Language in The Handmaid essays

Language in The Handmaid essays The nature of language as a means of expression and exchange of thoughts means it is never purely objective and functional it will necessarily reflect the attitudes and values of the society which has created it. Even the word ideology is derived from the Latin word logos which means word or discourse. Therefore, as language is not created in a vacuum, examination of the words and their derivations, meanings and usage can reveal the underlying philosophy of a culture. Often language is manipulated by those who are in power to further enforce their own tenets and beliefs, and to strengthen the divisions of power in the community. This is exemplified in Margaret Atwoods dystopian novel The Handmaids Tale where a restrictive, fascist regime has overtaken the United States of America and transformed it into the Republic of Gilead. The ideologies of this regime, specifically the value of reproduction and procreation for survival above all else, the limit of sensorial experiences and de sire, particularly of a sexual nature, and restrictions on meaningful emotional bonds between members of the society are represented in the language use it promotes. As a religious fundamentalist regime, the orchestrators of Gilead use the Bible selectively and falsify passages to seemingly legitimise their brutal and immoral principles. Power in this society is at its most basic level, of who can do what to whom, and there is a strict hierarchical system with male authority figures, the senior Commanders, Eyes and various military personnel being empowered to a degree by the regime. Women are treated as second-class citizens, and are separated within their own gender to different levels of power and freedoms according to their reproductive ability and class. The main strategy of the regimes creators is to group the public in prescribed roles, to diminish the possibility for individuality, bond...

Reviewing Prefix, Suffix, and Root Word Vocabulary

Reviewing Prefix, Suffix, and Root Word Vocabulary This exercise will give you practice in recognizing and using common prefixes, suffixes, and roots. Instructions For each sentence below, study the one word thats in bold print. See if you can identify the root word (or base) along with any prefixes and/or suffixes that are attached to it. After you have filled in all the blanks, compare your answers with those below. We watched a preview of the new Pixar movie.Root: ____________​Prefix: ____________The dancing cat was seen by more than two-million YouTube viewers.Root: ____________Suffix: ____________The teacher handed out paper hearts to the students who had done extra work.Root: ____________Suffix: ____________The magician made the rabbit disappear.Root: ____________Prefix: ____________At the end of his performance, the magician made a graceful bow to the audience.Root: ____________Suffix: ____________Shyla asked the magician for his autograph.Root: ____________Prefix: ____________Because of the lightness of the breeze, the sailboat moved quite slowly.Root: ____________Suffix: ____________Despite the heaviness of his backpack, Jack raced up the hill.Root: ____________Suffix: ____________Some dogs are shy or unfriendly, and they might bark or snap if you try to pet them.Root: ____________Prefix: ____________Suffix: ____________Esther quickly reopened the door and called for her cat.Root: ____________Prefix: ____________Suffix: ____________ We stood on a bluff overlooking the ocean.Root: ____________Prefix: ____________Suffix: ____________In todays world, no part of the globe is unreachable.Root: ____________Prefix: ____________Suffix: ____________My father never let anyone see him dressed informally.Root: ____________Prefix: ____________Suffix: ____________Everyone thought that Mr. Darcy was the proudest, most disagreeable man in the world.Root: ____________Prefix: ____________Suffix: ____________Preschoolers should have plenty of opportunities to run, play, and listen to stories.Root: ____________Prefix: ____________Suffix: ____________The speaker pointed out the unfairness of blaming high schools for the poor preparation of college freshmen in reading, writing, and math.Root: ____________Prefix: ____________Suffix: ____________ Answers Below are the answers to the exercise: Root:Â  viewPrefix:Â  pre-Root:Â  viewSuffix:Â  -ersRoot:Â  teachSuffix:Â  -erRoot:Â  appearPrefix:Â  dis-Root:Â  graceSuffix:Â  -fulRoot:Â  graphPrefix:Â  auto-Root:Â  lightSuffix:Â  -nessRoot:Â  heavySuffix:Â  -nessRoot:Â  friendPrefix:Â  un-Suffix:Â  -lyRoot:Â  openPrefix:Â  re-Suffix:Â  -edRoot:Â  lookPrefix:Â  over-Suffix:Â  -ingRoot:Â  reachPrefix:Â  un-Suffix:Â  -ableRoot:Â  formalPrefix:Â  in-Suffix:Â  -lyRoot:Â  agreePrefix:Â  dis-Suffix:Â  -ableRoot:Â  schoolPrefix:Â  -preSuffix:Â  -ersRoot:Â  fairPrefix:Â  un-Suffix:Â  -ness

Tort Law Assignment Example | Topics and Well Written Essays - 750 words

Tort Law - Assignment Example Besides, in a contractual relationship, the responsibility imposed by law is in the directions of the other party, by whom there is privity of agreement. In tort, the responsibility lies in the directions of the members of the public or world at large, with whom there is no requirement for any contract. â€Å"A tort is a civil wrong for which the legal remedy is an action brought by means of civil proceedings by or on behalf of the injured party for damages or some other legal remedy desired by the person who has suffered the wrong† (Law of Torts Including MV Accident and Consumer Protection Laws-I 1). Fact of the Case: The case provides a summary of the gas leakage in Pub. And also this particular case brings out the various ethical matters concerned in the disaster. Ben, who is the employer of the Maid Marion Gas Company, carelessly fixed pipe work which caused leakage of gas into the pub. Chef of the pub Charlie lit a gas in the kitchen and consequently this caused a blast and fire in the pub. So, Donald the barman, suffered harsh burns and consequently a recurrence of the clinical depression from, which he had undergo some long ago. Parties involved: Parties involved in this case are, Alan, Emma, Charlie and Donald. Alan can claim against the Maid Marion Gas Company for nervous shock and negligence. In tort law, Negligence is depends on the existence of a contravention of the obligation of care, owed by one person to another. Alan came home later, subsequent to the fire, and saw that his pub had been completely destroyed. He was so distress that he is till date suffering from insomnia and nervousness. Company should take due care for preventing any kind of the leakage. Gas is such a hazardous substances and leakage of gas can create lots of tragedy in the society. And also, it will create environmental pollution in the society. Here the leakage is mainly because of the careless on the part of the employer Ben. But at the same time, it is the duty of the company to check all those things because it is such a toxic substance. Emma and Charlie are the secondary victims of the gas leakage. Because of this, they faced nervous shock. So, they also can claim against the Maid Marion Gas Company for the nervous shock. Charlie is the chef of the pub, he lit a gas stove in the pub kitchen and a few minutes later this caused a blast and fire in the pub. That time he was outside in the garden, he was not injured in the explosion but felt himself accountable for the injuries undergone by his co-worker, and has now had a nervous breakdown. Like Emma, who is the girlfriend of Donald and also who had lived with Donald for some years, reached at his hospital bed some hours later, after he had an emergency operation. She was extremely shocked to see him greatly bandaged. Since then she has not slept sound and has suffered panic attacks. And also, Donald can claim compensation from Ben and Maid Marion Gas Company for the injury that he has faced. Donald can also claim under Workman Compensation, because his injury was caused at the time of work and also in the working premises. Donald is the primary victim of the tragedy. Both Ben and Company are jointly liable for the injury of Donald. They are also liable for the vicarious liability and negligence. â€Å"Vicarious liability is the principle of law that holds one party liable for the acts (or inactions) of another† (Beyer 3). Vicarious liability, which is general in some parts of law, refers to lawful duty for the actions of another. If a rule holds X accountable for Y's actions, then X's responsibility is said to be vicarious. Conclusion: A tort is an offence that is privately impeached, usually for damages, though some tort

Multiple Intelligences and its relationship to curriculum development Research Paper

Multiple Intelligences and its relationship to curriculum development - Research Paper Example Similar to machines, MI theory improves learners’ cognitive skills. It motivates learners to ponder about content outside usual limits, and from various points of view. Parents, educators, and community supporters are attracted to the discipline. As learners embark on the course of physical activity and health management, they begin to think about their ties to specific socio-cultural ideals and objectives, government rules and agendas, and community programs (Sternberg & Williams, 1998). Diverse and new cultural, political, and social theories contribute to the scope and importance of health education. This essay has two objectives: (1) to recommend a structure for health education, (2) to provide a brief overview of the theory of multiple intelligences (MI) theory, and (3) to show how MI theory develops teaching practices, curriculum development, and student performance related to the behaviors, competencies, and knowledge related to health management. ... eories of intelligence can offer a neutral basis between the perspective that there is an exclusive mechanism in which minds function and the idea that every mind is distinct (Armstrong, 2000). Obviously, theories are just assumptions; but in trying to understand the workings of the mind and, in particular, the intelligences in classroom, a relevant theory can assist teachers in understanding the unexpected behaviors and attitudes that students show. Practically every facet of classroom life, one way or another, created around what educators would like children to gain knowledge of and become skilled at, and how they perceive they are most likely to achieve it. In traditional classroom settings, desks or armchairs are organized in a row and students sit obediently and silently much of the day. In alternative classroom settings, there are work areas or stations, each assigned for individual forms of activity. From the actual structure of the room, to the contents of homework, to the i ssues raised in class discussions, to the materials given, each step a teacher takes shows, to a certain extent, a thought about learning and intelligence. The Implication of Multiple Intelligence (MI) Theory for Teaching and Curriculum Development The theory of multiple intelligences poses numerous issues for curriculum development and classroom practice. Should educators make an effort to cultivate all forms of intelligences evenly or should they concentrate on determining and enhancing the strengths of children? Should education institutions provide a broader range of courses or should they continue a fixed curriculum and give more diverse means of involving learners in the traditional subjects? It is essential to bear in mind that MI is not a goal as such. If a teacher claims, â€Å"I

Cognitive- behavioural approaches to counselling Essay Example for Free

Cognitive- behavioural approaches to counselling Essay This essay is written to compare the counselling relationship in person-centred and cognitive-behavioural counselling by outlining both the theory and practice of the counselling relationship. This will be done by outlining the theory of the counselling relationships and the theory in practice. Both person-centred and cognitive-behavioural counselling are widely recognised, successful treatments. There are however many significant differences between the two. Cognitive-behavioural therapy is based on scientific study taking two therapies, cognitive therapy and behavioural therapy, and combining the two. Behavioural therapy is based on the fact that people can learn behaviours through classical conditioning, which was first recorded by Ivan Pavlov at the end of the nineteenth century, and operant conditioning (Skinner, 1953. ) Therapists believed what the behavioural therapists were helping their clients to do, such as encouraging self- assertion and self-understanding to help develop new approaches to dealing with life, incorporate a wide range of cognitive processes including decision-making and problem-solving. Beck (1976) founded cognitive-behavioural therapy after becoming disillusioned by psychoanalytic methods. (McLeod J. 008) Person-centred counselling is a non-scientific therapy developed by Carl Rogers in the 1940s and 1950s. It is a humanistic approach where it is believed that the client needs to feel valued and understood for them to be able to develop a self-awareness so they are able to deal with any difficult situation they feel they are in, giving them the power to change their own lives. Person-centred therapy is non-direct approach where the therapist and client develop an equal friendship to develop trust between the two, creating a safe therapeutic environment which enables the client to figure out what makes them the way they are. When the client begins to trust their feelings and become emotionally confident they can begin to find the answers to their own problems within themselves. For this to happen a core conditions model is in place. Without these conditions this type of therapy would not be effective (Rogers, C. 1957. ) Therapist-Client Psychological Contact- A relationship which two people have impact on each other and the therapist needs to be engaged by the client. Client incongruence, or Vulnerability- The client needs to be in a state of incongruence, feel that their real self is not how they would ideally like be. The client is also vulnerable to anxiousness which means they will be motivated stay in the relationship. (McLeod, J. 2008) Therapist Congruence or Genuineness- The therapist needs to be congruent within the therapeutic relationship- needs to be genuine in dealing with the client and use their own experience to enable the relationship. Unconditional Positive Regard- The therapist needs to have unconditional positive regard for the client. Acceptance, empathy and genuineness without judgement, is needed for the client to feel a higher sense of self-regard so they can realise that their self-worth was distorted by others. The therapist needs to accept the client for who they are now, not what they could become. Empathetic understanding- accurate empathy on behalf of the therapist can help the client believe that the therapist has unconditional love for them. Client Perception- If the therapist communicates to the client their unconditional regard and empathetic understanding to at least a minimal degree this is effective. In contrast cognitive-behavioural therapy is a direct approach where clients are taught how to think and behave in ways in which enables them to obtain their goals. They are not told what it is they want, but instead how to achieve the goals they may have this develops a student (client) and teacher (therapist) relationship. In order for this to be successful, intervention techniques are used to ensure that the goals agreed with the client is met. (Haaga and Davison1986, Meichenbaum 1986) These include; Systematic desensitization- a relaxation technique is taught to help the client to overcome anxiety to enable them to extinguish their phobias. Once this has been learnt the client must use this to enable them to overcome these by using a fear hierarchy. Homework assignments- practicing techniques learnt in therapy between sessions. Experimenting with different self- statements in everyday situations. Thought stopping- instead of letting anxious thought take over the client learns to use something to interrupt these thoughts such as flicking a rubber band on their wrist. Challenging irrational beliefs- the therapist tries to identify the clients’ irrational beliefs that are causing issues in their life and challenges it so that the client develops a less extreme way they view the problem. Reframing the issues getting the client to perceive a certain emotion as something different. An example of this is perceiving fear as excitement. In vivo exposure- going into highly fearful situations with the therapist whilst they are talking through cognitive-behavioural techniques to help you deal with the situation. Scaling feelings- placing present feeling of anxiety and rating them on a scale off 0-100 is an example of this. Rehearsing different self-statements in role-play in therapy sessions. Assertiveness or social skills training. Although a therapeutic relationship is important in both practices, cognitive -behavioural therapists believe this is not sufficient enough alone to help clients work through their problems, and while many therapists have different styles the main cognitive behavioural therapy programme have an outlined structure in place. (Kuehnel and Liberman 1986; Freeman and Simon 1989,) which is the main focus. Cognitive-Behavioural Therapy is more client action orientated to produce a change in the way they think which then will lead to a change in the way the client will behave. However in Person-centred therapy a therapeutic process is put in place as a series of stages. These stages help promote a therapeutic change in the client or a â€Å"process of greater openness to experience† (McLeod, J. 2008. ) (Rogers, C. 1951) considered the management of therapeutic growth as including the awareness of the clients of any experiences they have been denied. They stop seeing the world in a generalised view and begin to see it differently. This enables them to rely on their personal experience to create their own set of values. These personal developments lead to a â€Å"reorganization of self† (Rogers, C. 1951) and is vital to develop new behaviours. In conclusion although both approaches to counselling realise that a counselling relationship is important, person-centred therapists believe that the counselling experience and effectiveness of the therapy is determined solely on that of the relationship. Cognitive-behavioural therapists find, through past experiments other techniques, such as systematic desensitization and behavioural self-control, are equally important to the success of the therapy.

The Magnificent Mary Leakey Essay -- Exploratory Essays Research Paper

The Magnificent Mary Leakey Mary Leakey died on December 9, 1996. She loved to smoke Dutch cigars, as if everyday were some kind of celebration; strong tobacco was one of her vices. Hers was a life of constant commencement. She never attended colleges, though she did receive numerous honorary degrees in Britain and America: "I have worked for them by digging in the sun," she said. She first gained recognition in 1948 for discovering a 16 million year old fossilized cranium of a hominid thought to be the missing link, one she called "Proconsul". But she only found it and named it. "I never felt interpretation was my job," she said. "What I came to do was to dig up things and take them out as well as I could. There is so much that we do not know, and the more we do know, the more we realize that early interpretations were completely wrong. It is good mental exercise, but people get so hot and nasty about it, which I think is ridiculous." She really was a no-nonsense woman, one who was perhaps more preoccupied with nonsense than she realized. As an explorer of concrete material, her primary and determined pursuit of fossils, bones, and human origins antagonized the speculative nature of her profession. She found beauty in the tangible history of human ancestry. "What was it like?" was simply not a question she entertained. More important was the question "What was it?" Once, three "man-apes," as Leakey called them, traversed a plain, accidentally leaving some of the most formidable scientific data we have about our ancestor-cousins. Is that how it happens? Is our universe a continuum of chaos out of which we construct a simplicity that is both pleasing and functional? And is ours a reality by these attempts—or perhap... ...familiarity. Embarkation begins with a choice, and choice is a product of self-consciousness. We have been alive for so long, as has love and anger, resolve and obsession. With the million and one options that fight for our attention in a hyper-society like our own, reluctance can cost us everything. As a society, as a species, progress is our handle, the drive toward better and more hopeful situations is our enterprise. But the drive is also a specific one, localized and partitioned in every individual to find the next best condition. For senior preschoolers to senior graduate students to senior citizens transitioning into eternity, the origin of our motions are the same: the inescapable need to move on as where we are no longer suits us. Who were these individuals? Who were these three who walked together in the rain? The answer is simple and magnificent. The Magnificent Mary Leakey Essay -- Exploratory Essays Research Paper The Magnificent Mary Leakey Mary Leakey died on December 9, 1996. She loved to smoke Dutch cigars, as if everyday were some kind of celebration; strong tobacco was one of her vices. Hers was a life of constant commencement. She never attended colleges, though she did receive numerous honorary degrees in Britain and America: "I have worked for them by digging in the sun," she said. She first gained recognition in 1948 for discovering a 16 million year old fossilized cranium of a hominid thought to be the missing link, one she called "Proconsul". But she only found it and named it. "I never felt interpretation was my job," she said. "What I came to do was to dig up things and take them out as well as I could. There is so much that we do not know, and the more we do know, the more we realize that early interpretations were completely wrong. It is good mental exercise, but people get so hot and nasty about it, which I think is ridiculous." She really was a no-nonsense woman, one who was perhaps more preoccupied with nonsense than she realized. As an explorer of concrete material, her primary and determined pursuit of fossils, bones, and human origins antagonized the speculative nature of her profession. She found beauty in the tangible history of human ancestry. "What was it like?" was simply not a question she entertained. More important was the question "What was it?" Once, three "man-apes," as Leakey called them, traversed a plain, accidentally leaving some of the most formidable scientific data we have about our ancestor-cousins. Is that how it happens? Is our universe a continuum of chaos out of which we construct a simplicity that is both pleasing and functional? And is ours a reality by these attempts—or perhap... ...familiarity. Embarkation begins with a choice, and choice is a product of self-consciousness. We have been alive for so long, as has love and anger, resolve and obsession. With the million and one options that fight for our attention in a hyper-society like our own, reluctance can cost us everything. As a society, as a species, progress is our handle, the drive toward better and more hopeful situations is our enterprise. But the drive is also a specific one, localized and partitioned in every individual to find the next best condition. For senior preschoolers to senior graduate students to senior citizens transitioning into eternity, the origin of our motions are the same: the inescapable need to move on as where we are no longer suits us. Who were these individuals? Who were these three who walked together in the rain? The answer is simple and magnificent.

My Car Crash Crisis

How could my dad and brother survive without gravy with our Sunday dinner? Unfortunately the store cupboard was sadly lacking in anything resembling< â€Å"Bisto†, none the less myself and my little sister were strapped into the back of Mum's car trying to find one of those little shops which my mum describes as â€Å"life savers† for the working mother where she could purchase some gravy granules and ensure that peace reigned at the Sunday dinner table. I should add at this stage my mother was heavily pregnant with my little brother. I personally had no objection to this little excursion as it gave me the opportunity to get some sweets. Then again I was thinking I would probably get plenty of sweets at my friend Suzanne's party which I was due to go to that afternoon. I was really looking forward to Suzanne's party. All those different coloured balloons just waiting to be burst but little did I know that it was my â€Å"happiness balloon† which was about to be burst. Mum was driving along the road and was pulling into her little Filling Station lifesaver. As we pulled across I saw a brown jeep heading towards us but it didn't seem to be slowing down. I was strapped in the back passenger seat and my little sister Kathy was in her baby seat I could hear my mum shout but I am not sure what she said. She tried to make it to the car park but even Michael Schumacher would have found it impossible. I remember vividly seeing the lady driver of the other vehicle. Her face was white and her mouth was open and her eyes filled with fear. That split second seemed to last forever and was only interrupted by the wailing screech of brakes. Time was once again frozen as my mind filled with questions-what would happen to my mum? -What would happen to my sister? -What would happen to me? All our lives were hanging on this frozen moment in time especially mine as the jeep was heading straight for the rear passenger door. The noise of metal striking erupted as pieces of the car door, the car pillar and a shower of glass made contact with my body. The front passenger seat came crashing backwards jamming my leg. Fortunately I was wearing my seatbelt otherwise I feel sure I would have gone either over my baby sister or straight through the window. I suddenly had a flash back of my brother and I driving along the road at the edge of a ravine where there was no fence at the edge of the road and I was frightened of our car falling down the steep mountainside into the valley below. My brother reassured me and told me that all I had to do was brace myself. I grabbed his cyber pet ad clung desperately to it. I could feel wet fluid rolling down my face and the screams of my little sister with her eyes scrunched up as she screeched uncontrollably. My mum was already out of the car at this stage and undoing our belts. I realised the fluid running down was in fact tears not blood. In the distance I could hear sirens blazing. As my mum continued to fumble with the seatbelts and try and extract my little sister and me from the car I saw a †¦ smiling policewoman looking in at me. She offered me her hand but when I got out I realised I had forgotten my brothers cyber pet so I broke free from the policewoman's grasp and grabbed it. She then took me to the side of the pavement beside my mum and little sister and set us all on the adjoining wall. She reassured me that my mum, sister and I would all be okay. I began to shiver uncontrollably and my head started to spin and it was only then that I became aware of the gash on my leg. I just could not seem to get warm realising this a policeman came over and gave me his jacket whilst my mum phoned my dad and called him to the scene. I remember my mum crying, as she was concerned about my sister, her unborn child and myself. The lady in the other car was very supportive and friendly but I was so glad when dad arrived and took us home. My mum was very keen to take me to hospital to have me checked out but I could not bear to be taken anywhere strange or to be parted from my family. I just wanted the warmth comfort and protection of our own home. When we got home mum and dad cuddled us on the settee and gave us a warm blanket with cups of steaming hot chocolate thankfully our next door neighbour who is a GP came and tended to us. Thank goodness no one received any serious injury and my cuts and bruises soon healed. When I look back on the accident I feel very glad I had my seat belt on because otherwise my injuries would have been much worse and I am also glad my mum was driving a large heavy car which absorbed a lot of the impact but more than anything ever I realised something for the first time just how precious life is and that we should always try to enjoy each day.

Accused of witchcraft Essay

Parris : Why not? Now there are no spirits attacking her, for none in this room is accused of witchcraft. So let her turn herself cold now, let her pretend she is attacked now, let her faint. (He turns to Mary Warren.) Faint!  Act 3, Page 85  This is when the court first has the idea of getting Mary to prove the other girls are frauds by getting her to pretend to faint. She will not because she is afraid of what the girls will do to her. Or cannot, for fear of the court  This is one of the highest points of tension in the whole play because everything and everyone is focused on Mary, relying on her in one way or another to either tell the truth or to lie. But there is so much pressure on Mary that she can’t say anything. The pressure builds and builds until Mary cracks then Abigail launches a perfectly timed attack. Just when people are confused about whom to believe Abigail turns on Mary and makes them believe her.  The girls turning on Mary is a dramatically effective part in act three. This is because when the girls turn on Mary you feel sorry for her due to the fact she is torn between telling the truth to the court or joining the girls again to prevent them from accusing her.  Ã¢â‚¬Å"Mary Warren, do you witch her? I say to you, do you send your spirit out?† Danforth, Act 3, Page 87  When Danforth asks her this question Mary snaps and pushes herself away from Proctor.  Mary Warren, Act 3, page 88  This is when Mary’s delicate relationship with Proctor breaks down and she will no longer cover for him and put herself at risk from being accused by the rest of the girls.  Abigail : (Looking about the air, clasping her arms about her as though cold): I – I know not. A wind, a cold wind, has come. (Her eyes fall on Mary Warren.)  Mary : (Terrified, pleading): Abby!  Mercy : (Shivering): Your Honour, I freeze! Proctor : They’re pretending!  Hathorne : (Touching Abigail’s hand): She is cold Your Honour, touch her!  Mercy : (Through chattered teeth ): Mary, Do you send this shadow on me?  Act 3, Page 87  This is when the girls first start to turn on Mary, she is a very fragile person and when they start to turn on her she doesn’t know what to do. She was used to pointing the finger of accusation not having it pointed at her and on her own she can’t cope. So she betrays the truth and goes back to the safety of the girls and being the accuser not the accused. Mary finally breaks down and accuses Proctor of witchcraft. Fearful for her own life, Mary realizes that the only way to save herself is to accuse Proctor of coercing her into attempting to overthrow the court. In this case the accusation contains some truth: Proctor did force Mary Warren into testifying, yet in this case the purpose is to promote true justice rather than to dispute it.  Elizabeth lying to protect Proctor is a dramatically effective part in act three because there is a lot of tension when Elizabeth is brought into the court. Miller uses dramatic irony when Elizabeth doesn’t know that Proctor has confessed to lechery and that they are testing her to see if Proctor was telling the truth. Elizabeth doesn’t know that it is Abigail that is being tried and so she lies to protect her husband but in fact by lying she is in the eyes of the court proving that her husband is a liar. Miller uses the frustration of Proctor as his wife is lying but there is no way he can tell her that by trying to protect him she is actually getting him into more trouble â€Å"Look at me, to your own knowledge, has John Proctor ever committed the crime of lechery! (In a crisis of indecision she cannot speak.) Answer my question! Is your husband a lecher!†Ã‚  Danforth, Act 3, page 91  You can see by this, that Danforth doesn’t give Elizabeth much choice and practically puts the words into her mouth. By saying is your husband a lecher he leaves her no choice but to say â€Å"no†. What kind of woman would call her husband a lecher in front of a court? â€Å"(There is a knock. He calls to the door.) Hold! (To Abigail.) Turn your back. Turn your back. (To Proctor.) Do likewise. (Both turn their backs- Abigail with indignant slowness) Now let neither of you turn to face goody proctor. No one in this room is to speak one word, or raise a gesture aye or nay. (He turns towards the door, calls.) Enter!  Danforth, Act 3, Page 90  The Audience feel frustrated because all that Elizabeth has to do is tell the truth and Abigail’s ruthless revenge will be stopped and the truth will be brought to light but there is no way Elizabeth could know this so she does what she thinks is the right thing and tries to protect her husband. In this scene Miller uses dramatic irony very effectively. Danforth makes the trial look fair but in fact gives Elizabeth no choice  but to lie.  Danforth : â€Å"Answer my question! Is your husband a lecher!  Elizabeth : (Faintly): No, sir.  Danforth : Remove her, Marshal.  Proctor : Elizabeth, tell the truth!  Danforth : She has spoken. Remove her!  Proctor : (crying out): Elizabeth, I have confessed it!  Act 3, Page 91  This point is the dramatic climax of the whole scene because it is the point where Elizabeth finally finds out what she has done, and she is distraught. Hale tries to reason with Danforth when he says, â€Å"Excellency it is a natural lie to tell† this shows that Hale is the voice of reason but for most of the time he is not listened to, like Proctor who spoken sense throughout – both are shut out in their ways. To save her husband from accusations of witchcraft, Elizabeth must condemn him for lechery. Miller establishes that Elizabeth is an honest woman who never lies, yet at the moment in which her honesty is most critical she chooses the noble yet practical lie that she believes will defend her husband. As Hale notes, it is a natural lie for Elizabeth Proctor to tell, yet an incredibly ill timed one; Elizabeth Proctor chooses dishonesty at the precise moment that her integrity matters the most. Act 3 of ‘The Crucible’ is so effective because Arthur Miller uses a wide variety of emotions for his characters and a good variety of action. One minute the scene can be rather quiet with just simple conversation and the next minute it can be very chaotic with characters hurling accusations and abuse at each other. The reason this play is so effective is because Miller uses moments of calm as well as moments of extreme action, if it was just action, action, action all the time the audience would become immune to it and the really important parts wouldn’t stick in your mind as much. Act 3 is relevant to the play as a whole because it is the Act where a lot of important things happen and it is the most dramatic, with a lot of tension and anger between different characters. It is what the first two acts have been building up to and you could say it is the climax of the whole play.  When Arthur Miller wrote the play, â€Å"The Crucible† in 1953 the contemporary audience could relate to the play due to the media coverage that was occurring at the time. This era was concerned with the political movement of communism; the McCarthy trials. The contemporary audience saw Miller’s play as relevant because of the effects of mass hysteria- the destruction of the community in Salem. Miller felt that the play had relevance although he didn’t write it for that.  The reason why the crucible is still so widely liked even though the witch trials are long gone is because it demonstrates the terrible effects of mass hysteria and what it can do to normally rational people.  The story reminds its readers of an ugly blemish on human history. It reminds us that man is not perfect, and that we can make mistakes. However, even with these mistakes, we can cleanse ourselves and purify ourselves by making right what is wrong.

How the Phoenicians Settled Carthage

How the Phoenicians Settled Carthage Phoenicians from Tyre (Lebanon) founded Carthage, an ancient city-state in the area that is modern Tunisia. Carthage became a major economic and political power in the Mediterranean fighting over territory in Sicily with the Greeks and Romans. Eventually, Carthage fell to the Romans, but it took three wars. The Romans destroyed Carthage at the end of the Third Punic War, but then rebuilt it as a new Carthage. Carthage and the Phoenicians Although Alpha and Beta are Greek letters that give us our word alphabet, the alphabet itself comes from the Phoenicians, at least conventionally. Greek myth and legend credit the dragon-teeth-sowing Phoenician Cadmus as not only founding the Boeotian Greek city of Thebes but bringing the letters with him. The 22-letter abecedary of the Phoenicians contained only consonants, some of which had no equivalent in Greek. So the Greeks substituted their vowels for the unused letters. Some say that without the vowels, it was not an alphabet. If vowels arent required, Egypt can also make a claim for the earliest alphabet. Were this the only contribution of the Phoenicians, their place in history would be assured, but they did more. So much, it seems as though jealousy prompted the Romans to set out to annihilate them in 146 B.C.  when they razed Carthage and were rumored to have salted its earth. The Phoenicians are also credited with: Inventing glass.The bireme (two tiers of oars) galley.The luxurious purple dye is known as Tyrian.Circumnavigating Africa.Navigating by the stars. The Phoenicians were merchants who developed an extensive empire almost as a by-product of their quality merchandise and trading routes. They are believed to have gone as far as England to buy Cornish tin, but they started in Tyre, in an area now part of Lebanon, and expanded. By the time the Greeks were colonizing Syracuse and the rest of Sicily, the Phoenicians were already (9th century B.C.) a major power in the middle of the Mediterranean. The principal city of the Phoenicians, Carthage, was located near modern Tunis, on a promontory on the Northern Coast of Africa. It was a prime spot for access to all areas of the known world. The Legend of Carthage After the brother of Dido (famed for her role in Vergils Aeneid) killed her husband, Queen Dido fled her palace home in Tyre to settle in Carthage, North Africa, where she sought to buy land for her new settlement. Coming from a nation of merchants she cleverly asked to buy an area of land that would fit within an ox hide. The local inhabitants thought she was a fool, but she got the last laugh when she cut the oxhide (byrsa) into strips to enclose a large area, with the sea coast acting as one border. Dido was the queen of this new community. Later, Aeneas, on his route from Troy to Latium, stopped in Carthage where he had an affair with the queen. When she found that he had abandoned her, Dido committed suicide, but not before cursing Aeneas and his descendants. Her story is an important part of Vergils Aeneid and supplies a motive for the hostility between the Romans and Carthage. At length, in dead of night, the ghost appearsOf her unhappy lord: the specter stares,And, with erected eyes, his bloody bosom bares.The cruel altars and his fate he tells,And the dire secret of his house reveals,Then warns the widow, with her household gods,To seek a refuge in remote abodes.Last, to support her in so long a way,He shows her where his hidden treasure lay.Admonishd thus, and seizd with mortal fright,The queen provides companions of her flight:They meet, and all combine to leave the state,Who hate the tyrant, or who fear his hate....At last they landed, where from far your eyesMay view the turrets of new Carthage rise;There bought a space of ground, which (Byrsa calld,From the bulls hide) they first inclosd, and walld.Translation from (www.uoregon.edu/~joelja/aeneid.html) of Vergils Aeneid Book I Vital Differences of the People of Carthage The people of Carthage seem more primitive compared to modern sensibilities than the Romans or Greeks for one main reason: They are said to have sacrificed humans, babies, and toddlers (possibly their first born to ensure fertility). There is controversy over this. Its hard to prove one way or the other since millennia-old human remains dont easily tell whether the person was sacrificed or died some other way. Unlike the Romans of their time, the leaders of Carthage hired mercenary soldiers and had a capable navy. They were extremely adept at trade, a fact that allowed them to rebuild a profitable economy even after the setbacks of military defeat during the Punic Wars, which included  a yearly tribute to Rome of almost 10 tons of silver. Such wealth allowed them to have paved streets and multi-story homes, compared with which proud Rome looked shabby. Source North African News Letter 1, by John H. Humphrey. American Journal of Archaeology, Vol. 82, No. 4 (Autumn, 1978), pp. 511-520

Smart Alternatives for SAT Practice Tests

Smart Alternatives for SAT Practice Tests SAT / ACT Prep Online Guides and Tips You probably already know that the gold standard for studying for the SAT is to use the official practice tests released by the College Board. Unfortunately, theSAT is getting completely redesigned after January 2016 – and there aren’t that many official questions for the new test yet. But the great news is that there are many ways to use otherresources to study effectively! Questions from other standardized tests, materials from your high school education, magazines and other publications –there is no shortage of ways to practice the knowledge and skills you’ll need for the new SAT! In this article, I’ll go through each section of the new SAT and talk about all the possible alternatives to regular practice questions. When it comes to the SAT redesign, the world really is your oyster. Which SAT Are You Studying For? After January 2016, the SAT will undergo a dramatic redesign. Each section will undergo major changes to both the format of the questions and the content that they cover. The main big picture change is that the SAT will no longer focus on testing skills and knowledge in isolation. For example, instead of checking your understanding of vocabulary or grammar through single sentences, the new SAT’s reading and writing sections will be entirely passage-based and depend a lot more on your ability to understand ideas in context. Sherlock Holmes: understandingincontext since 1887. In general, if you’re in the Class of 2016 or 2017, our advice is to take thecurrent version of the SAT (maybe even the ACT). That way you can take advantage of existing study resources. For some options, read ourroundup of the best SAT books, sometips for better test taking, and our detailed and extensive guides to the current SAT’smath,reading,writing, andessay sections. In this article, I'll describe how best to use alternative resourcesto study for the new SAT (the one that will be given after January 2016). Alternative Resources and the Best Way to Use Them Getting better scores on the SAT comes from better mastery of content and greater familiarity with format. In other words, to do well on the new SAT, you have to understand the math, grammar, logic, and writing concepts that are being tested. And at the same time, you have to have a good sense of timing and pace, the way test questions are phrased, and how the scoring system works. The best way to have the format start to feel like second nature is to use official tests from the College Board to imitate test-day conditions as closely as possible However, brushing up on the ideas and key concepts that are tested bySAT questions doesn’t have to be done only through officially released SAT materials. This is good news because there simply aren’t that many official materials available for the new test yet. In fact, since the new SAT tries to test reasoning and logicrather than your ability tospot confusing tricks, you don't need to rely quite as much on SAT guides that help you beat the test's weirdtricks. Instead, you can use published essays to help you understand how authors put arguments together, whichyou'll need for the new essay portion,or use science writing to get familiar with the way graphs and charts work as evidence, which will be key for the new reading questions. Mypoint is that the SAT is now trying to test actual real-world understanding, so using materials from that real world is a great way to build skills. Real-world knowledge? Finally, a chance to wow everyonewith my point-by-point comparison ofthe 7190 and 4504 Millennium Falcons! (R K/Flickr) In the next part of the article, I'll go through each of the new SAT’s sections and explain all the unofficialresources that can be used to study for it. Alternative Study Resources for Each New SAT Section Overall, the new SAT is a big change from the current format. But not each section has been changed to the same degree! I will go through them in order of least to greatest transformation. For a bird's-eye perspective on study approaches, you shouldreadour guide to studying for the new SAT. Math This is far and away the least changed part of the SAT, though there will be slight shiftsin question distribution. For example, there will now be fewer geometry questions and 5% of the questions will be on trigonometry. There will also be a greater emphasis on being able to interpret charts and graphs, and a general move towards more realistic scenarios for questions. Finally, there will be some multi-step questions based on a single problem. Math Content: Algebra – most questions will be about algebra concepts Geometry – now less than 10% of the test Basic trigonometry – now about 5% of the test Data interpretation – using graphs and charts Alternative Study Resources for Math Practice Tests: Old SAT math sections. These can help zero in on your knowledge and skill weaknesses, if youuse a notebook to keep track of your mistakes. These are also probably the closest to what you’ll see on test day. Companion books to official old SAT tests. Combining books that explain the answers toold SAT questionswith the notebook method could be a great way to figure out exactly why you are making the mistakes you’re making – and in turn this will help you isolate the content you need to review. Online SAT-style math questions. Although question banks written by other companies don’t tend to faithfully represent actual SAT questions, they are perfectly fine for studying content and for getting in even more practice with your math weak points. Check out ouroverview of the best question bank websites. SAT review books. There are so many of these that we have put together areview of the best ones to make your life easier. Your math textbook or an online version. Few SAT-type materials have questions on trigonometry because it has never been included on the SAT before. To review it or relearn it, you have to go back to the source. You can also tryKhan Academy’s math zone for the same thing. ACT math questions. Not only is the material covered quite similar, but the ACT also includes trigonometry. Trigonometry: where sin(gerine) / cos(gerine) = tan(gerine) Writing and Literature (previouslyReading and Writing) The old SAT’s separate Reading and Writing sections will now be combined into one section called Writing and Literature. Questions will now be entirely passage-based and will come from 1 passage on US and World Literature, 2 on History/Social Studies, and 2 on Science. Reading Content: Defining vocabulary in context – figuring out complex words through the role they play in a passage Logic and argumentation – identifying the way arguments are structured Evidence support questions – understanding how evidence is used to make arguments Data interpretation – making sense of charts and graphs used as evidence in nonfiction writing Alternative Study Resources for Reading Practice Tests: Passage-based reading questions from the old SAT. These won't be exactly like the ones on the new test, but they can help you practice context-based questions. For help onhow to tackle passage-based questions, read our guide. Passage-based reading questions in SAT review books. We havea list of the best ones for critical reading skills, so you don’t drown in the almost limitless choices out there. ACT Reading questions. The ACT Reading is also based on interpreting passages, so this is a useful source for more multiple-choice questions. GRE Reading Comprehension questions. The GRE Reading Comprehension passages (in the GRE Verbal Reasoning section of that test) are pitched at a higher level than the old SAT. If you are already a medium- to high-scoring student, thisis a great way to be exposed to more complex reading passages and questions. ACT Science questions. This suggestion may seem to come out of left field, but because the new SAT will feature data interpretation questions, ACT Science is a great place to test your graph and chart understanding skills. AP Language and AP Literature multiple choice section questions. These questions are all passage-based, and focus on the complexities of passage structure and logic. They are pitched at a higher level than the SAT, but if you do well on these, you’ll be fine on the SAT as well. Vocabulary guides. The new test will approach vocabulary very differently (only in context), but it could still help to check out ourfree set of 200 flashcardsof the most frequently occurring words on the old SAT as well as ourexplanation of the most effective way to use them. Read widely – particularly nonfiction. Books, magazines, and newspapers are great for gaining familiarity with the kind of language you will encounter on the new SAT. They'll also give you thebackground knowledge to help you understand reading passages better. Finally, they'll show you real-world examples of how charts, graphs, and other visual data representation areused as evidence in a passage. I recommend a weekly deep dive into a few articles fromWired, Grantland, The Atlantic, Slate, or FiveThirtyEight.If you have access to a subscription, you can also readThe Economist, the New York Times, Time Magazine, the magazine Science, or The New Yorker. I'll practice reading passages. I'll learn grammar and vocab. But charts and graphs? That's where I draw the line! Writing Content: Grammar – explaining grammar as it relates to the passage Punctuation rules – the proper way to use punctuation to clarify meaning Paragraph organization and logic – how individual sentences work within paragraphs, and how paragraphs are organized for logical flow Alternative Study Resources for Writing Practice Tests: Improving Passages questions on old SATs. These aren’t exactly like the questions you will find on the new SAT, but they will drill some of the same content. Grammar guides. Though there will be less gotcha-type grammar questions, you still need to know these rules of writing cold. To brush up, read through ourthorough explanation of SAT grammar. ACT English questions. These are already all passage-based and cover similar content, so they makeuseful toolsfor practicing your skills. Reading widely will help with this section as well. The more you read, the more language is embedded in your brain, the more you pick up on nuances of syntax and grammar. Read a piece of nonfiction every day! My go-to nonfiction? Science. I read a book on anti-gravity the other day, and couldn't put it down! The Essay The Essay section will be completely different on the new SAT. Not only will it now be 50 minutes long, but it will also be much closer to the essays you’ve been writing all along in high school. Essay Content: Analytical writing – you'll have to analyze an essay and explain how the author builds the argument Using evidence in your writing – your analysis should be supported by evidence from the passage (not examplesyou preslected inpreparation) Close reading – your analysis will necessarily focus not just on big-picture logic, but also deconstruct the author’s use of rhetorical devices and diction (also known as word choice) Alternative Study Resources for the Essay: AP English Language and Composition –Free Response Question 2.This part of the APtestalso asks you what the author is arguing and how the author is doing it – exactly what you will need to be able to do on the SAT. Things you learned in English class. Look through your notes, through your English class textbook, and over the essays you’ve written throughout high school to refresh your memory about the kind of writing you will have to do on this part of the SAT. Focus on close reading and learning to recognize rhetorical devices – hyperbole, figurative language, metaphors and similes, and other techniques to produce a response in the reader. Guides to the standard 5-paragraph essay. You will still be able to successfully use this format to answer the essay section of the SAT. For many explanations of the structure, search for â€Å"5-paragraph essay.† Excellent essays written by others. Reading well-written essays can help you understand how essays work and how authors structure arguments and ideas. Being very familiar with the genre makes itmuch easierto analyze the essay text you'll get on the SAT. You may pick up some helpful ideas for your own writing as well!One great source of excellent short essays isThe Electric Typewriter. What’s Next? Can’t get enough SAT books? We have more reviews of the best SAT prep books overall, and those books best suited to intense study. Want to explore more online resources? We have compiled a list of all the websites you should be using for your SAT prep. Need a break from all that studying? Relax with somefun SAT facts, feed yourcelebrity gossip cravings, and marvel at theaccomplishments of the famous. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Life After Death by Terence Penelhum Essay Example | Topics and Well Written Essays - 750 words

Life After Death by Terence Penelhum - Essay Example The article opens with a brief history of the belief in immortality. Immortality of the soul predates Christianity, and therefore Christianity’s belief in life after death. Plato first describes the immortal soul in Phaedo, which details the death of Socrates. Before Socrates dies, he contemplates whether or not the soul can live without the body and if death is something to be feared. Socrates arrives to the conclusion that not only does the soul live on, but death should be embraced as it means that the soul is released from the prison of the body. Through moral reflection, people are able to tend to their soul, gradually releasing it from its physical form, but death ultimately completes this release. The aforementioned belief of death being embraced is what separates Plato’s belief of immortality with Christianity’s belief. Plato believes that death should be embraced, but Christianity, when using Jesus’ agonizing death as an example, suggests that death should be feared. Christianity perceives death as the most horrifying experience that someone can face because it is the destruction of a person. This goes against Plato’s theory that death is a release; Socrates did not fear death, but Jesus did. This concept is elaborated further when the Christian belief of resurrection is considered, which also goes against Plato’s theory of the immortal soul. Christians hope that God will completely re-create what he has permitted death to destroy. Penelhum focuses less attention on the soul and resurrection. He points out the fact that if the new body is drastically transformed from the original body, the concept of survival is defeated. The soul may be th e same, but if the new body is significantly different from the old body, resurrection is not as much of a success as people are led to believe. One’s soul cannot be identified by someone else, and if a transformed body cannot be recognized, the person did not necessarily survive. The soul living on without a body has sparked more controversy and speculation. Human intelligence, such as seeing, hearing, and being emotionally expressive, are all physical aspects and cannot be accessed with a body. If this is the case, survival is pointless and the soul would just simply exist. It is considered that disembodied survivors might have mental lives, that their thoughts can materialize in the world, but they would still lack the ability to perceive, which further points to a pointless existence. A disembodied soul may not even know if there are others nearby, nor would it be able to perceive a living human being. Self-identity of a disembodied soul is an even more difficult concept to grasp. Without physical characteristics, it becomes almost impossible to recognize a disembodied soul. There would have to be substitute for the feature that establishes an identity. We would have to use mental features instead of physical to identify someone, which may or may not be a possibility. Hume believes that humans retain some form of identity in terms of mental factors, as opposed to physical factors, which would be useful in the possibility of resurrection. He looks to memory as a method to identify a soul. Unfortunately, unless a person has concrete memories, nobody could survive a disembodied form. People are capable of remembering events that they were never part of or witnessed, which makes memory as a means of identity an uncertain method. For it to work, there would have to be something more stable beneath the thoughts, images, and feelings. Penelhum concludes that all of the theories of life