools. Increased interest of the principal is needed in the analysis of academic achievements of the students, the issues and problems that they face, and in analyzing the strategies that are adopted by the teachers in order to communicate the course to the students. 2. Lack Of Communication With The Staff As there are no activities that share common interest with the principal thereby there is a complete lack of communication between the staff and the principal. Staff includes teachers, game instructors, playgroup teachers and administration. In order to be aware of the changes that are needed in the school, there is a need to increase levels of communication with the school staff. An important point that is not being realized at the principal’s end is that constant communication with the staff, especially the teachers is needed in order to gain an insight into the level of education that is being provided to the children in the classrooms. Some changes, minor or major, are thought to be brought about by the teachers in schools. Teachers are the ones who remain in direct contact with the classrooms, students, other school staff and most importantly; the parents. Thereby any issues that are being faced at the students’ end are more visible when they are communicated by their parents. Thus the source of changes is the parents and teachers. Thereby if there is no communication with the teachers there is no possibility of creating better changes in the school environment that can help to solve students’ issues. 3. Lack Of Communication With The Students Deficiencies of principal’s interest towards the activities that take place inside the school have also caused a complete lack of communication of the principal with the students. Thereby the main issues being faced include a lack of awareness of the principal towards the issues being faced by the students in case of their educational achievements. Thereby there is no data collection in relation to the educational achievement of the students based on the teaching strategies designed and implemented by the teachers themselves. In order to improve the educational achievements of the students there is a need at the end of higher authorities that the data collection takes place that can give an insight into the required changes in teaching and instructional strategies. Certain set of problems are daily faced by the students within the school building and these issues and problems are mainly concerned with the kind of environment that is being provided to the students in the schools. These include the set of extracurricular activities that are offered in the schools along with the frequency with which they are offered. It is a well-known fact that there is a direct relationship with the extracurricular activities being offered at the schools and academic achievements of the student. Thereby there is a need to take these facts into mind in order to implement the changes that can provide better environment to the students that can directly enhance their learning experiences and academic achievements. Students are generally afraid of communicating with the principals as general image of the principal in almost all schools is that of someone who only knows how to ring parents telling them about the mischievous acts of their child, about the failing grades of their child in studies, and someone who knows how to make these students hold the expulsion letter. These images are associated with a lack of communication of the principal with the students that creates an even increasing amount of fear in the students as is the case in my school. It has been mentioned that there is no communication on an engaging level by the principal that has created such an image in students’ minds. In order to negate such an image from the students’ minds it is required that the level of communication is increased with the students, increased participation is shown in the activities that are related with academic achievements in the students along with the development of analytical skills thereby students feel easy and confident in sharing their issues with the principals. It is to be realized that provision of table tennis tables, basketball courts and better looking classrooms are not the factors to better academic achievements but there is a need to incorporate confidence in these students so they feel free to share the issues that they face in the schools along with the many problems that are a hurdle for them in performing at their level best in academics. 4. Data Gathering An important strategy to make changes in the school is by being aware of the success rates achieved by the students and indirectly by the teachers. Students showing higher academic achievements is indicative of the fact that the teachers are working hard and talent and skills are being incorporated in the students. Thereby there is a need that data in relation to the student test scores, grades, classroom performance, extracurricular activities performance and final assessment performances is collected. This data can be helpful in many ways. It has been seen that the data itself is a refection of the leadership skills and analytical skills that a student has and of the levels of analytical skills incorporated in the students by the teachers and school environment. Moreover any subject based weaknesses that are being faced by the students are in open that can reflect any possible lack of interest from the instructor’s side, the parent’s side or need of developing skills to learn better in students. The data can be a reflection to the need of changing the course curriculum, changes in the class time period, changes in the instructional strategies, changes in communication patterns with the students, changes in communication strategies with the parents and changes in way students study and learn in order to enhance productivity. Conclusion No Child Left Behind Act attempts to hold the school principals accountable for students show lesser academic achievements with no improvements in the analytical skills. Studies have been conducted that show that leadership skills in the principals can play important roles in success of schools and in the improvement in academic achievements of students. It is realized that the interest and the level of cooperation being shown by the principal in what goes on inside the classrooms and outside the classrooms, plays an important role in the success of schools, along with having an impact on the interest level of the teachers in changing their instructional strategies. Some of the most important factors include increased cooperation with the students, staff of the school and most importantly the students. Students are the stakeholders of the educational institutions and any issues and problems in the management of the school directly effects the students thereby in order to bring fruitful changes in the management, students are to be included and consulted in any important decision making process. Confidence of the students in the management and principal has to be high as this increases the trust of the students that can help them in sharing the issues that they face in schools. References Blank, A. M. , and Kershaw, A. C. (2008). Mentoring as collaboration: lessons from the field for classroom, school, and district leaders. Corwin Press. Boynton, M. , and Boynton, C. (2007). The educators guide to assessing and improving school discipline programs. ASCD. Crum, S. K. , Sherman, H. W. , and Myran, S. (2009). Best practices of successful elementary school leaders. Journal of Educational Administration 48: pp. 48 – 63. Gootman, E. M. (2008). The caring teachers guide to discipline: helping students learn self-control, responsibility, and respect, K-6. Edition 3. Corwin Press. Harris, S. (2005). Best practices of award-winning elementary school principals. Corwin Press. Sapp, E. S. (2000). Guide to best practices for new school administrators. Scarecrow Press.

Poorly Written Essay :: essays research papers

Persuasive Essay â€Å"Poorly Written Communication†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Poorly Written Communication 2 Thesis: After a poorly written memo caused hard feelings and loss of morale, the company decided to start writing courses, believing that the effectiveness of enhancing written communication skills within a work place is necessary for any successful business.   Ã‚  Ã‚  Ã‚  Ã‚  In â€Å"A case for clear writing† C. Petrini states, the ability to communicate written information in a clear, concise and accurate manner can provide significant benefits to employees and their companies. Poor communication within a work place can cause serious miscommunication, which in ways could cause loss of work time, due to doing the wrong job. Another problem that could dampen works productivity is hurt feelings. This alone could cripple a business by causing lack of productivity and lack of morale. If you ever plan to expand, your business and have a successful one, you need good writing skills.   Ã‚  Ã‚  Ã‚  Ã‚  If our business continues to have a lack of writing ability, it could result in personnel quitting or total lack of respect in the end. There are many other areas in which this could affect our business but one, which would really be an eye opener, is a possible lawsuit. In the article â€Å" The you understood† P. Vassallo it says When writing we don’t have the luxury of using vocal intonations or body language to add to our meaning. If you call someone crazy in writing, you suggest either that person lacks sanity or that you lack judgment.   Ã‚  Ã‚  Ã‚  Ã‚  A writing workshop would benefit our business in many ways. The first thing that comes to mind is higher morale, Since the workshop would teach us to write clear and concise papers, this could cause less confusion with the employees when reading bulletins published by management and a lot less hurt feelings. As stated in â€Å" Improving your technical writing† by R. Ramsey, the ability to write competently is a requirement for success in any field.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Poorly Written Communication 3 Written communication should be treated as sales letters. I did my research and found A local college that offers a 20-hour class on professional writing and improving poor writing skills within a business. The college informed me that it offers offer two different classes one for higher management and one for all the other employees. The two courses are 20 hours in length and each can handle 25 students. After a closer look at what is being taught in the courses I have listed a few of the topics covered I feel that are important to

Questionnaires on perception of early marriage

Thank you very much for taking the time to fill out this questionnaire. This questionnaire is designed to provide information on university student perception of early marriage. The following questionnaire will require approximately 10 minutes to complete all the questions. Your honest and detailed responses will help me gain a clear picture of that perception. 1. How old are you? ) 16- 19 years ) 20 – 23 years ) 24-27 years 2. Gender: ) Male ) Female 3. Status: ) Single ) Marriage ) Divorce 4. Do you have any relative that married early?Yes ( ) No 5. Do you agree with early marriage? 6. Between male and female which gender prone to early marriage. ( ) Male ) Both 7. Which of the following that you think the main reasons that lead to early marriage? Please tick all apply. ( ) Poverty ( ) Family support ( ) To avoid social problem ( ) First Love ( ) Future security 8. Which of the following most serious social problem in Malaysia. Please rank and tick at above. Strongly Disagre e Disagree Neutral Agree Strongly Agree Baby dumping Illegimate childRape cases Wild sex Illegimate marriage 9. Does early marriage solve the sosial problem? ( ) Yes ( ) No ( ) Maybe ( ) I do not know 10. Do you think early marriage will disturb your studies/ carrier? ( ) Yes ( ) No 1 1 . Which of the following the benefit of early marriage. Please rank and tick at above. Emotional support Financial Support More independence Having a proper partner Satisfy self sexual 12. Early marriage also give negative effect. Which is the most common: Please rank and tick at above.

James Dean as the Iconic Rebel Figure Essay

The Oxford English Dictionary defined a rebel as â€Å"a person who resists authority, control, or convention† . These are the characteristics of James Dean’s screen personas in Nicholas Ray’s Rebel Without a Cause and Elia Kazan’s East of Eden. In a time where conformity was a dominant ideology in society, rebellion became a way to display your own individuality. Rebel Without a Cause and East of Eden both respectively deal with the vexing problem of the asocial youth who remain stubbornly delinquent against the nuclear family. Each respective film touches upon the puzzling subject of the 1950s, which is juvenile delinquency. The films also provide ammunition for the ideological rebellious behavior for teens to parody. Rebel Without a Cause and East of Eden are both concerned with young people â€Å"estranged from their communities and struggling to define themselves differently than the norm† . James Dean was an attractive rebel figure because he represented the raw-nerved emotions of being an adolescent while he also asserted a romantic, mythic notion about, which became attractive to audiences young and old. Dean’s upfront sexiness and relentless desire to imbue honor make Rebel Without a Cause and East of Eden films that withstand generational changes and remain prevalent within teenage society today. James Dean as the archetype for the ‘rebel’ character personified a decade of defiance, and his screen portrayal of the iconic rebel sparked a cult following that superseded his life. The continued relevance and renowned status of Dean’s screen persona is prevalent because of its â€Å"sympathetic treatment of adolescent anguish† that each director concentrated on. The enigmatic nature of the rebel icon made it easy for the viewing audience to grab hold and manifest their personal principles onto it. Dean was catapulted to a cult figure as he evoked the submerged pain and spoke for a generation of people who had sense of being stifled and smothered by values that were imprisoned by. Furthermore, Dean molded the formation of the â€Å"tough-but-tender† iconic teen rebel in the 1950s, and became a commodity and the legendary figure of teenage angst. Dean’s unbridled emotions both on and off screen became essential in both Rebel Without a Cause and East of Eden as they channeled the teenager in all of us . The 1950s were a time when teenagers were struggling with their own identity and this idea of conformity was oppressive to their individual growth. James Dean epitomized the ‘rebel’, as his inability to stick to confined conformity both on and off screen was a major asset during 1950s filmmaking. The rebel character that was present in both films was an attempt to glorify individuality. Dean’s protagonist characters in each respective film were alienated, vulnerable and antisocial, which were standard traits of the common rebel. The 1950s became an era where individualism had to be tempered to suit the demanded conformity. The ‘rebel’ icon as a whole offered refuge in a time where adolescents were trapped in environments created by political and social forces beyond their control, which impeded their ability to make their own choices or realize their aspirations. Filmmakers like Ray and Kazan attempted to assert their individuality by creating these rebellious characters that went against the accepted norms and fought for what they wanted to achieve. Ray was acutely aware that the recognitions of the attractive young rebel would intonate a large following, and casting the Hollywood bad-boy, James Dean, created a synergy between Dean’s screen persona, Jim Stark, and his real life counterpart. With his magnificent confusion, pained fragility, and unwavering sexiness, Dean became the template for teenage rebellion. Rebel Without a Cause exemplifies a thinly veiled attempt to search for authority that catapults into an attempt to search for an identity for oneself. On the other hand, in Kazan’s films, he exploited Dean’s screen persona as the rebel anti-hero in American movies, democratizing and linking the rebellious behavior to root in American values . This was also seen in Rebel Without a Cause; however, this idea was predominant within East of Eden. By Kazan doing this, Dean as a rebel character, but also the film East of Eden became symbolic visions and vehicles of change. The integrity of the family formed the backbone conformity in the 1950s and non-conformity based on a non-traditional family was something that had not been fully explored. The non-traditional nuclear family is something that was taboo; however, both Ray and Kazan deal with them in their respective films. In Rebel Without a Cause the use of gender-role reversal is apparent; and within East of Eden, the idea of an absentee mother is present. These non-traditional nuclear families pave the way for the rebel character that Dean personifies on screen. Dean is used as a sentimentalist with a yearning to refurbish the struggling nuclear family. Since the nuclear family played such an influential role, Hollywood saw it as worth saving and worth reconstructing. During this decade, the nuclear family dominated, so it was important to reconstruct the failing nuclear family in order to promote the conformity the government and society sorely desired; in cases where the nuclear family could not be restored, sickness or injury became the typical Hollywood scapegoat. While the nuclear family plays an important role in understanding the rebel character, the family plays a background role within the film itself. The nuclear family within Rebel Without a Cause features gender role reversal where Dean’s father is a weak pushover and is controlled by his overpowering wife, that ultimately forces Dean to react in a rebellious manner. These non-traditional gender roles confuse the teenage characters and propagate the rebellious characteristics as a mean for garnering attention. In order to right these wrongs, Jim adopts a surrogate family, whereby Judy is his wife, and Plato becomes the adoptive son. Since there is a lack of a traditional nuclear family, the escape to the abandoned mansion removes Dean from the â€Å"compromises of the real world† whereby he is able to live with Judy and Plato in an â€Å"idealized version of family life†, which is when he comes to the realization that he no longer needs to â€Å"equate masculinity with violent rebellion† and perpetuates his reintegration into society. Additionally, Elia Kazan was fascinated with James Dean’s personal struggles, which helped him connect to his rebellious character as Cal in East of Eden. Kazan used Dean’s personal problems to his advantage, exploiting them and creating a tumultuous nuclear family that mimicked the biblical tale of Cain and Abel. The â€Å"love and hate† plotline that deals with forbidden love and explosive passions is reticent of the well-known biblical tale. Cal – defiant, disobedient, and uncompromising – provokes the central conflict within the film, which impersonates his biblical counterpart Cain. Cal himself is stuck between the â€Å"brooding coast of his mother’s sin† and the â€Å"sunlit valley of his father’s righteousness†, which adjusts and brings to light the coexistence of good and evil within all of us. Cal and Aron are primary demonstrations of this good versus evil idea, as they are fighting for their father’s affections, which is a paralleled allegory of the biblical tale. However, it is also applicable to the 1950s when the film was created, and can be further adapted to fit modern society, which is why East of Eden is a timeless film. Dean’s character Cal exhibits a multitude of self-destructive behavior. As a traditional rebellious character, Dean exhibits free will and the capacity to forgive even though he begrudges his father and brother throughout the diegetic. Cal is embittered with the idea that his father favors Aron, his â€Å"perfect† twin brother. Further, Cal attempts to win his father’s undying affection by farming beans and selling them for a large profit. If Cal shows his father that he can create a successful business and repay him monies lost, he would be showered with the affection he feels deprived from. Cal’s plan backfires and instead resorts to â€Å"killing† his brother by destroying his integrity in order to gain his father’s affection and adoration. However, this plan fails and ultimately causes his father’s demise. The theme of reconciliation appears in East of Eden when Dean offers to take care of his invalid father shows his father that his intentions, while misguided, were pure and only used as a guise for his father to notice all his hard work. Dean’s concern with masculinity and manhood is at the forefront of Rebel Without a Cause. Dean exhibits â€Å"moral and psychological vertigo as he teeters on the brink of manhood† , and is concerned with masculinity as there has been an apparent lacking representation of manhood within his home life. Dean is searching for a strong and upright male figure with whom he can identify with, which was a customary representation during the 1950s. Instead of being a strong role model, Dean’s father portrayed as a craven subordinate who succumbs to the over-demanding ways of his boisterous wife. For a struggling teen, these ideals prove to be less than appropriate, which launches Dean into rebellion, in hopes of finding the role model he desperately needs and desires. In the absence of a credible adult guidance, especially from his father, Dean questions his masculinity. Furthermore, Dean equates manhood with honor. This theme of masculinity and honor is present in both Rebel Without a Cause and East of Eden. In Rebel Without a Cause Dean plays the role of the informer, which is an honorable characteristic . Informing is construed as the highest act of courage, and displays a defining moral choice. Having this moral compass helps to shape and define the man that Dean will turn in to, which is a dependable figure as he attempts to salvage Pluto’s insanity and Judy’s insecurities. Dean screen persona is concerned with not only preserving his honor, but also with surviving and thriving in a world that embodies teenage confusion. Ultimately, Dean’s reconciliation with hegemony makes a rebel honorable, possible by the virtue of its own authority and â€Å"unimpaired by psychosis, alienation, or a romanticized futility†. While Dean is a rebel within East of Eden by defying his father’s orders, he has honorable characteristics when dealing with his manhood. Integrity and honor are integral parts to Dean’s persona as he attempts to save his father and salvage his well being after an ill-advised investment. The rebel character that became a figure of non-conformity, and rugged individualism became not only a culture but also became a political stance as a way to stray from American hegemony. Ray uses Dean as a dissent of social control, in order to promote the independence that became synonymous with rebellious behavior. There was a pressure to conform that was thrust upon the young adolescents, who were already facing a confusing time during their formative years. Dean as a ‘rebel’ is espoused as the cause of the protestor and stultified the inherently violent social system. The rebel sparked debate and offered a different perspective that would not have been possible with a completely conformist hegemonic society. In order to stray from a completely hegemonic society, and defy global homogenization, America can turn iconography against itself. This was a message the Ray attempted to portray by having the rebellious characters fight each other even though ultimately they believed in the same things. Psychological and social issues became prevalent and defined the two types of rebels that were present within Rebel Without a Cause. Firstly, there is the rebel that James Dean personified with displays of reconciliation and reintegration into society; and secondly, there is a character such as Plato who was a clear representation of irreconcilable rebellion. Dean is able to be readmitted into society as his disaffection was not profound in the first place, and was used as a mechanism of expression and attention in the wake of the absence of a strong father. Additionally, Dean’s rebelliousness was sentimentalized, which furthered his reintegration. On the other hand, irreconcilable rebellion is equated to insanity, which cannot be accommodated in society, thusly forcing Plato’s death and the end of the film. While psychological issues can be discusses and presented within a film, insanity is not accepted during the 1950s, so to respond to this, it is imperative for Plato to die. With the death of Plato and the re-integration of Dean’s character, there is a theme of rehabilitation. Moreover, â€Å"once the abyss of personal isolation is bridged, rebelliousness ceases† and those who cannot experience rehabilitations have no place within the film diegetic. This was seen with Plato who was shot down, and Buzz who died during the â€Å"chicken run† he challenged Dean to. Kazan’s representation of the rebellious character in East of Eden was seen as a function of a lack of love and meaningful contact, which is why Cal’s forbidden relationship with Abra became central within the narrative. Dean’s screen persona is searching for the â€Å"authentic self† and his masculine identity, which leads him to his mother as well as his reliance on Abra. Further, Abra is the catalyst for the reconciliations between Cal and his father as she promotes the loving relationship the Cal lacks with his father. East of Eden deals with moral values in a generation where teenagers begin to question their father’s generation. Abra became a representation of purity and simplicity that helped bridge the tumultuous relationship between father and son during the period of intense personal moral dilemma for the teenage rebel. All in all, â€Å"the young rebel character that is firmly ingrained in our cultural imagination carries its traces to the Hollywood screen rebels of the fifties, none more than James Dean† . Both Rebel Without a Cause and East of Eden are dealing with the protagonist’s movement into moral orientation and their journey into self-identification, and present themselves as remedial, therapeutic, and redemptive, which explain symptoms with implied cures. Over the decades the rebel has been a particularly ambiguous icon, where the meanings often contradict one another; however, the use of James Dean as an iconoclastic rebel defined term and created the archetypal ‘rebel’ character. During the 1950s, every aspect of emerging teen culture was viewed as threatening and incomprehensible; however, the rebel character was used for teens to expand their personal boundaries during a time when the cultural landscape was largely undefined.

Essay on Nelson Mandela

Essay on Nelson Mandela Essay on Nelson Mandela Nelson Mandela Myles York CLN4U-M M.Stephenson October 10, 2013 On July 18 1918 a man by the name of Nelson Mandela was born in Transkei, South Africa. Hendry Mphakanyisma was his father part of the Tembu Tribe. Nelson attended University College of Fort Hare and the University of Witwatersrand which he chose to study law. While at university he became friends with a man named Oliver Tambo and together after their schooling they decided to open a law firm for people of color that provided free or low cost representation for those in need who had financial trouble. Mr. Mandela didn’t like all the injustices happening in law and he thought he could change this by joining the political side of the law, so in 1944 he joined the African National Congress. He was apart of the resistance that was opposed to the National’s Party segregation policies after 1948. He went to trial for treason in 1956-1961 and was free in 1961. Nelson Mandela was inspired to start working towards change due to his beliefs. He did not like all the injustice that had taken place with the apartheid and wanted the racial discrimination to end by the white minority. After 69 protesters unfortunately died during a massive protest in Sharpeville, Nelson Mandela believed military action was necessary. Mandela raised money and he organized an attack on the military and important apartheid targets but sadly in there attempt to stop the apartheid system civilians began to die due to the war. He continued to use violent ways to try and stop the apartheid system, but that came to n end in 1962. Nelson Mandela had received a life sentence in prison for traveling without a passport. He ended up serving 27 years in prison of his life sentence from 1963-1990. From day one that Mandela was in prison he began to use a non-violent approach with the prison guards to resist them. Also while he was imprisoned he made sure that he kept the inmates from feeling the mental state of of being a victim. Even though the prisoners we exposed to hard working conditions, Mandela wanted

Anne Sexton’s Twisted Version of Sleeping Beauty

Anne Sexton’s Twisted Version of Sleeping Beauty Sleeping Beauty’s Sexual Scars in Anne Sexton’s â€Å"Briar Rose† Parents often use fairytales as bedtime stories for their children. Anne Sexton takes these often light-hearted and whimsical tales and spins them into a creation of her own. According to Diana Hume George in â€Å"An Overview of Sexton’s Canon,† Sexton, â€Å"updated their contexts and language to point out their applications to and parallels with modern life, and she exposed the dark psychic core of each tale in ways that inverted or even reversed their normative meanings.† The poem â€Å"Briar Rose (Sleeping Beauty),† begins with a girl in a hypnotic state, sitting on her father’s lap. The stanza is ominous and uncomfortable to read, setting the tone for the rest of the poem. In the following stanzas, the traditional fairytale plays out but as it continues, Briar Rose’s happy ending is nowhere to be seen. Sexton focuses on pivotal events in the story and twists them in a way that recreates the original fairytale and exposes its darker unde rtones that are otherwise overlooked in the original story. Sexton begins the first stanza in third person and describes a girl in a hypnotic trance in order to establish the unsettling tone for the rest of the poem. The speaker states that, â€Å"She is stuck in the time machine, / suddenly two years old sucking her thumb† (l. 7-8). The girl regresses to a younger age, making her more childlike and vulnerable. The speaker goes on to state that the girl struggles to find her mother but instead, her father is the one to hold her. Whilst on his lap, he tells her, â€Å"Come be my snooky / and I will give you a root† (l. 21-22). Snooky is slang for ones romantic partner and a root is phallic in shape. For the father to tell his daughter this immediately signals the incestual undertones that will be present later on. Over the course of the poem, Briar Rose’s life is marked by unfortunate events. The first one occurs when she is only a baby. Her father held a christening for her but he only owned twelve gold plates and therefore only invited twelve fairies. The thirteenth fairy, feeling spurned, prophesizes that â€Å"The princess shall prick herself on a spinning wheel in her fifteenth year and then fall down dead. Kaputt!† (l. 37-40). The use of a silly phrase such as â€Å"Kaputt!† contrasts greatly to the grave tone of the situation. It highlights the intended lethalness of the curse, which is otherwise glossed over in the watered-down, bedtime version of the fairytale. In response to the curse, the king becomes overbearing in his need to protect his daughter. He orders every spindle in the kingdom to be destroyed. This makes sense in regards to the prophecy but the king’s orders eventually become more extreme. The speaker states that, â€Å"He forced every male in the court / to scour his tongue with Bab-o / lest they poison the air she dwelt in† (l. 60-62) By having the men clean themselves with a modern-day product containing bleach, it is as if the king wants the men to purify themselves so that they will not corrupt his daughter. The curse said nothing of specifically men doing harm to Briar Rose though, so the king’s need to protect her becomes obsession-like. The king’s obsession over his own daughter’s purity is the beginning of the incestual undertones that subverts the original tale’s message of sefless love. Try as he might, the king’s precautions to keep Briar Rose safe from both men and the curse are thwarted, resulting in the second pivotal moment within the story. Inevitably, Briar rose pricks her finger on a spinning wheel, sending both her and the inhabitants of the kingdom into a deep slumber. The speaker describes the sleeping inhabitants in terms of modern-day parallels, such as comparing the frogs to zombies and the trees to metal. By doing so, the slumbering kingdom’s fate becomes more sinister, as if the inhabitants are petrified instead of simply sleeping. Over the years, many princes try to break the curse but they, â€Å"had not scoured their tongues / so they were held by the thorns / and thus were crucified† (l. 86-88). The princes dying show the king’s control over Briar Rose, even while she sleeps. Ultimately, they cannot rescue her because they had not scoured their tongues as the men of the court had done and thus were deemed unfit in the father’s eyes. A hundred years pass and a prince finally breaks the curse, although everything is not what it seems. In the third pivotal event, when the prince kisses Briar Rose awake, she cries, â€Å"Daddy! Daddy!† (l. 96). After being awakened after such a frightful occurrence, it would only make sense for a girl to cry out for her father, but Briar Rose was specifically awakened by a kiss. This implicates that the father has kissed Briar Rose as well, giving the reader a glimpse of the sexual abuse she suffered as a child. At this point, the original fairytale ends with Briar Rose living happily ever after with her prince. In Sexton’s version of the story, Briar Rose awakening marks the beginning of her downward spiral. Although Briar Rose marries the prince, she becomes an insomniac, still haunted by the memories of her father’s sexual abuse. She becomes dependent on drugs and cannot sleep, â€Å"without the court chemist / mixing her some knock-out drops / and never in the prince’s presence† (l. 106-108). Briar Rose becomes more and more disturbed by the memories her father’s sexual abuse but refuses to let her spouse know. Briar Rose’s sexual abuse at the hands of her father results in the overall deterioration of both her mental and physical health. Briar Rose’s health steadily worsens until she descends into a state of delirium. The speaker switches from that of third person to first and says, â€Å"I must not sleep / for while asleep I’m ninety / and think I’m dying† (l. 120-122). Briar Rose goes back and forth between different points of her life, from when she was a small child at the hands of her father to when she was in the hundred-year slumber. Because of this, Briar Rose becomes even more dependent on drugs, similarly to how real-life victims of sexual abuse can fall victim to drug usage in order to cope with their past. In the following stanza, it becomes evident that the girl in the beginning of the poem is the modern-day parallel to Sexton’s recreated version of Sleeping Beauty. In the first stanza, the little girl is just â€Å"learning to talk again† (l. 10). She lost her will to talk after being sexually abused but slowly starts to come forth with what happened, just as Briar Rose begins to do. The speaker says, â€Å"I was forced backward. / I was forced forward† (l. 145-146). The movements mimic the sexual positions that her father forced her into when she was younger. Although older and now married, Briar Rose still feels like a prisoner to her father. This directly subverts the wholesome image of the king in the original tale. In Anne Sexton’s version of Sleeping Beauty’s, the king is the true villain of the story because of what he did to his daughter. By raping her as a child, he ensures a lifetime of unhappiness to follow. In the traditional fairytale, a prince eventually thwarts the thirteenth fairy’s curse and awakens the princess with true love’s kiss. It embodies a wholesome message of good conquering evil. Sexton twisted the fairytale and utilized specific themes within it – such as a father’s love – in order to give voice to victims of incest and sexual abuse. In reality, many victims do not lead a happy life because of the memories of abuse that stay with them, long after it ends. By doing the same to Briar Rose, Sexton shows that not everyone can live a happily ever after.

Professional Development Plan Research Paper Example | Topics and Well Written Essays - 2000 words - 1

Professional Development Plan - Research Paper Example In the academic setting, every good and realistic professional development plan must enable the person making it to meet the core goals of education. This involves the creation of important pointers and requirements that will be linked to the direct development of students (Porter, 2004). In other words, the professional development plan should aim at helping students to become responsible adults who can effectively apply the skills and topics that were taught to them by a good professional tutor. This paper is meant to design a Professional Development Plan for an educator who seeks to promote the personal and professional growth of a culturally diverse and academically diverse classroom. The paper will provide a step-by-step approach to the attainment of goals in important elements of the classroom environment. The areas of interest in this plan include: This project is designed to encourage personal growth and professional growth in an imaginary classroom. In this classroom, the main elements that are important and relevant to the design of the project goals and objectives are the academic diversity and the cultural diversity. Academic diversity is examined from two angles. First of all, the students studied from varied academic institutions and are now in a class where they are to be taught and developed according to a standardized set of principles. Secondly, the students are from a culturally diverse background. This means that they have different ethnic, linguistic, cultural and religious affiliations. As such, there is a tendency for majority and minority issues that need to be resolved to ensure that teaching and study goes on in a very positive and effective manner. Due to the variations and differences in the backgrounds of the students that the plan is being devised for, there is the need for the goals to relate to