Unjustness in The Crucible by Arthur Miller Essay -- Essay on The Cruc

In The Crucible by Arthur Miller, unjustness is displayed constantly throughout the play, when innocent men and women are accused of witchcraft in the town of Salem during the 1690's. Chaos and havoc erupt in this small town during the times of the trials, causing many prominent men and women to be wrongly accused of practicing witchcraft. In particular, John Procter, a well respected leader in the town of Salem, soon becomes entangled in the Salem witch trials, when his wife Elizabeth and many other women of the town are accused of witchcraft by Abigail Williams, his former mistress. Unlike other characters in the story, Procter's personality can be seen gradually changing throughout the course of the play, because of the events that occur in his life at the time of the trials. In The Crucible, John Procter develops from a sinful, dishonest man overwhelmed by guilt over his affair with Abigail, to a man with the courage to be truthful to himself and those around him. Unlike a ny other character in the story, John Procter ultimately learns to forgive himself for his sins, and take responsibility for his actions. As the story begins to unfold, John Proctor establishes himself as a confused man of ambiguity, unable to come to terms with his own sins, initially showing intolerance towards himself. After having an affair with Abigail Williams, John is unsure about his feelings towards her. Upon first meeting Proctor in the story, he is seen flirting with Abigail Williams, and provocatively telling her that â€Å"[she's] wicked yet,† and that â€Å"[she'll] be clapped in the stocks before [she's] twenty. (22).† John's amorous actions clearly exhibit his passion for Abigail. Although at first flirtatious gestures are exchanged, John... ... mistakes and learns to tolerate himself. John Proctor is a man who stands up to authority, and sticks to what he believes in when know one else will. Unfortunately, like all tragic heros John Proctor had a tragic flaw: his physical attraction to Abigail Williams. Sadly, Proctor's tragic flaw ultimately lead to his destruction. Because of John Proctor's tragic death, order is restored throughout the town of Salem. John Proctor is a man that knew the truth, and was going to stand by it no matter what. Workscited: Bowers, Kristen. The Crucible by Arthur Miller: Literature Guide. San Dimas, CA: Secondary Solutions, 2006. Print.

Reading and Censorship of the Harry Potter Novels Essay -- Argumentati

Reading and Censorship of the Harry Potter Novels J. K. Rowling’s Harry Potter series, which have reached worldwide popularity have an effect on children has not been matched by any other book. The novels have encouraged children to read for entertainment instead of turning to television or video games. When a piece of literature inspires children as the Harry Potter novels do, limiting a child’s access to the novels seems ridiculous. Unfortunately, this is what is happening with Harry Potter. The books are challenged and banned in schools and libraries all over the world because parents contend that the content is unsuitable. The content, which revolves around a world full of wizardry and witchcraft, has some parents actively lobbying against the books. These parents believe the books encourage children to practice witchcraft. Additionally, some parents do not believe that the novels are an asset to the learning development of their children. For most children, Rowling’s Harry Potter novels encourage reading. N ot only do children read the massive novels in the series, but also they use the Harry Potter series as conduits to other types of literature because their minds are opened to the wonder of the written word. The novels do not advocate witchcraft or evil, which are often the grounds for censoring the novels from children. Different features of the Harry Potter series can influence children with both good and bad consequences. The most popular reasons for censoring Harry Potter is that the books are centered around a magical community. The plot revolves around Harry and his friends as they learn how to become wizards and witches at Hogwarts School of Witchcraft and Wizardry. Through Harry’s adventures, there are allu... ...ult.asp?Page=9-11-2003/FullStory/9_11_03.1st.8.htm.> Monk, John. â€Å"In Defense of Harry Potter.† 22 Oct. 1999. Kidspeak Online. 28 Oct. 2003. <http://www.kidspeakonline.org/fighthp_defense_A001.html>. Rosen, Judith. "Booksellers Help Harry Potter." Publishers Weekly. 12 May 2003. 250.19. Ebsco Academic Search Premier. 5 Sept 2003. <http://web25.epnet.com>. Routledge, Christopher. â€Å"Harry Potter and the Mystery of Ordinary Life.† Mystery in Children’s Literature: From the Rational to the Supernatural. Adrienne E. Gavin and Christopher Routledge, Eds. New York: Palgrave, 2001. Rowling, J. K. Harry Potter and the Chamber of Secrets. New York: Scholastic, 1999. "'The Chocolate War' Tops 2004 Most Challenged Book List." American Library Association. 2005. 29 March 2005. <http://www.ala.org/ala/pressreleases2005/februarya/2004mostchallengedbook.htm>.

Development of Feminism

The Feministic Movement that emerged in Europe in the 19th century was a major event that changed the perception of how females were generally thought of. The publication of Mary Wollstonecraft’s Vindication of the Rights of Women  (1792) and John Stuart Mill’s  The Subjection of Women  (1869) ideas, social movements, and individual feminists migrated across land and sea, generating a powerful new context for the advancement of women’s rights. In this era, women’s right and emancipation were used to refer to what we today call as feminism.Early feminists included both men and women who advocated equality for women in public institutions such as the church and the government and in the family and household. Almost all feminists advocated their right to education and literacy above everything else. These ideas were mostly fueled by major social, intellectual, economical and cultural transformations in Europe and North America. Feminist Movement has bee n classified into three categories or ‘waves’ by scholars.The first wave focused mainly on women’s suffrage which was the right of a woman to vote and stand for election. Virginia Woolf’s ‘A Room of One’s Own’ described the hardships that women endured that were inflicted by men. She talked about how women were the upholders of society as they acted as mirrors to men. The first women right’s convention was held in Seneca, New York were a Declaration of Sentiments was signed that outlined the grievances of and set the agenda for women right movement. The first wave ended with the passing of the law that gave women the right to vote.The second wave of feminism focused on gender inequality through cultures. It focused on how educated women who were housewives were dissatisfied which led them to question if that was all that there was to their life. It talked about ending discrimination and led to women enrolling in medical school an d pursuing careers. The third wave of feminism dealt with developing the different achievements of women and addressing the issues of race distinction, gender violence and reproductive rights, to name a few.The feministic movement liberated women from pre-conceived gender specific roles and their ability to make their own decisions in all walks of life. It gave women voting rights, employment opportunities and giving them the choice to have a family or not. The feminist movement continues even today with people like Gloria Steinem, Dionne Brand, Hillary Clinton, Kurt Cobain, Betty Ford, Urvashi Vaid, Sandra Oh, Naomi Wolf and Taslima Nasreen to name a few. The Feminist Movement has played a key role for the past century and continues to this day. Development of Feminism The Feministic Movement that emerged in Europe in the 19th century was a major event that changed the perception of how females were generally thought of. The publication of Mary Wollstonecraft’s Vindication of the Rights of Women  (1792) and John Stuart Mill’s  The Subjection of Women  (1869) ideas, social movements, and individual feminists migrated across land and sea, generating a powerful new context for the advancement of women’s rights. In this era, women’s right and emancipation were used to refer to what we today call as feminism.Early feminists included both men and women who advocated equality for women in public institutions such as the church and the government and in the family and household. Almost all feminists advocated their right to education and literacy above everything else. These ideas were mostly fueled by major social, intellectual, economical and cultural transformations in Europe and North America. Feminist Movement has bee n classified into three categories or ‘waves’ by scholars.The first wave focused mainly on women’s suffrage which was the right of a woman to vote and stand for election. Virginia Woolf’s ‘A Room of One’s Own’ described the hardships that women endured that were inflicted by men. She talked about how women were the upholders of society as they acted as mirrors to men. The first women right’s convention was held in Seneca, New York were a Declaration of Sentiments was signed that outlined the grievances of and set the agenda for women right movement. The first wave ended with the passing of the law that gave women the right to vote.The second wave of feminism focused on gender inequality through cultures. It focused on how educated women who were housewives were dissatisfied which led them to question if that was all that there was to their life. It talked about ending discrimination and led to women enrolling in medical school an d pursuing careers. The third wave of feminism dealt with developing the different achievements of women and addressing the issues of race distinction, gender violence and reproductive rights, to name a few.The feministic movement liberated women from pre-conceived gender specific roles and their ability to make their own decisions in all walks of life. It gave women voting rights, employment opportunities and giving them the choice to have a family or not. The feminist movement continues even today with people like Gloria Steinem, Dionne Brand, Hillary Clinton, Kurt Cobain, Betty Ford, Urvashi Vaid, Sandra Oh, Naomi Wolf and Taslima Nasreen to name a few. The Feminist Movement has played a key role for the past century and continues to this day.

English Doc

Heda Margolius Kovaly who wrote â€Å"Under a Cruel Star† writes about her horrible, suffering and tragedy life she endured first in the Nazi communist rule in her citizen Czechoslovakia. She was born in Prague to a Jewish family. She was young at the time when the Germany attacked Czechoslovakia during the World War II. Heda was in concentration camps during the World War II she escaped from the Nazi, she hardly survived, but her family died. At the end of the war; she returned to Prague and took part in uprising against the Germany in May 1945, she got married to an old friend, named Rudolf Margolius who is Jewish too.I will be writing about how Heda Kovaly suffered under the Nazism and had high hope for communism, how she view freedom and how it changed after her life changed too. Moreover, how Rudolf trial changed her life. Heda suffered a lot to escape from the camps, but her insists and demand to be free were more powerful than her fear of dead. â€Å"People often ask m e: How did you manage? To survive the camps! To escape! Everyone assumes it is easy to die but that the struggle to live requires a superhuman effort. Mostly it is the other way around. There is, perhaps, nothing harder than waiting passively for death.Staying alive is simple and natural and does not require any particular resolve. †(16). Towards the end of the war, Heda managed to escape from a death march to Bergen-Belsen and get to Prague. She fought for her personal freedom, but freedom perspective changed when she escaped from Nazi concentration then by joining the communist party thinking Friends were too scared of the punishments they would face if they helped her and she was wandered around the city for days trying to avoid arrest. After the end of World War II was ended the soviets had taken over Czechoslovakia Kovaly meaning of freedom change as her life changes.She united with her beloved Rudolph who got married and had son. They were struggling to find a house afte r they were sent to camps. At the end they were given a small apartment. Kovaly explains â€Å"although we continually hoped for freedom, our concept of freedom changed. † (60). Her concept of freedom before imprisonment was that it was â€Å"natural and self – evident. â€Å"By the end of their time in the camps, many prisoners came to accept the view that freedom is something that has to be earned and fought for, a privilege that is awarded, like a medal. (60-61). She clarified how it was impossible for the Czech people not to become â€Å"somewhat twisted†. Kovaly had fought for her personal freedom when she had escaped. From her experience and the problems she faced while she was escaping the camp, made her well aware of the politics around her. She was very intelligent and had her own opinion and she acknowledged the fact that â€Å"Our democracy had allowed the growth of the fascist and Nazi parties which in the end destroyed it† (57).She clarifie d that people were willing to work extremely hard to achieve their goal, that they want to rebuild the world. She always mentions how hard her husband worked to the party and many innocent people were thrown in jail. Heda’s life was different from all the other people in Czechoslovakia, because she was married to a man who was enrolled in the government administration. She had a unique point of view into the communist working government because her husband was a deputy minister in Czechoslovakian government. That helped Heda a lot to see the hypocrisies

Bukidnon Deer Park and Wildlife Center Reaction Paper Essay

On August 26, 2012 I visited the Bukidnon Deer Park and Wildlife Center located at San Miguel, Maramag, Bukidnon. The purpose of the trip was to look at some fascinating wild animals that live from different parts of the world and to learn more about them. The first animals I visited were the mammals. Mammals are class of warm-blooded vertebrate animals that have, in the female, milk-secreting organs for feeding the young. The animals available at the park that represents this class were the Long-tailed Macaques (Macaca fascicularis), Palawan Bear Cat (Arctictus binturong), Common Palm Civet (Paradoxuros hermaphrodites), Balabac Mouse Deer (Tragulus nigricans), Leopard Cat (Pronailarus bengalensis), Philippine Mouse Deer (Cervus marianus), and lastly the Wild Pig (Sus philippinensis). After we have visited the mammals we then go straight to the Aves. But on the way to the Aves we came along to pass by the Japanese Koi (Cyprinus carpio). These are carps with red-gold or white coloring, kept as an aquarium or ornamental pond fish, native in Japan. They were so fun to watch. Finally we arrive where the Aves are caged. Aves are two-legged, warm-blooded animals with wings, a beak, and body covered with feathers. These animals lay eggs from which their young hatch, and most of the species can fly. The animals available at the park that represents this class were the Philippine Serpent Eagle (Spilornis holospilus), Brahminy Kite (Haliastur indicus), Single-wattled Cassowary (Casuarius unappendiculatus), Dwarf Cassowary (Cassuarius bennetti), Indian Blue Peafowl (Pavo cristatus), Indian Ringneck Parakeet (Psittacula krameri), Blue-naped Parrot (Tanygnathus lucionensis), Pied Imperial Pigoen (Ducula bicolor), Nicobar Pigeon (Caleonas nicobarica), Golden Pheasant (Chrysolophus pictus), Spotted Imperial Pigeon (Ducula carola), Lady Amherst Pheasant (Chrysolophus amherstiae), Blacked-chinned Fruit Dove (Ptilinopus leclancheri), True Silver Pheasant (Lophura nycthemera), Mindanao Rofous Hornbill (Buceros hydrocorax mindanensis), Visayan Hornbill (Penelopide panini ), and lastly the African Ostrich (Struthio camelius) which I liked the most because of its beautiful eyes and long eyelashes. Ostrich is also the largest and fastest living bird. It is a two-toed fast-running bird with a long bare neck, small head, and fluffy dropping feathers. But sad to say, it cannot fly. The third and last animal I visited were the reptiles. Reptiles are animals with tough, dry skin covered with horny scales. Reptiles are vertebrates – animals with backbone. They share characteristics common to other vertebrates – fish, amphibians, birds, and mammals. But reptiles display a unique combination of characteristics that distinguishes them from other vertebrates. Like amphibians, modern reptiles are cold-blooded, or ectothermic. This means that they are unable to produce their own body heat, so they rely on the sun for body warmth, and much of their behavior is directed toward regulating their body temperature. Some of the most widespread living reptiles are turtles, lizards, snakes, crocodiles, and alligators. The park only exhibit crocodiles among the class reptilian. They have the Saltwater Crocodile (Crocodylus porosus), and the Philippine Crocodile (Crocodylus mindorensis). The Bukidnon Deer Park and Wildlife Center helped for the maintenance of these wild animals that are near to endangerment and they also hatch eggs and do breeding for these animals to survive in this cruel world. This is very important so that our next generation can still see this wonderful creatures and gain knowledge at them.

Qar Reading Strategy

Grade Level(s)| K-3| When? | Literary Focus| Before| Fluency| During| Comprehension| After| Vocabulary| | Writing| | Oral Language| Q. A. R. (Question-Answer-Relationships) Question-Answer Relationships, or QAR, is a reading comprehension strategy developed to aid in the approach that students take when reading texts and answering questions about that text. Students learn to categorize types of questions which in turn help them know where to find information. It encourages students to be active, strategic readers of texts. QAR  outlines  where information can be found â€Å"In the Text† or â€Å"In my Head. It then breaks down the actual question-answer relationships into four types: Right There, Think and Search, Author and Me, and On My Own. (Fisher, D. , Brozo, W. G. , Frey, N. , & Ivey, G, 2011, pg. 81) STEP-BY-STEP and EXAMPLE Chosen text: Frog and Toad Together, by Arnold Lobel 1. Hook/Engagement–Begin by reviewing what students have already learned about how to ask questions as a way to understand the meaning of texts. For example using this reading asks them to talk about the kinds of questions they can ask before, during, and after reading. Next, introduce the idea that there are two kinds of questions you can ask about texts.Explain to students that an â€Å"In the Text† question is a question that students can find the answer to by looking in the book that they are reading. An â€Å"In My Head† question is a question that requires students to think about what their own knowledge is to answer the question. Review a book that you have recently read aloud with students. Write the example below on a piece of chart paper or on the blackboard. Choose a few â€Å"In the Text† and â€Å"In My Head† questions about the book that obviously belong to one category or the other, and have students tell you in which column to write the question.When you give students a literal question, have them show you where they fo und the answer in the book. When you ask them an â€Å"In My Head† question, go through the book with them and show them that they couldn't find the answer in the book. Have them give answers to the â€Å"In My Head† questions and explain how they answered them ( thinking about what they have learned that is not in the book). Here are some examples of the two types: â€Å"In the Text† questions| â€Å"In my Head† questions| What is the title of the book? What is the author's name? How long is the book? | Do I like the title? Have I read any other books by this author?How long will it take me to read this book? | Explain that they are going to learn more and ask these types of questions about a new book you are going to read together. 2. Measurable Objectives–Explain that you are going to read the first three chapters of Frog and Toad Together aloud to them, and they are going to help you make a list of â€Å"In the Text† and â€Å"In My Hea d† questions. Then, they are going to help you answer the questions and see how these types of questions will help them to understand the story. 3. Focused Instruction–Review with students the four types of questions explained in the QAR Strategy.Explain that there are two types of â€Å"In the Text† questions and two types of â€Å"In My Head† questions. Draw a copy of the QAR table on chart paper or on the blackboard or use an overhead projector. The table should look something like this: â€Å"In the Text† questions| â€Å"In My Head† questions| Right There| Think and Search| Author and Me| On my Own| Read the first chapter, â€Å"A List,† from Frog and Toad Together aloud to students. Next, write the questions listed below under the â€Å"Right There† heading. Read the questions aloud, look through the chapter, show the students where you found the answer, and then think aloud the answer. . Right There i. What is the first t hing Toad writes on his list? â€Å"When I turn to page 4, I see that the first thing Toad writes on his list is ‘Wake up. ‘† ii. Who is the friend Toad goes to see? â€Å"When I turn to page 9, I see that Toad goes to see Frog. † Next, write these questions under the â€Å"Think and Search† heading. Read the questions aloud and then think aloud the answers. b. Think and Search iii. What caused Toad to forget what was on his list? â€Å"I read that Toad's list blew away and Frog did not catch it, so that is why Toad couldn't remember what was on his list. iv. How did Toad finally remember what was the last thing on his list was? â€Å"Frog reminded Toad that it was getting dark and they should be going to sleep – the last thing on Toad's list. † Next, write these questions under the â€Å"Author and Me† heading. Read the questions aloud and then think aloud the answers. c. Author and Me v. What do you think of Toad's list? †Å"I think that writing a list of things to do is a good idea. But, Toad could have left off some things, like waking up or getting dressed, because he doesn't need to be reminded to do that. † vi.Did you agree with the reason Toad gives for not chasing after his list? â€Å"No. I think that he should have chased after his list, even if it that wasn't one of the things on his list. He couldn't have written that on his list anyway because he didn't know the list would blow away. † Next, write these questions under the â€Å"On My Own† heading. Read the questions aloud and then think aloud the answers. d. On My Own vii. Have you or somebody in your family even written a list of things to do? â€Å"Yes. I have written a list of things that I have to do on a weekend day because that is not like a school day.On weekends, I do lots of different things, so I have to write a list to remind myself of all the things I have to do. † viii. What would you do if you lost your to-do list and couldn't find it? â€Å"I would look for it for a while and if I couldn't find it, I'd write a new list of things to do. † 4. This would be followed up with guided practice, independent practice, assessment, and the reflecting/planning. References Fisher, D. , Brozo, W. G. , Frey, N. , & Ivey, Gay. (2011). 50 Instructional Routines to Develop Content Literacy. Boston:Pearson.

Terrorism Essay Example | Topics and Well Written Essays - 750 words - 17

Terrorism - Essay Example Still, the international community tries to counter this sort of radicalization by implementing innovative measures related to counter-terrorism. The psychological (acceptance, socialization, and self-importance) and behavioral (belief, commitment, and obedience) factors have the greatest impact on the radicalization of an individual, but efforts such as awareness programs, hindering the misinterpretation of religious texts, and welfare programs for the lower classes might be effective in countering this sort of radicalization. The basic psychological factor with greatest impact on radicalizing an individual is the human urge to gain acceptance. To be specific, acceptance is utmost important for human beings within their private or public domains. â€Å"From Moghaddam’s point of view, terrorism constitutes a rational problem-solving strategy for individuals who go through the psychological processes on each step in the Staircase to Terrorism.†1 Within this scenario, the terrorist leaders and related recruiters know that it is easier to trap such individuals. Similarly, socialization during one’s youth determines one’s psychological development in future years. When an individual is deeply interested in religious education or is forced to undergo the same, there will be no scope for socialization. Besides, socialization with similar religious minded individuals can radicalize an individual. To be specific, daily exposure to the views related to religious fundamentalism can result in psychological change among youngsters. One can see that terrorist organizations help their members to consider that they are most important to their religion, and are chosen to complete certain missions. So, it is evident that the psychological factors like acceptance, socialization, and self-importance can radicalize an individual. Similarly, belief in an ideology or a religion transforms one’s behavior in general. â€Å"Additionally, the individual