Themes of The Crucbile essays

Themes of The Crucbile essays In Arthur Millers, The Crucible, many themes are expressed throughout the play. Themes are the undertone of the story. A theme of a book usually sets the mood and describes what is happening during the time that the story is written. The Crucible has many themes that show how everything was and how everyone acted in the year of 1692, in Salem, Massachusetts. Mass hysteria is the most obvious theme in the story. Mass hysteria is represented everywhere trouble was. One example is at the end of act one when the girls are screaming, crying, and starting to accuse people of being with the devil. When this happens, everyone gets scared and calls the marshal. The marshal begins to arrest people and brings them to court. The whole reason mass hysteria broke out is because of Abigail. One vengeful accusation from Abigail to her rival, Elizabeth Proctor, turns the whole village upside down. This confusion and madness is one of the main reasons so many lives were taken at the trials. This becomes a place where reasonable human beings can become released in an environment that allows little opportunity for relaxing. Another theme during the play is how much religion ruled these peoples lives. The court was the main ruling body of justice and was run by the church. The concept of justice in 1692 is shown when Arthur Miller dedicates the entire third act to the courtroom. Abigail pressures the girls to lie in court in order to accuse everyone that they didnt get along with of witchcraft. The separation of church and government didnt exist in 1692 in Salem, Massachusetts. Theocracy meant that Massachusetts was to be governed by God's laws. But this mixing up of the laws of God and the laws of government set up the chaos of the Salem witch trials. Greed and revenge was another major aspect that was shown in the story. Several characters find profit in this mass hysteria and try to change some events ...

Georgia - Crime Victims Rights

Georgia - Crime Victims' Rights You Have The Right To Be Notified Of: Arrest of the accused.Availability of victim service programs.Availability of compensation for victims of violent crime.Any court hearings where release of the accused will be considered.Release of the accused.Court proceedings during prosecution of the case.Motion for new trial or appeal dates.Change of status of the defendant, if you request this in writing. You Have The Right To: Express your opinion on the release of the accused pending court proceedings.Express your views on the outcome of the case prior to plea negotiations or sentencing of the accused.Complete a Victim Impact Statement. Notification To Victims Of Crime The Office of Victim Services will notify registered victims when any of the following occurs: The inmate is released from prison having completed the court ordered incarceration.The inmate has been approved for transfer to a work release transition center.Removal from transition center to be returned to prisonEscape of an inmate from custody.Recapture of an escapee.The release from prison after completing the confinement portion of the sentence to begin a court ordered probation period.A scheduled parole release from prison.An offenders parole is revoked and the parolee is returned to the custody of the Department of Corrections.Transfer to the custody of another authority outside of the Georgia Department of Corrections.The death of the inmate while in the custody of the Georgia Department of Corrections Services to Victims of Crime A toll free number is available for crime victims to contact the Office of Victim ServicesRegistration of crime victims for notification of the release of their offender from the custody of the Georgia Department of Corrections.Notification of an inmates release or escape from the custody of the Georgia Department of Corrections.Advocacy on behalf of victims concerning their particular needs in the correctional process, including but not limited to: situations involving harassment by inmates, compliance with court mandated conditions, unwanted contact, etc.General information regarding the status of offenders in the custody of or under the supervision of the department of corrections.Referrals for crime victims to other state, federal and community based services.Notification of execution dates along with preparation and orientation for the survivors of homicide victims who choose to be present at an execution. Victim Information and Notification Every Day V.I.P. is an automated information and notification system used by the Georgia Department of Corrections to provide registered victims or their families with access to information about their offender 24 hours a day, everyday. V.I.P. Hotline: 1-800-593-9474. V.I.P. also functions as a notification system. Through computer generated telephone calls, victims who have registered with the Georgia Department of Corrections will automatically receive notification of the release of their offender from custody. The information and notification services of the V.I.P. system are available in both English and Spanish. How to Register with V.I.P. The V.I.P. hotline may be used to obtain updates on the following inmate information: The current location of incarceration.The parole status/eligibility.Maximum or scheduled release date.The system will advise you if the offender is not in custodyNotification Calls Registered victims will automatically begin receiving computer-generated telephone notification calls when any of the following occurs: The inmate is released from prison having served the court ordered term of incarceration.Release from prison after completing the confinement portion of the sentence to begin a court ordered probation period.Upon being paroled from prison.The escape and recapture of an inmate.The death of the inmate while in the custody of corrections.Notification calls will be placed to the registered phone number every hour. The calls will continue for a 24-hour period or until the victim enters the assigned PIN, confirming the notification process has been completed.

Computer Features Essay Example | Topics and Well Written Essays - 250 words

Computer Features - Essay Example For the perfect computer the processor speed should be 2 GHZ and above. This will facilitate faster performance of the system. A good computer should also have a good memory; this also affects the performance of the system. The first type of memory that is available in a computer is the random access memory that temporarily stores data. If the ram is bigger, it allows one to running more applications at one time. For the computer of choice a ram of 4 gigabytes and above is ideal. Another memory found in a computer is the hard disk that stores all the information fed into a computer. More space means high volumes of data to store, for a good computer a hard disk of one terabyte and above is perfect. All of the above mentioned are components of a good computer however, that is not all a good computer should also be able to connect to a wireless network. This type of internet connection is widely available and can be found in most public areas like schools, libraries and even coffee shops. The final piece is a disc drive. This component allows an individual to watch movies or listen to music stored in a compac t disc. It also allows one to transfer the content from a computer and into the disc for

Write about this picture Essay Example | Topics and Well Written Essays - 750 words - 1

Write about this picture - Essay Example The first picture is of a woman seemingly suspending on the air with cactus plants around her. The first picture I get when I look at the picture is that the lady is extraordinary. Therefore, the picture is drawn in an era when there are beliefs on extraordinary events. Cactus in most cases is a sign of a dry area like a desert. The woman, therefore, could have been from an area of drought. The cactus also represents challenges and hardships. Interesting enough the lady seems to be unbothered by the situation surrounding her. She seems to have been raised up from the ground. In my view, it shows some form of victory. The woman seems to worry less about the things surrounding her. The colors used in the picture are also a depiction of some form of victory and joy. The colors forming the surrounding areas show some form of darkness that comes along with fear and uncertainty. The lady seems not to be worried by any of these. The cloth that covers her also shows some form of protection a nd defense from any forms of attacks as the cloth covers her. The second picture too seems to be of the same lady. The angle that the neck has bent is almost the same as that of the lady in the picture with a frame on it. There are thorns that surround the second picture and beyond the thorns are a black figure that in my view seems to be an evil ghost. The black color and other dark color combination greatly brings the meaning that is expected to be derived from the picture, The picture seems to be of older centuries when there was high belief in superstition and religious devotions. The lady in the second picture seems to be undisturbed by the challenges and threats that surround her. She seems to be protected from the challenges that face her. The picture colors used show the audience that the picture is of older times (Powda, 2013). In my analysis and research, there seems to be a connection between the lady in the picture and the religious

Creon and Haemon Essay Example for Free

Creon and Haemon Essay How would you direct the confrontation between Creon and Haemon in order to achieve your chosen impact for your audience? The scene of confrontation between Creon and Haemon comes when Creon has sentenced Antigone, future bride of Haemon, to be shut up in the cave. I would want to show a contrast between the characters with costume, so that the audience would get a visual representation of their emotions. I would dress Creon in an extravagant red silken robe, with gold trimmings. This would highlight his status as King, and also the red could signify a bloodthirsty attitude, as Creon is revelling in Antigones fate. Contrastingly, Haemon would be wearing a simple black cotton robe, without any trimmings. This would show that he doesnt care for superficial extravagance, and black is also a colour of mourning; this would symbolise Haemons feelings towards Antigones fate. In the opening of this scene, Creon greets Haemon pleasantly. I would direct Creon to grip Haemons right hand with both of his own hands, in a friendly, pleading handshake; this would show warmth for Haemon, which is what Creon wishes to express at this point. He would maintain eye contact and stand with legs shoulder-width apart He would speak in a soft tone, with a slow pace, medium pitch and a relatively low volume, again to give the impression of warmth. In the line we are always comrades, and my love for you is unshaken, I would direct the actor playing Creon to emphasise the words always and unshaken, stressing these superlatives, in order to exaggerate the positive feelings, diplomatically Haemons response would be in kind, reciprocating the respect. He would accept the handshake, and keep eye contact. His vocal qualities would be as those of Haemon. He would say I know I am your son, Father, stressing the word Father to show respect and also family love. During this exchange, they would both be very close physically, to show that they are, at this point, still emotionally close. The lighting would be a straw wash from above over the stage, of medium intensity: neutral. Creon would be next to a podium, centre-stage-left. Haemon would be centre stage, and the Chorus would be arranged in a semi-circle around them. During Creons following speech, I would want the audience to witness a change in Creons approach. The first noticeable change in attitude would be when he says Dont be taken in/ Boy. Dont let any woman ensnare you. His tone would become harsher, and lower almost as if speaking in a whisper. He would also grasp Haemon on the word Boy, to show the audience that he wants to instil certain sexist values in Haemon, as it is a subject he feels passionately about. Furthermore, he would almost spit the work woman and emphasise the word ensnare to present acidity to the audience. He would say Dont be taken in, Boy without changing his tone or pace, simply increasing intensity, to show the audience how sincere he is. He would continue in this manner, speaking in harsh tones. The next change in Creons demeanour would come when he says I will do it. And she must die. Here, he would revert to speaking with authority, assertively. He would stress the modal verbs, will and must to show that he is completely fixed upon the idea, and is unwavering. This would show the audience his stubbornness. At this point, low-intensity, subtle red uplighting would have slowly faded in, to cast shadows upon Creons face to make him seem more imposing and venomous. It would be barely noticeable by the audience at this stage, as it would be slowly and subtly introduced. Creon would also step back and stand straight at this point, and pause after the line, to highlight its significance to the audience. He would have his hands calmly by his sides. Creon would continue to rant, his volume increasing, and the red uplighting becoming stronger, as the straw wash slowly faded and his hand gestures becoming increasingly evident and expansive. On the line Anarchy, disobedience, he would be banging his fists on his podium in anger, to show the audience how passionately he feels about the subject. He would be nearly shouting at this point, and Haemon would recoil slightly, in fear and surprise at Creons outburst. Creon would next shift toward the end of his speech, and I would want my audience to see him bring back subtle persuasion, using the fact that he is Haemons father to his advantage: Let it be by a mans hand, eh son? / Not by a conspiracy of women! . I would want him to go back to speaking in lower tones, almost at a stage-whisper level, as he wants to instil his own sexism, and apparent paranoia regarding women, into Haemon yet again. This repetition would show the audience just how sexist Creon is. I would therefore have the actor emphasise the words man son, conspiracy and women to show this, and put one arm around Haemon. The red uplighting would also dim at this point, the straw wash becoming more prominent; this would visually represent the change in tone to the audience. Following the Chorus somewhat neutral response, Haemon would reply by at first speaking pleasantries: Its not for me to say you are wrong is quite self-deprecating and is complimentary to Creon. Haemon would therefore speak it in a soft tone, and would physically lower himself by bending knees and back slightly. His volume would be medium at this point, and he would make no hand gestures. The lighting would remain as a straw wash, all red gone at this point. Haemon would emphasise me and you to underline the fact he is making a direct comparison between himself and Creon. Haemon would change in approach right on the line But I can sometimes hear people whisper. The word but here is a clear discursive marker in the text, indicating a change. Also, Haemon begins to discuss how people see Antigones punishment as unjust. He would thus take a step back is if expecting an outburst from Creon, and emphasise words like people and whisper to show the audience that the character aims to dissociate himself from the views. He would become more pleading as the speech progresses, let me beg you to have second thoughts and I beg you Father. This is again showing he accepts inferiority, but also makes clear to the audience that he is against his fathers actions. The metaphors regarding the failure of stubborn things would be spoken with a degree of accusation regarding Creon; Haemon would look at Creon when saying inflexible and refuses to indicate that there refer to Creon. At the end of the speech he says Take good advice when it is offered. This is a direct question to Creon, and I would have Haemon on one knee, clasping Creons hand at this point, to show his desperation to the audience. In the ensuing stichomythia, I would instruct Creon to increase in volume, pace and raise his voice at the end of each sentence. Also, I would want him to spit phrases like Youre a womans mouthpiece! , whilst shaking his arms, palms clawed and facing up to show rage to the audience. Comparatively, I would instruct Haemon to remain calm, speaking in controlled tones and a steady volume throughout, making few hand gestures. Haemon would instead increase in cold contempt, by sharpening the sound of his vowels at the ends of sentences, and speaking in a low tone, and emphasising certain words. He would emphasise the word demented, but without raising the volume of his voice a great deal. Also, at the end, when Haemon says this disgusting spectacle/ In company with a madman, are welcome to it, I would want him to speak this calmly; without varying his pace. He would say this emphasising disgusting spectacle and madman by raising pitch and volume a little. This would show the audience that he feels contempt toward Creon, but is above just shouting. Creon, on the other hand, would be virtually screaming Bring her out, the bitch, emphasising the word bitch by stressing the harsh vowel sound, and gesturing wildly towards the side entrance, as if indicating from where she should be brought. This would show the audience that Creon has lost his composure, and has lost control of his rage. The lighting would be red uplighting again on Creon only, to cast shadows across his face, whilst a blue gel, to mix with the straw wash, would be coming in from above. Overall, this should all contribute into presenting Haemon into an emotionally controlled, stable character, whereas Creon would appear as quite the opposite; unreasonable, stubborn and emotionally volatile. The objective would be to present the characters as such, to encourage the audience to sympathise with Haemon, even empathise with him; ideally, the audience too would feel frustrated and contemptuous towards Creon.

Peter Tosh and Nelson Mandela Fighting from Opposite Corners Essay

Peter Tosh and Nelson Mandela Fighting from Opposite Corners The Prize: Equal Rights Peter Tosh and Nelson Mandela are two men who dedicated their lives to fight for equal rights. They are united by common goals but walked on different paths in their struggles against the oppressors. The major commonality, which made both men brilliant leaders and revolutionary thinkers, was their passion. The passion they had for their beliefs and turning their visions into reality. Tosh and Mandela’s divergent approaches started during their youth and followed both individuals through a lifetime struggle. Peter Tosh was born on October 9, 1944 in Westmoreland, Jamaica. Born with the name Winston Huburt McIntosh, curtsey of his absent churchgoing preacher father James McIntosh and mothered by Alvera Coke, Tosh found himself alone in the world. Peter faced the hardships of Jamaican country life including lack of supervision and a poor economic standing. Immediately challenged as a child, he was watched by his aunt but claimed that he raised himself. Peter always took responsibility for his actions and never relied on others for help. Self-reliance was the strongest characteristic trait gained during this period. The separation from his parents deeply rooted his need for finding peace in this world. "I was born raised in righteousness, not to say that my parents was righteous, because they did not know righteousness. They were being led away to a shitstem, or being deceived by deceivers, you see, because they wanted to know what was righteousness" (Holmes and Steffens, Reasoning with Tosh). Tosh negatively associated his parents with all that is bad in society and that which one must never become. He chose at a young age to live his life ... ...Piersons, Leroy Jodie and Steffens, Roger. Discography/Track Notes: Peter Tosh — Honorary Citizen. Honorary Citizen Box Set. Sony Music Entertainment Inc., 1997. 15) Steffens, Roger. "The Peter Tosh Biography." Honorary Citizen Box Set. Sony Music Entertainment Inc., 1997. 16) Stepping Razor Red X, The Peter Tosh Story. Nicholas Cambpell, 1992, Northern Art Entertainment. Inc. 17) Tosh, Peter. "Peter Tosh: Honorary Citizen". Sony Music Entertainment Inc., 1997. 18) Tosh, Peter. "Peter Tosh at Sunsplash 1980" The Beat Magazine, 1989. 19) Tosh, Peter. "Herb" High Times Magazine, September 1976. 20) Unknown Reporter. The Weekend Star, Friday, July 4. 1980 21) Walker, John. "Tough Tosh." Trouser Press Interview, 1983. 22) White, Timothy. "In the Path of the Steppin’ Razor." Web: www.boomshaka.com/tosh/razor.html 23) www.anc.org, Mandela Notes

Individual Behaviour

ORGANISATIONAL BEHAVIOUR MSC 42102 Individual Processes Attitude and Values Organizational Behavior Submitted To :Submitted By : Dr. Pramod PathakAjit Vinod Kujur Manwendra Prakash Anshul Rawat Prateek Purty Prateeksha Maurya Individual Processes Individual behavior is how we as individuals behave ourselves. This behavior is subject to many personal traits as well as habits, values, perceptions, and other qualities and features. People make assumptions about those whom they work with, supervise, or spend time with in leisure activities.To some extent, these assumptions influence the person’s behavior towards others. Effective employees understand what affects their own behavior before attempting to influence the behavior of others. Individual behavior is the foundation of organizational performance. Understanding individual behavior, therefore, is crucial for effective management. Each person is a physiological system composed of a number of subsystems- attitudes, perception, personality, needs, values and feelings. Attitude A tendency to feel & behave in a particular way towards objects, people or events. Characteristics Remain unchanged for a long period – unless influenced by external forces * Evaluative statements – favorable or  unfavorable Components * Cognitive – the opinions, values or  beliefs of an individual * Affective – the feelings of a person towards something * Behavioral – the intention of a person to behave in a particular way Sources of  Attitude * Attitudes are acquired by parents, teachers,& peer group members * Individuals are willing to modify their  behavior & shape their attitude – to match with the opinion leader   * Attitude can be changed by providing feedbackTypes of  Attitude * Job satisfaction * The pleasurable or positive emotional state that results when an individual evaluates his job or job experience. Dimensions * It is an emotional response to a job. * The satisfac tion that an individual derives from his  job depends on the extent to which outcomes meet his expectations. * Job satisfaction reflects other attitudes of employee. * 6 dimensions (P. C. Smith, L. M Kendall, C. L. Hulin) i. e. 1) The work 2) The pay 3) Promotion 4) Opportunity 5) Supervision 6) Co-worker 7) Working conditions Job Involvement * The extent to which person identifies himself psychologically with his job, actively participates in it & considers that his performance in the job contribute to his self worth * Organizational Commitment * An employee’s satisfaction with a particular  organization & its goals OC is affected by a number of * Personal variables – employee’s age, attitude towards job. * Organizational variables – job design, leadership style of the superior. John P. Meyer & Natalie J. Allen gave 3 component model i. . * Affective commitment – It is concerned with employee’s emotional attachment & involvement with th e organization * Continuance commitment – It is influenced by the costs that could accrue to the employee if he leaves the org * Normative commitment – It refers to the extent to which an employee feels obliged to continue in the organization. Functions of Attitudes * The adjustment function * People modify their attitudes to adjust to their work environment * When fair treatment is given – positive attitude When treatment is not good – negative attitude * Ego-defensive function * Attitudes help employee to defend their self  image – when mistake identified – protects their ego * The value expressive function * Values can be expressed through attitudes E. g. if mgr wants employee to work hard – may tell company has a tradition of hard work. * The knowledge function * Attitudes act as a standard of reference which allows people to understand & explain their environment. E. g. Union leader’s attitude towards management – based on past.Attitudes & Consistency * People may change their attitude – do not contradict their action * If any discrepancy arises, individuals will try to bridge the discrepancy by developing a rational explanation for  the discrepancy. Cognitive Dissonance Theory – Leon Festinger (1950s) * Cognitive dissonance – Incompatibility that an individual may perceive between 2 or more of his attitudes or between his behavior and attitude. * Emotional dissonance – Conflict between the emotions an individual experiences & emotions he needs to expressAn individual can deal with dissonance either by * Sticking to his attitude * Give up his attitude * Change the attitude Values Values are enduring beliefs that a specific mode of conduct or end state of existence is personally or socially preferable to an opposite or converse mode of conduct or end state of existence. Values in the Workplace * Stable, evaluative beliefs that guide our preferences * Define right or wrong, good or bad * Value system — hierarchy of values Values and Behavior Habitual behavior usually consistent with values, but conscious behavior less so because values are abstract constructs * Decisions and behavior are linked to values when: * Mindful of our values have logical reasons to apply values in that situation * Situation does not interfere Values Congruence * Used where two or more entities have similar value systems * Problems with incongruence * Incompatible decisions * Lower satisfaction/loyalty * Higher stress and turnover Benefits of incongruence * Better decision making (diverse perspectives) * Avoids â€Å"corporate cults†Values across Cultures: Individualism and Collectivism * Degree that people value duty to their group (collectivism) versus independence and person uniqueness (individualism) * Previously considered opposites, but unrelated — i. e. possible to value high individualism and high collectivism Ethical Behavior Ethical Beh avior means acting in ways consistent with one’s personal values and the commonly held values of the organization and society. Qualities Required for Ethical Decision-making * The competence to identify ethical issues and evaluate the consequences of alternative courses of action. The self-confidence to seek out different opinions about the issue and decide what is right in terms of a situation. * Tough-mindedness – the willingness to make decisions when all that needs to be known cannot be known and when the ethical issue has no established, unambiguous solution. Values, Ethics & Ethical Behavior * Value Systems – systems of beliefs that affect what the individual defines as right, good, and fair * Ethics – reflects the way values are acted out * Ethical behavior – actions consistent with one’s values

Argumentative Essay the Apprenticeship of Duddy Kravitz

A man must pursue his dreams. This is certainly true for everyone in humankind, for if there were no dreams, there would be no reason to live. Duddy Kravitz understands this perfectly, which is why he is one of the most ambitious young men of his time. From the moment he hears his grandfather say, â€Å"A man without land is nobody,†(44) he is prepared to seek the land of his dream, no matter what the cost would be. This ambition of his is very respectable, but unfortunately his methods are damnable.Duddy is a relentless pursuer, a formidable competitor but also a ruthless manipulator. It is true that he has obtained all the land that he desires at the end, but he succeeds through immoral, despicable and contemptible means. It is clear then, that Duddy has failed in his apprenticeship and has become the â€Å"scheming little bastard† that Uncle Benjy has warned him against. There is no doubt that Duddy is very shrewd and clever, but his lack of moral principles attribut es to his final failure. In fact, his immorality can be traced back to a very young age.During his study in the parochial school, he already earns money through methods that hardly comply with virtues of any kind. Taking advantage of the fact that minors cannot be sued in Canada, Duddy defrauds stamp companies and sells stolen hockey sticks. Perhaps he cannot distinguish right from wrong; perhaps he does not care, but nonetheless it is improper for him to engage himself into these kinds of activities. Duddy emerges himself deeper into the sea of corruption when he establishes Dudley Kane Enterprises.With his limited knowledge of movie making and his mistaken trust in John Friar, his firm produces bar-mitzvah films of extremely poor quality. The bar-mitzvah film for Mr. Cohen, for example, is obviously a failing product. â€Å"Duddy didn't say a word all through the screening but afterwards he was sick to his stomach,†(149). After the screening, Duddy says to Mr. Friar,  "I could sell Mr. Cohen a dead horse easier than this pile of —,†(149). However, realizing the obvious faultiness of the film, Duddy does not talk candidly to his client.Instead, he untruthfully says that the film is a phenomenal piece of art and that he is entering it into the Cannes Festival. By doing so, he deceives the Cohen family into buying the appalling bar-mitzvah film of Bernie. As a matter of fact, Kravitz is not only skilful in handling situations, but he is also very apt in manipulating people. This can be clearly seen in his relationships with Virgil and Yvette. Duddy is never loved in his family, so originally Duddy is quite content to know that there is someone who cares about him, Yvette.He finds great companionship in her and acquires a feeling of fulfillment in himself in her presence. But as time passes by, Yvette becomes nothing but a tool to him. He uses her as a medium through which he can buy the land that he lusts for; because he is a minor and he cannot legally own land, thus getting the deeds under her name. â€Å"The farmers would be wary of a young Jew, they might jack up prices or even refuse to sell, but another French-Canadian would not be suspect,†(99). Duddy also treats her as a sexual toy.He makes love with Yvette whenever he wants it, but he does not take Yvette's feelings into consideration: â€Å"Yvette wanted to wait, but Duddy insisted, and they made love on the carpet,†(193). He never pays any respect to Yvette and he does â€Å"he hasn’t the first notion of how to treat a woman,†(164). Not only does he use her sexually and financially but also mentally. Duddy has no love for Yvette, which is shown in various occasions, one being while having a conversation with his comrade. â€Å"Listen,† he said, â€Å"what kind of friend are you?You must know lots of nice Jewish girls in Outremont. Why don’t you ever fix me up? † â€Å"What about Yvette? † Bernie as ked, embarrassed. â€Å"Yvette? I could never marry her. She’s my Girl Friday,† (232). This shows how he has come to use Yvette as nothing but a tool, fooling her in making her believe that he actually loves her. With Virgil, Duddy takes advantage of his physical disabilities. After selling the pinball machines that Virgil brought him to ease his financial troubles, Duddy does not want to repay Virgil.Using the fact that Virgil is an epileptic and that it is very difficult for him to be hired, Duddy employs him as a driver But Duddy tells him that a truck would be necessary for the task, and that he can provide Virgil with the perfect vehicle for one thousand dollars, the exact amount that he owes Virgil, even though he is getting free of charge. Virgil is innocent enough not to know what is happening. Knowing this, Duddy doesn’t take into account that if Virgil encounters and accident, he can be sued for everything he has.He is also very grateful and flattered to know that Mr. Kravitz is willing to hire him. He accepts the job immediately, and thus, Duddy does not need to reimburse Virgil. It is quite ironic that Duddy, being such a good manipulator of people, is later being used by his Bohemian friends when they come to his apartment every night to party, eat and drink, all at Duddy's expense. After Duddy has engaged himself into all kinds of deceitful activities, he is bankrupt and is on the verge of a mental breakdown.At that point, Uncle Benjy's letter reveals to Duddy that he must make a very serious decision: â€Å"There's more to you than mere money-lust, Duddy, but I'm afraid for you. You're two people, that’s why. The scheming little bastard I saw so easily and the fine, intelligent boy underneath that your grandfather, bless him, saw. But you're coming of age soon and you'll have to choose. A boy can be two, three, four potential people, but a man is only one. He murders the others. † (287) Duddy must now choose th e way that he will live on for the rest of his life.He may continue on to live the way that he has always lived and be a complete amoral criminal, or he can abandon his money-lust and become a fine shrewd gentleman. The time has come for him to choose what is to become of him. But at this point, Duddy performs the most dirty, sickening and contemptible act in his apprenticeship. He forges Virgil's cheque in order to buy the final parcel of land: â€Å"Duddy took a quick look at Virgil's bank balance, whistled, noted his account number and ripped out two cheques. He forged the signature by holding the cheque and a letter Virgil had signed up to the window and tracing slowly,†(316).This is a clear indication that Duddy has chosen to become the inconsiderate â€Å"scheming little bastard†. He has murdered all the other good possibilities of himself. Duddy has obviously chosen the wrong kind of man to be. He has chosen to become a crooked person, a corrupted chap, and a ru thless man. Undoubtedly, Duddy is a very keen and intuitive young man. He can calmly and gracefully settle Lennie's problems with Mr. Calder. He can also tactfully and intelligently get Aunt Ida going back to Montreal to see the dying Uncle Benjy.Duddy has all the qualities that are needed for him to succeed in society; it is only a matter of time. Unfortunately, Duddy chooses the wrong path at a young age and continues on with that path to his adulthood. He ends up being a terrible failure. Perhaps his lack of discipline from his early years is one of the most important attributes to his tragic fall in The Apprenticeship of Duddy Kravitz. ID: 0014464 Argumentative Essay The Fail in the Apprenticeship of Duddy Kravitz By: Anchal Joshi For: Ms. Tozzi Date: 11/11/2010

Free Essays on Is A Raisin In The Sun Out Of Date

Is a raisin in the sun out of date? A raisin in the sun is not an out of date play. Many events in this play are relevant to our time. Hardships that the family faced are actual problems that many families go thru today. The issue of money is an extreme reality that relates to our time, and was definantly a problem that kept arising in the play. The racial discrimination that when on when â€Å"Mama† tried to buy her new house in the white community, is still a problem, but it is done in a discrete way. One of the last issues the family had, and is still relevant, is the problem with many young African Americans, the ability to go to college, and pursue their careers. Money was, is, and will probably always be a factor in society. Finances were an issue in the play, the family didn’t have enough money to do the things they wanted, and could hardly get the things they needed. Many families in our society have the same struggles that the characters in the play had. Things as far as not being able to get reasonable wages and having to live on a lower standard because of race, have improved, and in some cases things have finally changed. Even though segregation is a thing of the past, it still arises in our world today. Segregation is no longer written boldly in the law, where it states that black and whites should be separate, but in many little ways segregation is still going on. The problems â€Å"Mama† faced when she was trying to move into the neighborhood, are for the most part, no longer happening. What is going on today, is communities are built knowing who can and cannot live in them. One-way blacks and whites are separated in communities, is by the expense of the certain community. Some communities build themselves on a scale that will only accommodate well off blacks, and the Caucasian crowd. People no longer say face to face I don’t want you because of your race, they just cross their T’s and dot their I’s, and put... Free Essays on Is A Raisin In The Sun Out Of Date Free Essays on Is A Raisin In The Sun Out Of Date Is a raisin in the sun out of date? A raisin in the sun is not an out of date play. Many events in this play are relevant to our time. Hardships that the family faced are actual problems that many families go thru today. The issue of money is an extreme reality that relates to our time, and was definantly a problem that kept arising in the play. The racial discrimination that when on when â€Å"Mama† tried to buy her new house in the white community, is still a problem, but it is done in a discrete way. One of the last issues the family had, and is still relevant, is the problem with many young African Americans, the ability to go to college, and pursue their careers. Money was, is, and will probably always be a factor in society. Finances were an issue in the play, the family didn’t have enough money to do the things they wanted, and could hardly get the things they needed. Many families in our society have the same struggles that the characters in the play had. Things as far as not being able to get reasonable wages and having to live on a lower standard because of race, have improved, and in some cases things have finally changed. Even though segregation is a thing of the past, it still arises in our world today. Segregation is no longer written boldly in the law, where it states that black and whites should be separate, but in many little ways segregation is still going on. The problems â€Å"Mama† faced when she was trying to move into the neighborhood, are for the most part, no longer happening. What is going on today, is communities are built knowing who can and cannot live in them. One-way blacks and whites are separated in communities, is by the expense of the certain community. Some communities build themselves on a scale that will only accommodate well off blacks, and the Caucasian crowd. People no longer say face to face I don’t want you because of your race, they just cross their T’s and dot their I’s, and put...

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CIMT 534 Essay Example | Topics and Well Written Essays - 1000 words

CIMT 534 - Essay Example In this kind of classroom, the teacher is the only one supposed to talk and it is the responsibility of the students to listen. Student centered learning has the focus shifting from the teacher to the student where the student has the responsibility of taking partial control over the learning process. There are certain advantages that come from both the learning strategies. For the teacher-centered mode of learning, some of the advantages include the fact that the classroom is always orderly and thus offering a quality environment. Since the teacher has the responsibility of directing the students, he/she does not have to worry about the students missing a particular topic. There are some downsides to this mode of learning (Smaldino, Lowther, & Russell, 2012). One of the disadvantages of incorporating this method of learning is the fact that it may lead to poor development in communication skills among the students since they are not allowed to work together. In these institutions, it is normal for the students to lack in concentration and this leads to their minds wondering and the consequent of this is the student failing in particular topics. Student-centered mode of learning also has its advantages in the contemporary environment. One of the major advantages of this method of learning is that the students get to develop effective communication skills that will assist them later on in life. Students also learn to ask questions at the points where they do not understand and this is vital for their understanding of the various topics. Students get interest further in the topics and this is because students are interested in activities in situations where they can interact with fellow students. One of the disadvantages of this mode of learning is the fact that the students may develop an ignorant nature and even disrespect the teacher out of the much freedom offered. The classrooms are also very noisy. Since the