The Clown Of 12Th Night Feste Essay free essay sample

The Clown Of 12Th Night, Feste Essay, Research Paper In William Shakespeare # 8217 ; s Twelfth Night, the character Feste is what you might name a buffoon. In the book he is sometimes called the Fool, and he may show himself as that. He is the amusing alleviation for the serious scenes, although sometimes he will supply the serious capable affair himself. Feste besides seems to somewhat omniscient. He knew when no 1 else did that Cesario was a adult female. All together, Feste seems to non be intertwined in the narrative excessively much, but instead and outsider who observes and makes random visual aspects when necessary. Feste seems to be a regular fixture in Olivia # 8217 ; s family. It seems like he has been there a long clip and is accepted about as one of the household. He is welcome with the retainers and interacts with them frequently. Although Feste presents himself as a sap with no jobs, you can be certain he is a whole individual, who has experienced life # 8217 ; s joys and adversities. We will write a custom essay sample on The Clown Of 12Th Night Feste Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For illustration, in the scene of late dark imbibing, dancing and vocalizing, Feste sings a vocal of a adult female waiting for her love. He sings it with such passion and feeling, you can # 8217 ; t assist but believe he has been there earlier. He besides has a speedy tungsten it and a good sense of wit. Subsequently on in the scene already mentioned, Feste is playing a vocal on the piano, when all of a sudden, Malvolio enters. Feste instantly stops playing the vocal and plays a grandiloquent debut for Malvolio. Besides, when Cesario asks of Feste, â€Å"Do you live by your music? † Feste answers, â€Å"No, I live by the church† . These are merely a few illustrations of the ways Feste exhibits humanity. The character of Feste is thought of as a sap whose attitude is playful and amusing. If I were projecting this drama, I would likely project Robin Williams as Feste because I think that is the individual to outdo personify him. They both have and attitude that is really jesting and blithe. If I were dress uping Feste, I would likely set him in bright colourss to fit his bright demeanour. His vesture would be loose-fitting and tatterdemalion. I think Feste # 8217 ; s actions would be really big and overdone. The character Feste in Twelfth Night is really amusing and capricious and attracts a batch of attending. He is ludicrous and really amusive. The sap is a amusing alleviation that truly adds to the drama. When William Shakespeare wrote this portion in the drama he added a whole other dimension that was needed to finish the narrative.

Tax Deduction Tips for Classroom Teachers

Tax Deduction Tips for Classroom Teachers In a perfect world, school budgets would overflow with cash for the classroom. Teachers could buy all the supplies they need to optimally instruct their students. The words taxes, deductions, and receipts would apply only to our personal finances. Welcome to reality, teachers. Teaching in the 21st century means you are most likely cash-strapped and scrounging for even the most basic supplies. But if you spend even a dime of your own money to teach your students, you simply must save receipts and claim the costs on your taxes as a deduction. Even the IRS itself reminds teachers each year to claim their classroom expenses on their tax forms. How Teachers Can Minimize Their Personal Taxes You must work in public or private elementary or secondary schools for at least 900 hours as a teacher, instructor, counselor, principal or aide.You may deduct up to $250 of qualified expensesIt is recommended that you keep all of your receipts and documentation in a folder labeled Educator Deductions and the applicable year.Eligible supplies must be ordinary and necessary and they include unreimbursed costs for books, computer equipment including software and services, supplies, and other materials used in the classroom.You do not need to explicitly itemize the expenses. As you can see, its not particularly difficult or time-consuming to save a little money on your taxes with these education deductions. The hardest part is remembering to save receipts and immediately filing them in a single, well-labeled location that you will be able to easily find at tax time. If you have a hard time staying organized and managing the paper piles that come along with the teaching profession, check out these practical tips for winning the paper war in the classroom. Disclaimer: Consult your local tax professional to verify current tax laws in your state.

An Explanation of Spring and Fall

â€Å"Over Goldengrove unleaving? (line 2), Goldengrove may be metaphorical for her childhood and her lack of knowledge in life and death, because Goldengrove sounds very playful and beautiful like a garden or playground. †Leaves, [like the things of man]/ With [her] fresh thoughts care for, can you? † (line 3 and line 4), once again Hopkins uses questioning his poem, asking the young girl how she could care about such unimportant things as leaves. With line three of his poem, Hopkins also implies that Margaret is showing characteristics of man by caring about the leaves. He continues that idea in: â€Å"Ah! s the heart grows older/†(line 5). Hopkins is trying to tell Margaret that as she grows older into womanhood, her heart will as well. â€Å"It will come to such sights colder. † (line 6), this idea is even further continued in line six, where Hopkins tells Margaret that leaves falling from a tree is only the beginning of her sadness, because as she gets older, she will see worse things than that. â€Å"Nor spare a sigh/[Though worlds of] wanwood leafmeal lie†(line 8) Hopkins tells Margaret that as she grows older and sees how bad things are she will not dare to cry at the sight of fallen leaves ever again. But, Hopkins assures her that she will indeed still cry, â€Å"Now no matter, child, the name† (line 10). Hopkins then tells the child that she won’t know or be able to verbalize why she feels so sad: â€Å"Nor mouth had, no nor mind, expressed† (line 11). Hopkins continues with â€Å"It is the blight man was born for,† (line 13) meaning that everyone is born to do one thing, and that is die. As Hopkins’s poem comes to an end, the last line reads, â€Å"It is Margaret you mourn for. † (line 14). This says that Margaret will mourn her whole life away, grieving about her own unavoidable demise, and that she will never even realize that is why she is sad. An Explanation of Spring and Fall â€Å"Over Goldengrove unleaving? (line 2), Goldengrove may be metaphorical for her childhood and her lack of knowledge in life and death, because Goldengrove sounds very playful and beautiful like a garden or playground. †Leaves, [like the things of man]/ With [her] fresh thoughts care for, can you? † (line 3 and line 4), once again Hopkins uses questioning his poem, asking the young girl how she could care about such unimportant things as leaves. With line three of his poem, Hopkins also implies that Margaret is showing characteristics of man by caring about the leaves. He continues that idea in: â€Å"Ah! s the heart grows older/†(line 5). Hopkins is trying to tell Margaret that as she grows older into womanhood, her heart will as well. â€Å"It will come to such sights colder. † (line 6), this idea is even further continued in line six, where Hopkins tells Margaret that leaves falling from a tree is only the beginning of her sadness, because as she gets older, she will see worse things than that. â€Å"Nor spare a sigh/[Though worlds of] wanwood leafmeal lie†(line 8) Hopkins tells Margaret that as she grows older and sees how bad things are she will not dare to cry at the sight of fallen leaves ever again. But, Hopkins assures her that she will indeed still cry, â€Å"Now no matter, child, the name† (line 10). Hopkins then tells the child that she won’t know or be able to verbalize why she feels so sad: â€Å"Nor mouth had, no nor mind, expressed† (line 11). Hopkins continues with â€Å"It is the blight man was born for,† (line 13) meaning that everyone is born to do one thing, and that is die. As Hopkins’s poem comes to an end, the last line reads, â€Å"It is Margaret you mourn for. † (line 14). This says that Margaret will mourn her whole life away, grieving about her own unavoidable demise, and that she will never even realize that is why she is sad.

Nationality and international judicial process Essay

Nationality and international judicial process - Essay Example There should be no limitation into individual efforts in acquiring nationality or properly too while changing it. It is designed to be an easy task when a person applies for nationality in a country more so by law. Equally, when one intends to forfeit/forego accorded nationality, then simple procedures should be followed. On the other hand, international law confines are configured around the individual state supremacy and thus the judicial administration is designed to serve the international community. It is therefore formulated for and by the cooperation of individual states that consent onto alike ideals of governance and justice procedures. However, for the interest of the common good of all humanity, there are obligations to the international community to oversee justice and lawful governance even to the countries that are non partisans to the international treaties that bind member countries to the common international justice. This is because human beings have been â€Å"soc ialized† in conflict resolution through amicable manners. Nevertheless, supremacy of the state often holds the mandate to establish solution giving mechanisms to cases requiring legal arbitration. In the event of arbitrations that are beyond a state scope, especially those involving other states, arbitration is done centrally by a central tribunal under the watch of international community. Certain basics hold as pertains to these procedures. The tribunals are formed by consent of many states who also give guidelines on the operations. The associates of the states are by default linked to the tribunal. All the procedures are well monitored under commonly accepted codes of operations. This essay therefore intends to evaluate the ways in which nationality aspect is relevant into the confines of international law. We intend to show how nationality holds when it comes to the judicial field beyond the borders of supreme state. Are there provisions that explain the levels of soverei gnty of nationals of particular states as opposed to others? What is the jurisdiction provision on the matter that pertains to statelessness or refugees? What are the relationship spheres of a sovereign state and her nationals when it comes to crime against humanity or any other international crime committed either within the respective country’s borders or the international scene? Discussion We start by evaluating nationality and its meaning. It started with the states forming the basic blocks of the international law but later on a relationship between the states and individual persons led to reconsideration of nationals as regards to the international law. Through this then, international law encompassed an individual and state. Sloane, say that inclusion of nationality in â€Å"international law† mediated accompanying obligations and persona rights. The initial intention was towards offering diplomatic protection, state responsibility, war, extradition and jurisdic tion (2009, 1-2). Therefore, the best way to understand nationality is in terms of the legal bundles of protection or individual duties and rights to an individual person accustomed to at state or at international level. Though an individual has a formal entitlement of sense of belonging to either one or more states through the single or dual nationality procedures, everyone is bound to the terms espoused to by the country’s legal framework. However, the basic significance legal consequence of nationality remains in individual state to which a

Global conflict Term Paper Example | Topics and Well Written Essays - 1250 words

Global conflict - Term Paper Example he focus of conflict in Indian society (as well as being a point of contention between India and Pakistan and the impetus point of separatist movements), but rather will look at recent events and conflicts in the area using these theoretical concepts to shed light on the nature of conflict resolution in this area. To negotiate a resolution to this conflict as a UN representative, I am planning to focus, using utilitarianism and moral naturalism, on the overweening issue of genocide prevention. Traditionally, the US and UN have been rather less involved than Britain in brokering a solution in this area, and the UN has mostly stated its position in terms of doling out praise and making assurances. I also feel that India and Pakistan can agree and come to terms that Kashmir is a sensitive issue. It appears that the Indian and Pakistani conflict over Kashmir, and Pakistan’s support of rebel fighters there, is at the very heart of the matter, rather than a factor to be sidelined as a non-issue in the peace-brokering process. One may feel as a UN representative that putting Kashmir up for discussion is asking too much; in any case, this assumption is not as clear as it could be. In terms of applying key concepts to this situation, one can see the Indian state as being the dominant group and the Kashmiri people as being the subordinate group. By suppression of separatist movements in the area, the Indian state is engaging in dominant acts of power designed to reinforce the status of the Kashmiri people as subordinate, and by fighting against this subordination. Many of the issues of minority-group consciousness and racism that can be associated with the situation are actually the result of not racism per se, but religious prejudice, since Kashmiri has such a dominant Muslim population. This causes problems in acculturation which can be seen from a perspective of moral naturalism, in that those that are perceived as the Kashmiri people do not want to assimilate

Integrating basic skills Essay Example for Free

Integrating basic skills Essay Graphing and Social Studies The Rationale Graphing skills are in important tool for participating in adult society. As such, they should be emphasized and integrated into the curriculum. Including a graphing exercise as part of a larger social studies unit is a good way to reinforce math and interpretive skills. A graphing exercise gives the student an opportunity to demonstrate what has been learned in a creative way. Reproducing the information in graphical form also helps the students to see the big picture. It helps them see how different elements relate, and it provides a visual representation of the information that can be more easily remembered. As adults, the students will find that graphs are not solely a mathematical element. Graphs are a way we communicate concepts as well as data. Early integration of this skill into a child’s education can only be beneficial. The Exercise Software and internet sites to assist graphing activities are plentiful. For this exercise, the Create a Graph website (http://nces. ed. gov/nces/kids/graphing/) sponsored by the National Center for Education Statistics will be used. The students have been studying the Plymouth Plantation. This lesson points out that the Pilgrims attained a new sense of freedom, but it was not without hardship. The graphing exercise is designed to reinforce this concept. Before the exercise begins the teacher will run through a brief graphing tutorial. To begin, the students will each receive one of three different assignment sheets. They will later be divided into groups based on which assignment they receive. The students in group one will receive a handout summarizing the information obtained in the part of the lesson called â€Å"Step 2. † Their task will be to construct a graph at the Create a Graph website comparing the speeds of various forms of transportation, present and past, including the Mayflower. A bar chart will be suggested. The students may discuss the project as a group, but each student must complete a chart. The second group will receive a handout summarizing the climatic data obtained in â€Å"Step 3. † They will construct a chart showing the average temperature highs and lows for each month of the year. An area chart will be suggested. The third group will receive a handout describing population levels of colonists and natives in the area in the years 1620-1640. They will be asked to construct charts showing the population distribution (men, women, Native Americans) in the years 1620 and 1640. Pie charts will be suggested. Copies of each graph will be printed for each student in the group. Fonts, colors and labels will be at the discretion of the students, but the students will be asked to keep in mind that their chart must explain the data clearly to someone who might not already be familiar with it. After everyone has completed a chart they will return to groups to discuss their results. The graphs in each group will not be identical, but they should be similar. Each group will then be asked an interpretive question: â€Å"What is your graph telling us? † The answer should be one written sentence. The idea is to present a very concise summary of the information, i. e. The population difference between men and women shrunk between 1620 and 1640. The teacher will choose one or two members of each croup to present their graph, describe the process of making it, and describe the meaning. To reinforce the experience, the students will be asked, as a class a series of follow up questions including the following: Could we have used different types of graphs to present the data? Why or why not? Why do we use graphs? What do the graphs tell you about life on Plymouth? The graphing exercise will help students visualize the data. They can then draw their own conclusions about what the data means. They will gain exposure to the different types of graphs and when it is appropriate to use each. It is also another chance to integrate interactive technology into the students learning experience. The group format will allow students to exchange ideas and develop for themselves a more creative learning experience. As with any group exercise, the job of the teacher is to facilitate interaction and full participation of the students. Sources Bergen County Intermediate School District. (2006). Technology Curriculum Integration Ideas! Retrieved 7/2/2006 from: http://www. remc11. k12. mi. us/bcisd/classres/intideas. htm Brooks, Susan Byles, Bill. (2006). Idea Starters for using Technology in the Classroom. Retrieved 7/2/2006 from: http://www. internet4classrooms. com/integ_tech_lessons. htm Evans, Janet. (2005). Literacy Moves On: Popular Culture, New Technologies, and Critical Literacy in the Elementary Classroom. New York: Heinemann. Howell, Will C. (1987). Grid and graph it: graphing activities for listening and following directions, grades 4-6. Belmont, Calif. : Fearon Teacher Aids. National Center for Education Statistics. (2006). Students Classroom: Create a Graph. Retrieved 7/2/2006 from: http://nces. ed. gov/nces/kids/graphing/ Starr, Linda. (2003). Technology Integration Ideas that Work. Retrieved 7/2/2006 from: http://www. education-world. com/a_tech/tech/tech176. shtml Ventura, Fred. (2006). Graphing and Computers in Grades 3-5. Retrieved 7/2/2006 from: http://www,venturaes. com/graphing/.

The Art Of Torture Essay -- History Punishment society Essays

The Art of Torture Going by the title of this paper you are probably asking yourself â€Å"How in God’s name can torture be seen as an art, were these people mentally ill?† well it was, but I talk about that later, let me tell you a little about the history of torture. Torture has been around since the times of Ancient Greece and is still around today, usually in the Mafia. Other than the mob, torture isn’t very common in our society. Punishments aren’t near as harsh as they used to be back in medieval times. The only punishments we have now are jails, the punishments there were in medieval times were numerous and downright inhuman. Torture would keep criminal from doing something wrong again, assuming he lived through the torture. The punishments we have today are laughable and dumb. Big deal, you are thrown in prison for a few years, you don’t suffer one bit, but to the inmates, being thrown on a chain gang is so terrible. Being given hundreds of paper cuts and being rolled in salt, now that’s terrible and I’m sure the convict will never break the law again. Places like Singapore still operate like this. It happened to that one teen who decided to spraypaint some cars. He thought he could get away with it and he almost did, but he shortly found out that he had a little pay-back coming to him. The kid was caned, and he hasn’t done anything dumb since. Torture like this works, torture is a way that can really make you have second thoughts before you do anything stupid. Torture was practiced in numerous ancient civilizations. Convicts and war prisoners were put to death by using torture to give them a slow, humiliating death. To some American Indian tribes, it is a custom to torment and burn prisoners. Crucifixion was a popular torture technique in ancient Rome. Rome also used torture to get slaves, criminals, just about anybody, to get them to talk about secretive information. You see in these ancient Roman times, people were given information and were told that they should never tell this information to no one, well the Romans found out about this and this caused a major uprise in the use of torture. In 12th century Europe torture became very widespread like it had just did in Rome. Before Europe began using torture, they relied on a more common judicial type of settlements for crimes, by the 13th century confessions and... ... is when the victim throat is slit open and the tongue of the victim is pulled through the opening. This is one of the few tortures still used today, this technique is usually used by mobs. To conclude this paper on the history, art, and tools of medieval torture, all I can say is that the Middle Ages were a time were crime was not tolerated. Punishments were sever and done to keep a criminal from ever breaking the law again. This use of severe punishments worked unlike the legal system of today where criminals are living a better life in prison than most of the poor are living. Prisoners just go back to what they were doing after they are released from prison, and they usually end up back in prison. Not too many criminals in the Middle Ages were dumb enough to go out and break the law after being tortured, there was no prison were they could spend years in, torture was a fast and effective way of showing a criminal to never ever break the law again. â€Å"Torture, one of the few legal systems that worked†. Works Cited The Gullotine and the Terror, Arasse, Daniel.1987 Penguin Press. The Executioner's Homepage, http://www.luh.K12.ca.us/%7Ebg659808/torture.html

The Changeling -Fate Essay

The Changeling Essay Question – Choose a novel in which the fate of a main character is important in conveying the writers theme. Robin Jenkin’s downbeat meditation on the nature of pity, ‘The Changeling’ has a tragic ending; it emphasizes that the ‘Good Samaritan’ Charles Forbes fails to redeem the life of his pupil Tom Curdie. He sees himself as the boy’s saviour and makes the decision to take him on holiday, to show another side of life from the slum in which he grew up. Yet Tom’s stealing and strangeness set him apart from the family and finally the pain of the experience pushes him over the end.The opening chapter reveals that Charlie’s interest in Tom is self-righteous: At last he spoke, in his most pontifical tones: ‘Tell me, Curdie, have you ever seen the sea? ’ ‘Pontifical’ has overtones of pomposity, and suggests Forbes’ religious nature; the first meaning is supported by the headm aster’s opinion of Forbes as a ‘pompous bore’. It is ironic that a boy who has never seen the sea can write eloquently about it; and Forbes takes him on holiday in order to ‘improve’ him. Yet this decision is to lead to Tom’s suicide.In some ways, Tom is a character we should pity; however, in chapter three we learn that he is a strong character who lives by a matter-of-fact set of ‘principals’: Never to whine; to accept what came; to wait for better; to take what you could; to let no-one not even yourself know how near to giving in you were. One therefore has to ask – why would someone like this need Charlie’s help? It is only when he is taken away from Donaldson’s court that he feels the gulf between his circumstances and those of ‘decent’ people. When he tries o ‘take what you could’ to please them, the estrangement begins. The turning point of the novel is where Tom calls the Forb es family and introduces himself as ‘Tom Forbes’: ‘I mean, Tom Curdie,’ he said; but it was really that mythical person Tom Forbes, he still thought he was. At this point in the book, he is in a phone box with the hapless Peerie pressing his face up against the glass. It is as if Tom’s background is crowding round him as he tries vainly to keep contact with the ‘decent’ family who have given him a temporary home.However, the trouble with being a ‘mythical person’ is that one has to live in the real world. The distance between myth and reality is explored in one of the turning points of the novel, when Tom steals so that he can afford the brooch for Mrs Forbes. The chapter is seen through the eyes of Gillian, who sees a truth about Tom before anyone else: â€Å"She began to realise that this suit of armour, of calmness and patience, forged somehow in the dreadful slum where he had been born, must be heavy and painful to wear . †Yet she does not tell as she wants to avoid ruining the ‘presentation’; Gillian is torn between jealousy and pity towards Tom; her sympathy grows for him throughout the book and it is she who discovers him after his suicide. The ‘suit of armour’ continues the idea that he is a figure out of a myth who doesn’t belong in her world, which indicates that she feels the stirring of respect for him, even though he is a thief. Their relationship provides a note of optimism before the bleak climax. From her point of view, Tom has a kind of nobility, even when he strikes the tree in anguish:His face was hard and aloof, like a young Prince’s out of a story book. His hand red with blood was like an emblem of eerie distinction. These continue the idea that he is someone who doesn’t belong to the time in which he lives, with the allusions to being a Prince and wearing an ‘emblem’ he has won through pain and violence. This imposs ible dilemma is finally solved by Tom’s tragic end. Therefore I would argue that the book considers the suffering of others and asks what we can really do for them; it explores this theme through the fate of Tom.

Dreams are the significant theme in Steinbeck’s Essay

The term â€Å"American Dream† became popular in the 17th century when the first settlers arrived in America. Their dreams were to make their fortune in the gold fields in the land of opportunity. However for many of them the dream became a nightmare. â€Å"Of Mice and Men†, written by John Steinbeck is set in 1930 in California, when the American people were suffering from a great recession. During those times which are known as â€Å"Great Depression†, the price of farm crops fall calamitously because of the economic effects of the First World War. Many people felt as if they were being strangled by the disaster of being jobless. The crash in the stock market made things even worse. Many independent farmers lost their farms because they were not able to pay their debts to the banks. Therefore numerous workers swarmed towards the prosperous states of California to escape from the horror of starving, the pinch of indigence and in the hope of better life and work. Many American workers, especially farmers, believed that the only way to success was to buy land in California. In period of such affliction period, Steinbeck wrote his masterpiece â€Å"Of Mice and Men† and presented to world the American dream and the struggle to attain it. Many of the characters in this novel yearn for their own dreams to become reality. George and Lennie, the main characters conjure up images of their own land where they can be their own bosses. They are two of the itinerant workers who travel together from ranch to ranch, desperate for money to attain their dream. This dream belongs mostly to George because Lennie with his child-like mentality can only keep in his mind one aspect of the dream. He just plays the role of â€Å"tendin’ the rabbits† in their dream land. Lennie is absolutely obsessed by petting rabbits and he always begs George to restate the frequently repeated dream: â€Å"come on, George. Tell me. Please, George. Like you done before.† (Page 15) and every time George repeats their dream; â€Å"†¦ we’re gonna get the jack together and we’re gonna have a little house and couple of acres an’ a cow and some pigs and live fatta the lan†¦Ã¢â‚¬  (Page 16). For George owning land means not having to answer to anyone and being his own boss. He continuously thinks about a time when he will be able to do whatever he desires to, where he can be prosperous for ever and where he may share his life with a wife and make his life colourful. At first their dream seems to be like a glimmer of hope, the glimmer becomes more intense when they meet Candy, another afflicted worker, who lost one of his arms on the ranch. He has got almost enough money to buy a small farm. When George and Lennie share their dream with Candy, the dream seems likely to come true. They tolerate any difficulties to achieve their dream, but unfortunately just when it seems as if it really will come true, disaster strikes Lennie. Curley’s wife invites him to pet her â€Å"soft hair†. Lennie pets her harder and harder. She tries to stop him and accidentally gets killed by Lennie. When Curley’s wife is discovered by Candy and George, their whole dream is shattered. When George meets up with Lennie after the accident, George knows he is not going to achieve his dream. George also knows Curley is desperately looking for Lennie to take revenge with his shotgun. So George decides do his friend a last favour, a painless death. As George gets ready to kill Lennie, he tells Lennie one last time about their dream and lets Lennie to dies with the hope of their dream. When he dies the dream shatters for George too. Candy doesn’t seem to have any dreams at the beginning. He is an old worker on the ranch and he has lost one of his arms in an accident. One night Lennie asks George to express their dream in the bunk house. As George describes the dream they both get excited about their future and they get so wrapped up in the dream that they forget someone else is there. When he learns what George and Lennie’s dream is, he wants to go along and be involved to. He is not satisfied with his life on the ranch and he will be scared to get sacked because he is getting too old, or because he is useless with one hand. His dream is to have security. He is aware that sooner or later they going to get rid of him like they did with his old and useless dog. Also he knows if he loses his job, his chance of getting another job is minute; â€Å"you seen what they done to my dog tonight? They says he wasn’t no good to himself nor nobody else. When they can me here I wisht somebody’d shoot me. But they won’t do nothing like that. I won’t have no place to go, an’ I can’t get no more jobs† (Page 60) Candy thinks he can obtain his dream in George and Lennie’s dream. So he put in his compensation money to get involved in their dream. But his dream is also shattered by Lennie’s death. Isolation and loneliness in the ranch make Crooks await unsatisfied all the time for his dream. He is a black cripple, who tends the horses on the ranch. He has an ardent desire to be equal with others and be treated like a human. The white workers on the ranch treat him like an outcast. They keep aloof from him and claim he stinks. He has been excluded by the residents of the bunkhouse because of his colour. Colour prejudice makes Crooks’ position on the ranch lonely and isolated. He always has to confine himself to his room in the barn and have no one to talk to. During his long hours of solitude, he searches for his rights in his books such as the California Civil code 1905. He remembers his childhood, when he used to play and have a companionship with other children even with whites on his father’s chicken farm; â€Å"My old man had a chicken ranch, ’bout ten acres. the white kids come to play at our place, an’ sometimes I went to play with them, and some of them was pretty nice†¦Ã¢â‚¬  (Page 70) But now he emulates of those times. When Lennie tells Crooks about his and George’s dream land, Crooks places himself in their dream, where no one would humiliate him because of his colour and he would have someone to talk to. So he demands to be part of the dream; â€Å"†¦if you †¦ guys would want a hand to work for nothing-just his keep, why I’d come an’ land a hand. I ain’t so crippled I can work like son-of-a-bitch if I want to.† (Page 76) However his flicker of hope is killed by Lennie’s death. Another dream which masteries someone’s life is the aspiration of being a Hollywood movie star. Dissimilar to the other dreams in this novel, Curley’s wife regrets of having a better life by being a movie star; â€Å"Coulda been in the movie, an’ had nice clothes -all them nice clothes like they wear. An’ I coulda sat in them big hotels, an’ had pitchers took of me†¦Ã¢â‚¬  (Page 87) The dream of being an actress comes from when she met an actor. â€Å"†¦a show come through, an’ I met one of the actors. He says I could go with that show† (Page 87), she says. Because she was fifteen years old her mother didn’t allow her to go with them. The flame of desire to be a movie star became even more fervent when she met another guy; â€Å"Nother time I met a guy, an’ he was in pitchers †¦ He says he was gonna put me in the movies. Says I was natural. Soon’s he got back to Hollywood he was gonna write to me in about it. † (Page 87) However when the letter doesn’t turn up, Curley’s wife finds excuses so she wouldn’t get disappointed; â€Å"I always thought my ol’ lady stole it.† (Page 87) Based upon her excuses she didn’t want to live where she cannot have freedom so to take revenge from her mother, she married with Curley. She thought the marriage will approach her to the dream but it made it even worse. Now Curley doesn’t let her to talk to anyone but himself and all of the ranch workers avoid talking to her because of Curley; â€Å"What’s the matter with me? Ain’t I got a right to talk to nobody? †¦ what kinda harm an I doin’ to you? Seems like they ain’t none of them cares how I gotta live†¦Ã¢â‚¬  (Page 86) Her thoughtless action of marrying with Curley makes loneliness to dominate over her life and makes her to stay at home al l the time. Pain of isolation even makes her to use her sexuality to attract others and have contact with someone else rather than her husband. The part when Lennie and Candy talk about their dreams with Crooks in the barn and Curley’s wife suddenly appears in the door way can be mentioned as an example; â€Å"They swang their heads toward the door. Looking in was Curley’s wife. Her face was heavily made up †¦Ã¢â‚¬  (Page 76) Still no one undergoes the risk to communicate with her. Curley’s wife did die and her death released her from the ache of loneliness but she passed the pain to George. Her death makes George to kill his intimate friend, Lennie. Dreams are the significant theme in Steinbeck’s â€Å"Of Mice and Men†. The novel portrays the American dream as a symbol of aspiration, ambition and hope at the time when was set. Many Americans planted the seed of dream. They accepted the hard toil and labour to fructify it. They lived in yearn for attain it but the seed corrupted for most of them and they failed. In this novel it is the bright future that keeps the characters alive, it is their aspiration that make them to tolerate and it is the hope that gives their life a meaning. However the dreams are never fulfilled in this novel.

English 30 Essays

English 30 Essays English 30 Essay English 30 Essay 10/7/2013 Kay Gendron-Guest Turkle By. David Carpenter Guilt is not a simple feeling but is a past event attached with a lesson in a persons life. In the short story Turkle by David Carpenter, Elmer the farmer felt tremendous guilt after he told his wife, Elsie that he would be taking the children to school no matter the weather. This foolish action not only put his three children in danger but himself as well, resulting in the four almost all losing their lives. The character I personally admire would be Elsie Foster. Elsie was smart enough o know her family shouldnt have gone out into the blizzard, although she couldnt stop them she did try. Shortly after the blizzard when Elsie had discovered her family freezing practically to death, she did not even utter the words l told you so or any other uncouth or sarcastic remarks, but instead showed nothing but compassion and love towards her frozen family. I admire Elsie as although she was proven right she did not gloat about her notion but instead took full responsibility and care towards her family, nursing them all back to health and good temperature. The character I dislike the strongest would be Elmer Foster. I believe he is uppity and lacks common sense. Although Elmer is the man of the house I disbelieve he wears the pants in the relationship between him and Elsie. I strongly believe Elmer likes to always present himself as right but mostly always is wrong. The event of the Fosters could have simply been avoided if Elmer wasnt so pigheaded towards his wife. In the end Elmer comes to the conclusion that bad choices produce bad outcomes, and this was a bad outcome. As I read the short story Turkle I felt as if I had a strong connection nderstanding that decisions that are believed to be small can have a strong, large impactful conclusion. Although a decision may seem simple at the time, it is to be judged by the possible outcomes. This short story has taught me that all decisions in action is put into place. This short story has helped me personally understand to take my time when pondering what I believe the be a simple decision more closely and judge more constructively. It is hard to imagine a more stupid or more dangerous way of making decisions than by putting those decisions in the hands of people who pay no price for being wrong. -Thomas Sowell

Irish Scrappage Scheme Essay Example | Topics and Well Written Essays - 3750 words

Irish Scrappage Scheme - Essay Example Recall that the questions we are concerned with are (i) whether the scrappage scheme has had a positive impact on the aggregate sales of cars in the domestic market and (ii) whether the introduction of the scrappage scheme has created a substitution effect from G and C band vehicles to A and B brand vehicles. The hypothesis and the basic setup In order to empirically examine these questions, the easiest and simplest methodology adoptable is that of using two different OLS regressions for cases (i) and (ii) to test whether the introduction of the scheme led to any significant departures in the time series observations of our dependent variables. As mentioned earlier, our dependent variable for case (i) are the quarterly car sales over the sample period of 2003 to 2010. Incorporating an indicator variable for the time periods which were under the coverage of the scrappage scheme as an independent variable, one can conceive an OLS specification to see if the there was a significant impact of the dummy on the dependent variable. However, in order to obtain precise, valid estimates it is crucial to control for other factors that may have influenced car sales during the sample period. To better understand the reasoning, consider the following regression: (1) represents the dependent variable, denotes the constant, i.e., the inte rcept, denotes the dummy for the scrappage scheme, represents a vector of controls and is the stochastic disturbance or the error term . can be defined as : And Thus, the coefficient signifies the impact of the scrappage scheme on the dependent variable . If we find is statistically significant from zero, the implication will be that the scrappage scheme had an impact. The sign on the coefficient will indicate the direction of the impact. Therefore, if the coefficient is found to be significant and positive, that will imply that the scrappage scheme led to an increase in the dependent variable . If on the other hand we find the coefficient to be negative, that will imply that the scrappage scheme led to a decline on the dependent variable. The coefficient vector includes the coefficients on the individual variables included as controls. The signs and significances of these coefficients will reveal the direction and importance of the control variables for the determination of the dep endent variable. Therefore, for case (i), we can take the time series of car sales as our dependent variable

Reflective Portfolio Essay Example | Topics and Well Written Essays - 2250 words

Reflective Portfolio - Essay Example To make the best use of the funds as well as for the provision of the best care at care homes the public care body introduced numerous policy initiatives. This is made more visible by the National Health Systems (NHS) Plan as well as the reaction of the government towards the Royal Commission on the Long Term Care. The reason behind this has been the helplessness of the residents, the impacts of the demographic changes upon the number of the old people requiring residential care such as subsidy. It has further been noted that there is high cost associated with such care. Therefore, it is quite important to comprehend the key aspects of such health care provisions (Personal Social Services Research Unit, 2001). With the partnership among the local authority and the NHS, the social care related services are generally provided in Cambridgeshire. It has been evident that the Cambridgeshire Community Services NHS Trust aims at serving the older people with all the necessary health as well as the social care related support that can be made available at one place (Cambridgeshire Country Council, 2011). However, it has been noted that there is discrepancy in the provision of the services to the people under the NHS scheme. ... B. Framework of Legislation, Codes Of Practice Influencing Social Care I. National Care Standards Commission Regulations and Standards It is worth mentioning that the care homes for the older people need to meet the National Minimum Standards that have been identified by the National Care Standards Commission in order to determine if the care homes tend to meet the needs of such standards, as well as work for the welfare of the people living there. The standards tend to verify that whether the care homes consist of the individuals who may work at unique and complex situations. In addition to this the individuals need to possess specific skills and knowledge that may be required to deliver individually tailored as well as all-inclusive services. There are various themes that support the drafting of the National Minimum Standards for the care home of the elderly people. The regulators are supposed to comply with the various themes that have been drafted. While applying the standards it is important for the regulator to prove that the policies, the activities the facilities as well as the services that the care centre provides will deliver positive results. While applying the standards the inspector may ask for evidences that prove that the care homes are meeting the needs of the service users and their changing needs are taken care of. Since it is the manager along with the staffs who are responsible for looking after the old age people in such care homes, therefore in implementing the standards the regulators may look for the evidences that tend to show that the managers as well as the staffs of the particular health care organisation have achieved TOPSS requirement which is understood as The National Training Organisation for social care (Department of