Columbus and the Spanish Conquest

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Columbus and the Spanish Conquest

Columbus was a talented navigator from Genoa he wanted to benefit from the victory at Granada. He served the Portuguese crown for years he had also been a slave trader trading between Africa and the Atlantic islands. Columbus had been begging the courts of Portugal, England, France, and Spain to give him the ships and me to attempt to reach eastern Asia by sailing west across the Atlantic. There was a problem with this though. Columbus thought the world circumference at only 16,000 miles. So he said he would reach Japan or China by sailing west ,000 miles. But the Portuguese laughed at this because they put the worlds circumference at 6,000 miles. They told Columbus that he is mad if he tried that because he would perish on the huge ocean. With the fall of Granada Columbus had another chance to pled his case. Isabella who now had men and resources to spare grew more receptive to his request.Order custom research paper on Columbus and the Spanish Conquest

She made him "Admiral of the Ocean Sea" in charge of a fleet of two caravels, the Nina and the Pinta together with a lager ,square rigged ship The Santa Maria which Columbus made his flag ship.

Columbus left the port of Palos in August of 14 , Columbus headed south to the Canaries, to pick up provisions and sailed west across the Atlantic . As they traveled the crew became restless when October came around but on the 1 of October they spotted land. They splashed ashore on San Salvador, now Watlings island in the Bahamas. Chris was convinced that he was somewhere in the East Indies some where near China or Japan. Columbus called the local inhabitants Indians. For several months he poked about the Caribbean , mostly along the coast of Cuba and while doing so he ran the Santa Maria onto rocks the ship had to be abandoned. Because of this Columbus left a garrison of men behind on Hispaniola. When he returned in late 14 all of his men had been killed by the Tainos. After that Columbus made more voyages in quest of China. After his third voyage they shipped hi back to Spain in chains in 1500. Although later restored to royal favor he died in 1506.

Ex-soldiers and peasants were taken across the Atlantic to settle the new land. With them they carried seeds for Europe cereal crops and livestock, including horses, cows, sheep, goats, and pigs. The islands did not have fences so the animals went around the island freely eating every thing up. Because of that the Tainos food supply soon became threatened. The Spaniards forced the increasingly malnourished Indians to work for them. With all of this happening the native population declined catastrophically. By the 1514 only ,000 able-bodied adults remained on Hispaniola, from a population that was at least one million. This same thing happened to Cuba, Jamaica, and other small islands. Soon after all the Indians were dying we had African slave to replace them. The Spaniards continued their new world explorations as the years went by. One geographer name the new continent "America" which he named in honor of his informant the explorer Amerigo Vespucci. Soon Spain conquered Mexico and there they found treasure they had been seeking. Hernan Cortes and his small army of 400 men were the one to discover the fabulous city Tenochtitlan, the Aztec empire. The Aztec leader sent rich presents to persuade the Spaniards to leave but it had the opposite effects. Because of cultural misunderstanding war broke out. But the thing was that both sides had different objectives. Europeans tried to settle matters on eh battlefield and expected to kill many enemies. But the natives fought to gain captives whether for sacrifice or to replace the tribal losses through adoption.

When Cortes entered Tenochtitlan in 151 he seized Moctezuma the Aztec ruler as a prisoner and hostage. Though overwhelmingly outnumbered Cortes and his men began to destroy Aztec religious objects and replace them with images of the Virgin Mary or other Catholic saints. In response to this while Cortes was away the Aztecs rose against the intruders, Moctezuma was killed and the Spaniards were driven out with Heavy losses. But the smallpox the Spaniards left behind soon began killing Aztecs by the thousands. The next year Cortez returned with thousands of the Tlaxcalans warriors and he built warships armed with cannon to dominated lake Texcoco which the city lay on. After defeating the Aztecs the city lay in ruins but Spain built Mexico city on the ruins of Tenochtitlan.

Cabeza de Vaca made his way back to Mexico city in 156 after an overland journey that took him form Florida through Texas. Hernando de soto landed in Florida in 15 and roamed through muck of the southeastern US in quest of gold and silver. He crossed the Mississippi in 1541 wandered through the Ozarks and eastern Oklahoma. During these times of travel Spanish Priests did their best to convert Thousands of North Americans Indians to the Catholic faith. After that they started to build missions one of the first was in Virginia.

Today we still have missions all around the USA and Mexico. There are still native Americans that live in Mexico and all over the USA. Also there are many different cultures that live in America today and in Mexico. Not only do Europeans live here we have Chinese, Africans, Mexicans etc. We have people from all around the world who have settled and made America there home for generations.

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The red wheelbarrow

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The Red Wheelbarrow

so much depends

upon

a red wheel Order Custom Essay on the red wheelbarrow

barrow

glazed with rain

water

beside the white

chickens.

~ William Carlos Williams

Despite the superiority people grant to our tumultuous modern society, many of us find ourselves wishing for the comfort of the country lives of our ancestors. Small-town and farm life have been glorified by many artists in many different forms. In "The Red Wheelbarrow" William Carlos William uses the power of his words to create a strikingly vibrant, symbolic image of some of the essential elements in farm life hard work and reliance on nature for nourishment and prosperity. These symbolic elements help us to understand the opening stanza "So much depends upon."

Williams opens his poem with a very dramatic image "a red wheel barrow." He grabs our attention to the wheelbarrow by painting it the eye-popping shade of red, but he gets us to focus our attention on this image by dragging out the line, creating a break in the word "wheelbarrow." This strategy forms an emphasis on these words and prolongs the reading of them, causing us to wonder, "what is the importance of this wheelbarrow?" To me, the wheelbarrow is a symbol of the hard work done by farmers.

Although I was not raised on a farm or in a small town, my family tries to retain much of the work ethic of our ancestors. For generations my family lived in the small farming community of Peculiar, Missouri. During World War II, my grandfather and his brothers signed up with the armed forces and, although they were scattered all over the globe, they tried to stay true to what their community had taught them. They believed that nothing comes for free; you have to work for it and that everyone has a job that they need to do. For me, the wheelbarrow of this poem symbolizes this sort of work ethic. In a farming community everyone is important because we all need to work together for the common good.

The next element Williams introduces us to is that of rainwater. In the second stanza, he parallels the unnatural break from the previous stanza by adding one in the word "rain water." I believe that the rainwater is a symbol of the dependence of man on the grace of nature. Farmers need the rain to nourish their land; without it their crops will fail. A year of poor crops can be disastrous for a farming community. Without the rain to replenish the land, the wheelbarrow (symbolizing hard work) would be useless. No matter how much work you put into a task, nothing will come from it without nourishment. The rainwater could also simply symbolize the renewal of the land. If the land is not able to properly renew itself, it can fight back against man. In the mid-1800s, my great grandparents moved to America from Ireland because of the great potato famine. This famine was caused because the majority of the population had become reliant on the potato crop for food. However, so many people had been growing the crop for so long that the land didnt have a chance to renew itself and a fungus attacked the crop. Because of this, there wasnt enough food to feed everybody. Millions of people died and many left their homelands to start a new life in a new land.

In the final stanza, Williams completes the image by adding one last element white chickens. Williams creates a contrast to the wheelbarrow by making the chickens white rather than brown or grey. This contrast makes the chickens stand out as an important symbol in the poem. To me, the chickens represent the prosperity that comes from hard work and the nourishment of the land. I, personally, have not had much first-hand experience with chickens. When I was little my grandfather, after his retirement, kept a small farm with a few animals - chickens being one of them. One day, my sisters and I arrived at my grandparents house a little earlier than they had expected. My grandmother told us that my grandpa was out in the garage and then sent us out to say hello to him. When we turned the corner to go into the garage, we saw our grandfather about to slaughter a chicken which was meant to be that nights dinner. We gasped, which distracted my grandpa; causing him to decapitate the chicken in the wrong place. As my sisters and I soon found out, if you dont slaughter a chicken in exactly the right way, it causes the nerve endings to not be completely detached and the chicken will still be alive for a few moments. In those few moments, the headless chicken managed to chase my sister half way back to the house. After that incident, my sisters and I usually stayed as far away from the chicken coup as we could. However, now that I am older, I can understand the importance of animals to a farm. The upkeep of animals requires a lot of hard work and money. In return, animals provide farmers and their families with meat, milk, and eggs.

The Red Wheelbarrow is not just a poem that exists to provide us with a beautiful image; I believe it is a comment on how, in farm life, even the smallest thing can have a great purpose. The hard work of the farmers, the renewal of the land through rain, and the nourishment that animals provide are all interconnected; without one of these elements, the others can not function. People rely on the nourishment that crops and animals provide for them in order to put in the hard work a farm requires, but without the nourishment of the rain the farmers hard work would be in vain. So much depends upon each of these elements in order for there to be prosperity.

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Of mice and men

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In Steinbeck's Of Mice and Men, the roughness and difficulties of society has led two men into a world of treacherous hardships and heartless people who have absolutely no tolerance whatsoever. But through these struggles of agonizing troubles and hard paths, came a bond that in those days, was rare and uncommon in a place where it was every man for himself. But despite this strong and everlasting friendship, they still cannot escape the fact that one of them plainly does not belong in a world of speeding meteors that hit so hard and so fast, leaving the two men with only themselves to look out for, for the support and compassion needed for their survival. In this world where the strong overpower the weak, finding amusement in proving their superiority, the two men find themselves unable to escape the grasps of the cruel and intolerant society of man.

Passage 16 describes the event where Carlson decides that Candy's dog should not live another day and decides right then and there that it will be eliminated from the world. A little while before this passage, Carlson had still been discussing with Candy about having his dog shot. He explained that the old and useless dog wouldn't even feel a thing the way he'd shoot it. In fact, it wouldn't be so much of a loss since Slim's female dog, Lulu, had just given birth to nine puppies, four in which were drowned. This action can also be known as survival of the fittest, in which the world has no tolerance for the weak, and leave them to perish. Slim would surely agree to allow Candy to have one of the newborn puppies. A little bit after this passage, Candy explained to George and Lennie that he should've been the one to shoot his own dog, and not let some stranger do it for him. This remark immediately and evidently signifies a sense of foreshadowing that'll something similar to this situation will occur, but this time, to George and Lennie. This can be deduced because readers know the comparison of Candy's dog with Lennie, and how Steinbeck created Candy's old dog to not only show readers the intolerance for the weak in society, but also to show the dog being parallel to Lennie.

In society, life is nothing but a means of survival of the fittest, in which the strong overpower and conquer the weak, leaving them to perish in a world where people's heads just turn the opposite direction without even the slightest care. Candy's continuous begging and pleading to let his old companion live because he had owned him ever since it was a pup, merely had any affect whatsoever on Carlson's cruel and heartless soul, and his constant determination that the dog must be eliminated eventually becomes reality when Slim, the most respected guy on the ranch, finally agrees that the dog must go. Candy's companionship with the dog and his love for it meant absolutely nothing to Carlson and the others at the ranch and unfortunately, probably never will. Carlson, regardless of Candy's affection, thinks that he's actually doing everyone a favor, including Candy by killing the stinky dog who doesn't even have enough teeth to chew with. He figures that anything that old would be much happier out of this world. In other words, he does what he did because it was what HE wanted, or what was in his best interest to do. These actions in which Carlson killed Candy's dog without a care, establishes the cruel and injust world where only the strongest survive, and the weak are left to perish without any signs of protection in the harsh and uncaring society. This is true even until today in our very own food chain, where only the strongest species stay on top and prevail, while the weak and defenseless species are eaten, and destined to become prey for life. Candy knows this, and once he is too old to contribute to the ranch, he too, will be eliminated by people more capable than he is. In this means of "survival of the fittest" only the people good enough are left to survive while the ones that are absolutely useless, are removed, in this case, Candy's old dog.

Steinbeck's tone in this passage also shows the harsh cruelness in Carlson's words. "Le's get it over with, we can't sleep with him stinkin' around in here." Those simple words set up the pitiless people that were part of humanity at the time, and even people of today. This gives readers a mood that Carlson isn't going to take back his idea, and is determined to get rid of the dog no matter what. Steinbeck also shows irony in this passage by making it so that Slim, the "prince" of the ranch, who was the most understanding and compassionate person on the ranch, did not refuse to let Carlson shoot the dog. Readers would think of all people, Slim would be in Candy's defense, but not only did he not help defend Candy, he practically just turned his head the other way. Cheap Custom Essays on Of mice and men

This passage proves significantly to the novel because it shows readers how heartless society can get, how intolerant stronger and "fitter" people can be towards people less capable than they are. In this world, the strong will always conquer the weak, and the weak will always be left powerless and unprotected from the grips of humanity. Carlson's ever- continuing determination towards Candy's dog shows society's mercilessness in eliminating the weak, but also show the rest of the world's feelings toward people less capable than they as well. Begging a pleading will never be rewarded, nor will it ever even be significant towards those who are nothing but coldhearted.

Please note that this sample paper on Of mice and men is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Of mice and men, we are here to assist you. Your cheap research papers on Of mice and men will be written from scratch, so you do not have to worry about its originality.

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The Life and Times of Grace Sherwood

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Grace Sherwood The Witch of Pungo

What would you call someone who had been claimed to go sailing in an eggshell, to leave rooms through a keyhole, and even fly? A freak? A ghost? Delusional? How about a witch? Well, that's exactly what the residents of Princess Anne County called Grace Sherwood just a couple of centuries ago. Today, I hope to provide you with some information on the life of Grace Sherwood, some of the various accusations made against her, and finally some of the folklore that surrounds her to this very day. By the end of my presentation, I hope that you'll see how Grace turned from a regular everyday citizen into the Witch of Pungo.

I. Life of Grace Sherwood

A. Grace Sherwood was born around 1660 (no specific date is given) to John and Susan White in Princess Anne County (modern day Va Beach). Her father was a planter in the summer and carpenter in the winter.

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B. When Grace was just 14 years old their family received a land patent of 15 acres near what is known as Muddy Creek.

C. By the age of 0, Grace married James Sherwood and 50 acres of her father's land was given to them. They had sons John, James, and Richard

D. She was known throughout the town as very attractive, very strong-willed, and very eccentric. For example, she never wore dresses, which was typical in colonial times. Instead, she wore men's pants. (This type of behavior could have been the start of trouble for her and her family.)

II. Accusations made against Grace

A. In 167, a neighbor, Richard Capps, accused Grace of casting a spell on one of his bulls, causing it to die. The dispute, however, was settled out of court.

B. Just one year later, the Gisbourne family claimed that Grace bewitched their cotton, nipped all the buds, and caused a bad crop for their family.

C. With her reputation in decline, she was accused yet again, this time by Elizabeth Barnes. Barnes claimed that Grace entered her room in the middle of the night, jumped on her back, and rode and whipped her to the point where she couldn't make a sound. She then left the room through the keyhole in the door. (Case was dismissed)

D. Finally, Grace brought suit against Elizabeth Hill, claiming that Ms. Hill assaulted, maimed, and beat her because she had allegedly put a hex on Ms. Hill. The Hill's could not believe what was happening and soon brought formal charges of witchcraft up against Ms. Sherwood.

E. In those days, people thought witches carried an unusual mark on their bodies as a sign of the devil. It was claimed to have looked something like a third nipple. A 1 women jury, including Elizabeth Barnes, was asked to examine Grace's body where they found two mysterious marks. Grace was then ordered for ducking. (Explain the process) "Not one of ye will see me ducked, but I'll see all of ye ducked."

F. Grace stayed in jail for over 8 years until the "witch hunt" phenomenon had faded and she was released. She lived the rest of her life in her family home until she died at the age of 80.

III. Folklore surrounding Grace Sherwood

A. Even after her death, people still made up some wild stories about Grace.

B. One story that is often told says that while Grace was in prison she asked a boy to bring her two unwashed pewter plates. She convinced the guard to let her out of her cell to show him something he'd never seen before. Once out she placed a plate under each arm and flew away from her capturers.

C. The strangest story deal with one of Grace's alleged modes of travel an eggshell. There was a picnic in the area for all the locals. Someone asked Grace if she was going. She replied, "Want to go with me in my egg-shell?" Thinking she was crazy, the neighbor left her alone and went with a couple of friends. When they arrived there was an eggshell tied to a tree near the shore and Grace sitting in a tree laughing at them. Whether you believe it or not it was plain to see that Grace had a sense of humor about her situation.

While there are many preposterous stories about Grace Sherwood, her memory still lives on in many visible ways. The site where she was ducked for being a witch is now known as Witchduck Point and that can be found off of Witchduck Road. A wild blue lupine found near Pungo is known to this day as the Witch's flower in honor of Grace Sherwood. Every year at Pungo's Strawberry Festival Parade, a town local is chosen as the honorary Witch of Pungo. So if you're ever visiting Virginia Beach, you might want to go check out some of the historical sites that I've mentioned to you. And while you're there, if something strange happens to you, it might not be a coincidence. You may be getting a visit from the most famous resident of Virginia Beach Grace Sherwood, the Witch of Pungo.

Bibliography

Burr, G. L. (168). Narrative of the witchcraft cases, 1648-1706. New York, NY Barnes & Noble.

Harland, D. T. (176). Witches and witchcraft. The beach A history of Virginia Beach, Virginia (pp. 7-0). Virginia Beach, VA Virginia Beach Public Library.

Kyle, L. V. (188). The witch of Pungo. The witch of Pungo (pp. 41-5). Virginia Beach, VA Four O'Clock Farms.

Nash, B. Grace's Place. 1 May 18. http//www.geocities.com/Athens/Aegean/616/

Taylor, L. B. Jr. (10). The (not so) wicked witch of Pungo. The ghosts of Tidewater and nearby environs (pp. 16-17). U. S. A. Progress Printing Co.

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Politics on referendums

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A referendum is a vote by the people held by the government on issue that the government cannot decide on. Or that the government think is too important for representatives of the people (mps) to vote on.

Also a referendum is put into practice when a government wants it not the people also the government not the people draws up the questions asked. So in a sense it is possible for the people not to be able to vote on an issue they want e.g. devolution of a part of the UK. If the government don't want to have a referendum. Also it is not compulsory to have one.

Elections are compulsory and must happen about every five years even if the government don't want one. Which is one main difference between a referendum and an election also the government have no control on wording an election or have there power to set artificial barriers for example in the Scottish referendum 177 over 50% of the population eligible to vote had to vote yes. Even if the yes had a majority but 50% of those who could vote didn't vote yes than no devolution would happen.

Main difference Help with essay on Politics on referendums · An referendum is not compulsory a election is

· The government can word and change a referendum in elections they cant

· There is a limit to how much a party can spend in campaigning in a referendum there is no such barrier in an election

· The government can set artificial barriers such as 177 Scottish referendum in an referendum they cant do the with an election

· The government can set restions on which part of the UK can vote in a referendum again 177 Scottish referendum only Scottish people could vote they cant with elections it is open to all over 18 and the government or parliament cannot change this.

· The government can ignore the outcome of a referendum they cannot with an election

The Scottish referendum held in 177 was the first referendum held in the UK. It was like all referendums to be held later on devolution of Scotland from the UK. It would give the Scots an assembly in which to vote and decide on matters concerning Scotland but did not give them tax-varying powers. The labour party who had campaigned for a referendum held it. In a sense it can be said that they really did not want the referendum held it was designed to boast popularly for labour in Scotland not give Scotland devolution. The barriers set for the referendum was that over 50% of the population who could vote had to vote in favour of devolution so if even a majority won the vote it might not get passed if 50 % of the population who could vote did not vote in favour of the referendum. This referendum was for devolution of power to Scotland. The refferdum was not passed

The 17 Scottish referendum for devolution to Scotland was a referendum again held by the labour party when they got to power again. The referendum primary goal was to give devolution to Scotland with TAX VARING POWERS p on the pound. This would give the Scots a parliament to vote on matters of Scotland but still keeping Scotland in the UK. The primary reason for this referendum was to please the Scots as since 177 they had heavily been campaigning for the right to have Scotland as an indival state outside the UK. This was wanted to be avoided as this would mean that the uk would have less power in international matters. Also the referendum would give populaty to labour in Scotland .however this time there were no ataifical barriers set by the labour party. Two question were asked did Scotland want devolution. And did it want tax varying powers. The idea was to give Scotland more freedom but still keep them in the uk. Only sctish people could vote on the referendum . the refferdem was passed.

The 17 welsh referendum for devolution. The same circumstance for abouve to give l;abour more populartiy in wales. To keep wales in the uk whle still giving some power to the welsh. But not to give the welsh as much power as the Scots for example only one question was asked and the was did walse ant devoultin. The welsh were not offered tax varying powers like Scotland. And were not asked if they wanted it. Only the welsh could vote.

the disadvantages of referendums are

· The result can be ingnored by the government

· It is not compulsory so even if the population dispertly wanted a referendum it dose not have to happen it can only happen with the appovel of the government .

· Less people tend to vote in a referendum than an election so casn the result realy represtant the views of the people.

· The question asked are drawen up by the government not the people

· Atifacla barriers can be set for example the Scottish referendum 177

If less people vot e in an referendum is the result legitment and is the question really worthasking if a majority of people who can vote don't so obversly the do not feel stroungly enougth about the question aske.

The result can be ingnored by parliament and the government so it is not law that the outcome of a referendum has to met so in the 17 Scottish referendum the government could have ingnored the result and not given devolution

The government chose when and where a referderm is to be held it is not compulsory even if there are petions ect it is not like the amercain initves people do not have the power to chose when a referendum can be held and on what the government dose.

Attifacal barriers can be set which are unlikly to to be met which would mean that it would be very diffcult to get a referendum pased for exmaple the Scottish 177 referendum.

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Issues analysis

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The Title of the article 'give the lady a gun' automatically suggests that the author Neil Mitchell is all for the use of women in combat as displayed by the opening paragraph - which bluntly states that women are better than men. As soon as the reader comprehends these initial first words, there leaves no doubt that the reast of the article will follow suit in its pro women in combat slant. Whilst it is clear from Mitchell's title and opening that he is bias toward women in this issue it differs entirely from the other two respective articles.

When first reading the title of Pamela Bone's 'The sexes of the battle', it does not give the impression that she is pro or con on the issue but rather neutral and simply stating the facts regardig the debate on whether or not women should be allowed in combat. This is also apparent in Beth Gillin's 'Women's place in battle queried'. These titles are not as seductively impressive as Mitchell's title but their opening paragraphs of both articles impresses the reader with the writers stance on the issue, which in both instances are fairly impartial with Bone's article leaning more toward a question of choice.

The opening statement of Bone's 'the sexes of the battle' questions the irony of allowing women in battle, but restricting them from the battle frontlines. This gives the reader the impression that Bone finds this ruling as contradictory and condescending in terms of women's equality in terms of soldiering abilities. Gillin's opening statement in her article ' Women's place in battle queried', plays on the anti women in combat slant by using sympathetic tones by contrasting the actual situation with the supposed.

In analysing the tone of each article, starting with Mitchell's, where throughout most of the article he demonstrates a pro women in combat opinion, by comparing their abilities to men's, using statements such as " women are smarter, more intuitive, less aggressive and better decision makers" and " they are more likely to be clear headed in a crisis". These statements are indicative of the whole tone of his article as there are many more points he uses to impress upon the reader his bias toward women being just as good a soldier as men and should be treated as an equal in war. Quite the contrary to Gillin's tone which is mostly reproachful of using women in combat, whilst still just stating the facts. Her attitude is vividly displayed in her statement which follows the plight of three women soldiers in the iraq war, one of whom died, the others were prisoners of war. The statement says" All three were in harm's way, but their maintenance jobs were presumed to be safer than front-line positions." Bone's article is more equilibrated in its tone, and this is demonstrated by her use of data and quotes from many sources, which allows the reader to form their own opinion.

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In comparing the photos used in the two articles of Gillin's and Mitchell's, we see the use of images that are more emotional than informative to the reader. The photo used for Beth Gillin's article shows the women Lori Piestewa, that was shot in combat, of americal indian descent, and a mother of two young children, by using this photo added to the data it engages the readers sympathy and attention and draws a negative response toward using women in battle. Mitchell's photo on the other hand shows strong fit attractive and intelligent Australian female Liuetenant on board the HMAS Kanimbla this woman clearly displays great capability and strength in combat.

Bone's article had no photo or cartoon, leaving the reader to establish an opinion based on facts, and data that she has gathered and presented, rather than blindly following the writers stance on the issue.

All three articles have used examples to present their arguments, in the case of Mitchell and Gillin they both used the subject of Private Jessica Lynch a prisoner of war who underwent torture and finally rescued, glorifying her strength and courage. In Mitchell's article he presents her as a national hero who is an exemplary figure to all women in general, but specifically to women soldiers. In Gillin's article she presents her as a victim who should not have been in the firing line at all, but nevertheless courageous in her stand against the enemy and later on in her survival even after hideous torture. Again raising the status of Private Lynch to that of national hero. In the case of Bone she mentions Private Lynch briefly in her first paragraphs, working with facts and statements from army officials. Bone comments on her being pretty, blonde, 1 and destined to become the symbol of women fighters in the war in Iraq. This is more a statement on the public need for war heroes than her own opinion. Bone prefers to quote Bloomsbury feminist Virginia Woolf and other feminists, politicians and authors using their opinions and quotes to deliver a more balance view of the issue.

Having analysed all three articles and considered the validity of their content I believe that if a women is physically, mentally and emotionally equipped for frontline battle as a man is then I don't see why the military restrictions apply. I believe women should be given a choice whether they want to serve in the military, which in turn means the possibility of involvement in frontline combat. Since women are avidly active in the political arena, which can govern the destiny of whether a country goes to war or not, they should also be prepared to fight for their decisions their government has made even if it means going to war.

Please note that this sample paper on issues analysis is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on issues analysis, we are here to assist you. Your persuasive essay on issues analysis will be written from scratch, so you do not have to worry about its originality.

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The Crucible-A Summary

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Arthur Miller, the author of the play The Crucible was born in 115 in New York. He is one of the most well know Playwrights of his time. He is most well know for his play Death of a Salesman for which he won the Pulitzer Prize in 14. The Crucible, which is also a well know play of Millers, was written to Explore the threshold between individual gilt and mass hysteria, personal spite and collective evil.

The Crucible is a historic play based on the Witchcraft trials at Salem. The story takes place in 16 in a small Puritan villiage of Massachusetts. It is a suspence filled with evils and the trials of personal concience.

The play begins in the home of Reverend Samuel Parris where he lives with his daughter Betty, his neice of 17, Abigail, and their slave, Tituba. His daughter Betty has fallen sick. Parris has called for the help of Reverend Hale, believeing the cause of her illness to be of a supernatural explanation. Bettys sickness arose when Paris caught her, Abigail, and a few of the other girls from the village dancing in the woods. They were dancing over what seemed to be a coldrine in which Tituba was brewing a develish potion. Abigail admits to the dancing but fervently denies that it had anything to do with witchcraft. Parris does not wholly believe Abigail, certain that as he saw the girls dancing he heard them speaking things in a satanic tongue. He is also convince that he saw a naked girl running through the woods while they were dancing.

As Parris is Knealing beside his daughters bedside, the Putmans enter and explain that their daughter Ruth has fallen ill as well. Ann Putman admits that she sent Ruth to Tituba in order speak with Ruths dead siblings, all of whom died during their infancy. Parris along with the Putmans then exit the room and leave Abigail along with her companions Mary Warren and Mercy Lewis, servants of the Putmans and Proctors, to look over Betty. Abigail takes this opportunity to threaten the girls not to speak a word of anything other than the dancing that took place in the woods and the conjuring of Ruths sister. John Procter then enters the room looking for Mary whom he is there to take home. He is then left alone with Abigail, whom his wife had fired prior to these events because of Abigails affair with Mr. Proctor. Abigail admits to John the dancing that took place in the woods and denies that it had anything to do with witchcraft. She then fails at her attempt to seduce him once more and he exits the room. Buy cheap The Crucible-A Summary term paper

Reverend Hale finally arrives, Bettys room is filled with close friends of Rev. Parris, all of whom are debating weather her not her illness is caused by a supernatural power. Parris quikly fills Rev. Hale in on the details of the situation. Rev. Hale immdediately beings to inquire of Abigail if indeed the night of dancing was related in any way to the devil. Abigail then blames Tituba, saying that Tituba sent her spirit out on the girls and forced them to drink blood. Tituba, realizing the only way to save her life is to admit her wrongs, tells the Rev. that the devil appeared to her and promised to return her to Barbados. She then begins to list the people in the villiage who she claims she saw with the devil and Abigail and Betty quikly join in with the accusations.

Within the next week, the witchcraft trials begin. Abigail, Mary Warren, Mercy Lewis, Betty Parris, and Ruth Putman are all present in the court during the trials. They are present in order to tell the judges which of the people they accused are guilty and which are innocent based on their sightings of those people with the Devil. The judges also determine the accuseds innocence based on weather or not their spirits come out, or posseses, the five girls during their trial. It doesnt take long before the girls accusations begin to consume much of the villiage. After Abigail accuses Mrs. Proctor of witchcraft, many of the villiage begin to think that these accusations are false and that the girls are acting under pretence.

After Elizabeths jail setence, her husband, John Proctor, takes action. He, along with many other villiagers whose loved ones have been accused, immediately goes to the court house and demands to be heard. He explains to the judges that Abigail and he had had an affair and that Abigail readily admitted to him that Bettys sickness had naught to do with witchcraft. He then goes on to say that his servant, Mary Warren, admitted that the girls were indeed making up the accusations and that none of it was indeed the truth. Mary Warren then admits this to the judges. The judges are shocked, and it seems as if Proctor has indeed won his case when Abigail and the rest of the girls present begin to throw fits, claiming that Mary Warren is throwing her spirit on them. Scared that she would be hanged, Mary Warren claims that the accusations are false and begs the girls for forgiveness in stating otherwise. The judges then assume that John Proctor is indeed working hand and hand with the Devil and therefore have him thrown in jail along with the others accused of witchcraft.

Months go by, and still the girls continue to make accusation after accusation. Many people admit to the accusations to keep from being hung, but already over 0 people have been executed. Finally, after yet another false hope of the witchcraft trials coming to an end, John Proctor along with many other characters in the play are unjustly hung. Eventually the trials did come to an end, but not without the loss of many innocent lives.

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"Curiosity equals obstacles"

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Can you imagine holding your breath for two to three minutes underwater, trying

to go through a pitch black tunnel risking it all, just to prove victory to yourself? This

short story,"Through the Tunnel," written by Doris Lessing describes the main

character Jerry, as a curious, mature eleven year old English boy who is visiting South Order custom research paper on "Curiosity equals obstacles"

Africa with his widowed mother. With his mother's openness, he is given the chance to

run freely around without her. His curiosity lures him to discover an underwater tunnel.

This curiosity about the tunnel creates a variety of obstacles; finding its entrance,

practicing his lung capacity, and finally overcoming his fear. These obstacles that he

faces will either enhance his life or take it away .

Discovering that there was a tunnel was not too much of an obstacle, but finding

where the opening was proved to be the difficult part. The salt burned his eyes, and

he could not see a thing under the blue pool of salt. "Down he went, until he touched

the wall of rock again. But the salt was so painful to his eyes that he could not see"

(8). This was an obstacle to Jerry, because he had to go out of his way to get

goggles from his mother. He had gotten goggles because he needed to see clearly

without pain from the burning salt, and to find the tunnel's entrance. With his new "fish

eyes," he could see everything underwater clearer. "Now, he could see. It was as if

he has eyes of a different kind-fish eyes that showed everything clear and delicate and

wavering in the bright water" (8). As he was clinging to the rocks, his legs happened

to glide through the entrance. He had found the tunnel and was ready to start

conquering his dream.

Knowing the tunnel was six to seven feet underwater, Jerry had to be able to

hold his breath for a great amount of time. "Under him, six or seven feet down, was a

floor of perfectly clean, shining white sand, rippled firm and hard by the tides" (8).

For Jerry this was an obstacle that held great importance, because once he entered,

there was going to be no turning back. Already he knew, he must train at a slow

constant pace, so that he would not strain or hurt himself. From day one he has

repeatedly practiced for hours holding his breath. He practiced again and again by

anchoring himself down with a rock, and counted to himself underwater. Jerry slowly

increased his seconds in holding his breath but one day he worked himself a little too

hard. "That night his nose bled badly. For hours he had been underwater, learning to

hold his breath, and now he felt weak and dizzy" (). Although, he knew he was over

doing it, Jerry put his lungs to work for the next couple of days. He had rested one day

with his mother, because she insisted that whatever he had been doing had got to

stop because of the severe nose bleeds he had been getting. The next day, he did not

even ask for permission and went to the tunnel that lays motionless beneath the rocks

to continue his trainings.

Finally, the most important obstacle he had to face was overcoming his fear.

Two days before he had to go home was his last opportunity to take that risk of going

through the tunnel. It was either now or next summer when he would return. When

he went under the water to practice holding his breath for his last time, he had a

severe nose bleed and a throbbing, dizzy pain in his head. For the first time he

actually was scared. "He was frightened. Supposing he turned dizzy in the tunnel?

Supposing he died there, trapped?" (100). Although he had set a new record of

holding his breath for two minutes and fifteen seconds, was he really going to risk his

life trying to go through the tunnel? After his nose stopped bleeding, he peered down

the crystal clear water and made his decision. He was going to go through the tunnel.

"He would do it if it killed him, he said defiantly to himself" (100). Once he was in the

tunnel, Jerry saw the shining green light between the cracks of the tunnel, he was filled

with hope of coming out alive. He reached the tunnel's end and basically floated up to

the surface. He was filled with victory and happiness; he had made it through.

Was curiosity a big issue to the obstacles Jerry faced? Did his mothers decision

of letting him roam around freely affect his curiosity and actions as well? I believe that

the obstacles that Jerry had to face deals a lot with the curiosity the eleven year old

had. If his mother was more protective about him, maybe he would have not even

known about the tunnel, or have taken such a risk. It was a dangerous risk that was

taken alone without anyone knowing about. This was a risk that could have taken his

life then and there. Jerry was still free to roam around and was curious from the start,

so maybe the obstacles that had come to him was meant to be. Obstacles in this story

enhanced the meaning, made it more interesting to read, and made the story

complete. I believe these obstacles in "Through the Tunnel" were important because

they taught hidden messages that all ages could relate to. It has taught self discipline,

and left an important message behind to all readers; take action to get your desired

dream. Instead of just dreaming, Jerry has visioned, practiced, then lastly he lived his

dream. This "short story" has vital information, themes, and descriptive obstacles in

which is just as meaningful as any other novels or any other readings.

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Big bang theory

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The big bang is an vital scientific theory about the origin of the universe. It occurred about 15 to 18 billion years ago. It marked the instantaneous creation of all matter in the universe. The explosion that took place was not a normal explosion; starting as a point of infinite density, thus called the "primordial nucleus". It expanded at speeds equal to and even greater then light. However, according to the Big Bang theory, the universe will continue to expand for billions of years. The galaxies do not expand. The galaxies will get farther apart and farther apart as time moves on. All forms of matter were formed during this time period. This theory impacted the scientific world and still is an integral part of the scientific world and in the formation of the universe. According to the Big Bang theory the universe should consist of approximately seventy five percent of hydrogen and twenty-five percent of helium. The universe for a short yet brief time was stuck in a "false vacuum". Then it from the state of being a "false vacuum" to a "true vacuum", the state the universe is in today.

As the universe has expanded, it has also cooled down 10 -5 seconds, the temperature was at 10 -7 degrees K. at this crucial temperature, the universe underwent what is called a "phase of transition", something like the process that happens when the liquid water freezes into ice. The strong nuclear force, which acts at a very short distances and holds the protons and neutrons together, separate to form the other forces. Physicists have named this process "symmetry breaking" and it released a tremendous amount of energy. Then, in an extraordinary instant theorists have labeled it "inflation", the universe expanded exponentially. Things slowed down a bit after the inflationary epoch. There were photons, quarks, neutrinos, and electrons, and then protons and neutrons condensed out all in less than one second after the Big Bang. Space expanded and cooled down a bit.

It was believed that the universe had no beginning or end and was truly infinite. The origin of the Big Bang Theory can be credited to Edwin Hubble. Hubble made the observations that the universe is constantly expanding from every direction. He discovered that a galaxy's velocity is propotional to its distance. Galaxies that are twice as far from the earth and move twice as fast. An additional consequence is that the universe is expanding in every direction. This means that has taken every galaxy the same amount of time to move from a common starting position . NASA's COBE satellite was able to detect cosmic micro-waves coming outer reaches of the universe. However, the satellite also discovered that as a universe began to cool down and was still expanding, small fluctuations began to exist due to temperature differences. These fluctuations verified prior calculations of possible cooling and development of the universe provided a more explicit description of the first moments after the Big Bang. As more observations are made and more research conducted, the Big Bang theory becomes more fully developed and our knowledge of the origins of the universe more tangible.

Immediatley after the Big Bang,as one might imagine, the universe was extremely hot resulting from the particles of both matter and anti- matter rushing apart in all directions. As the cooling started there was an almost equivalent and assymetrical amount of matter and anti-matter. Familiar particles started to form as the universe expanded further. The particles were baryons, including photons, neutrinos, electrons and quarks. These were the building blocks of matter and life. After the universe had cooled to about three thousand billion degrees Kelvin, a fundamental transition began, which, has been linked to the "phase transition".

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Consolidated particles such as , protons and neutrons, called hadrons, became the common state of matter after this transition. Although lighter partcles, called leptons, also existed, they were prohibited from reacting with the hadrons to form more complex states of matter. These leptons, which included electrons, neutrinos and photons, would soon be able to join their hadron kin union that would define present day common matter. After about one to three minutes had passed since the creation of the universe, protons, and neautrons began to react with each other to form deuterium, an isotope of hydrogen. Most scientists believe that there was one helium nucleus for every ten protons within the first three minutes of the universe. After further cooling, these excesses proton would be able to capture an electron to create a common hydrogen.

Known as singularity, this is the moment before creation when space and time did not exist. Cosmology theorists combined with the observations of their astronomy colleagues have been able to reconstrust the primordial chronology of events known as the Big Bang. Quantum theory suggests that moments after the explosion at 10-4 seconds, the four forces of nature, strong nuclear, weak nuclear, electromagnetic, and gravity were combined as a single "super force". Elementary particles known as quarks begin to bond in trios, forming photons, positions and neutrinos were created along with their anti- particles. At the time of this creation of particles the universe was going through a rate of expansion many times the speed of light. The universe at this instant was an ionized plasma where matter and radiation were inseparable. Also there was an equal amount of particles and anti-particles. Eventually. The remaining neutrons combine in pairs and form helium nuclei.

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Drinking Water and Health

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In summary, depending on the condition of the source water from which it is drawn and the treatment it receives, the drinking water quality varies from place to place. Though the United States has one of the safest water supplies

in the world, national statistics don't tell you specifically about the quality and safety of the water coming out of your tap.

This article lets the consumer know that there are ways for you to getinformation about your drinking water, if it comes from a public water supplier. EPA doesn't regulate private wells but does have recommendations for their owners such as

1. Test private water supplies annually for nitrate and coliform bacteria to detect contamination problems early. Test them more frequently and for more potential contaminants, such as radon or pesticides, if you suspect a problem. Cheap College Papers on Drinking Water and Health

. Protect your water supply by carefully managing activities near the water source. For households using a domestic well, this includes keeping contaminants away from sinkholes and the well itself. Hazardous chemicals also should be kept out of septic systems. According to the U. S. Environmental Protection Agency, there is no such thing as naturally pure water. In nature, all water contains some impurities. As water flows in streams, sits in lakes, and filters through layers of soil and rock in the ground, it dissolves or absorbs the substances that it touches. Some of these substances are harmless. Some people prefer mineral water precisely because minerals give it an

appealing taste. However, at certain levels minerals, just like man-made chemicals,are considered contaminants that can make water unsafe.

Some contaminants are substances discharged from factories, applied to farmlands, or used by consumers in their homes and yards. You can tell which contaminants are in your drinking water, the levels at which they were found, and the actual or likely source of each contaminant through your local water quality report. To get more information on a list of the drinking water contaminants that EPA regulates, including their sources in drinking water and their potential health effects go to http//www.epa.gov/safewater/mc/.html website.

For this environmental issue listed below are some solutions you take to reduce Lead in drinking water

Flush Your Pipes Before Drinking.Anytime the water in a particular faucet has not been used for six hours or longer, flush your cold-water pipes by running the water until it becomes as cold as it will get. (This could take as little as five to thirty seconds if there has been recent heavy water use such as showering or toilet flushing. Otherwise, it could take two minutes or longer.) The more time water has been sitting in your homes pipes, the more lead it may contain.

Only Use Cold Water for Consumption

Use only water from the cold-water tap for drinking, cooking, and especially for making baby formula. Hot water is likely to contain higher levels of lead. The two actions recommended above are very important to the health of your family. They will probably be effective in reducing lead levels because most of the lead in household water usually comes from the plumbing in your house, not from the local water supply.

Have Your Water Tested

After you have taken the two precautions above for reducing the lead in water used for drinking or cooking, have your water tested. The only way to be sure of the

amount of lead in your household water is to have it tested by a competent laboratory. Your water supplier may be able to offer information or assistance with testing. Testing is especially important for apartment dwellers, because flushing may not be effective in high-rise buildings with lead-soldered central piping.

Too much lead in the human body can cause serious damage to the brain, kidneys, nervous system, and red blood cells. The greatest risk even if its short term exposure is to a young child and to a pregnant woman.

I felt that the author covered the topic very well because they gave a lot of information on different phases of drinking water such as contaminants and a website

address to get a list that EPA regulates, information on why lead is a problem in drinking water, and how to obtain certain test.

The author did lean to one side and that seem to be the safety and health of the

people, which I feel is their job. A question was asked, What is the government doing about the problem of lead in household water? and the author stated that there

are two major governmental actions to reduce your exposure to lead

Safe Drinking Water Act, EPA and in June 186, President Reagan signed amendments to the Safe Drinking Water Act and information on these . Information was gathered for this report so the author did their homework. On this article I give the author an A for performance evaluation.

This issue of drinking water and health is very important to me because I had colon cancer in 15 and I like to keep my system as clean as possible. This means

that I try to used a lot of organic foods and drink distilled steam water since this is suppose to be the purest. I can tell the difference in my body when I drink distilled as opposed to tap water. I need the purest and cleanest water I can get. I also need the

purest water for my sick mother and I was very glad to find out in this article some ways that you can test for contaminants and lead in the water. Also for the different

websites you can go to to find information. It was well worth my while to read this article.

Please note that this sample paper on Drinking Water and Health is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Drinking Water and Health, we are here to assist you. Your cheap research papers on Drinking Water and Health will be written from scratch, so you do not have to worry about its originality.

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The historian's role

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The Historian's Role

Keeping a record of the past and transmitting it into the present time period is a difficult and challenging job. This is the assignment of the historian, reconstructing and piecing together articles of time. However, many factors are involved and his/her application of facts distributed to the people as vital information is and will be skewed to their environment, resources, personal experiences…etc. As all these facts are collected and brought back in reflection the historian discriminates upon selection and puts certain information into a more focused inspection.

"Historians are necessarily selective (1)." Historians integrate their own perspective opinions with facts. Therefore, not all historians are neutral and objective because their record of history is distinct to their resources and their environment. Their class, social positioning, ethnicity, and hierarchy influence and direct the nature and tone of a historian's recorded historical facts. History is never given or reported "pure" because a transformation occurs during its traveled acknowledgment of existence. Information is absorbed and reported from all angles of society. If you look at the documentation of the "cold war" America's perspective of the nuclear arms race is far different from the perspective of Russia's. Each side's interpretations of transpired events became directly affected by where the historian lives, whom they are, what they believe in, how they absorbed the information, and applied its importance to history. Historians attempt to simply show "how the past really was," with recording and translating events into historical information their personal biases are included into the accepted historical fact. So when the historian presents a fact they only know what they have and exclude many other factors that are not as important and focus on their shared information as absolute truth to us the readers and go along with the accepted value as an absolute fact. Historians shape, mould, and create facts with their opinions with the slightest manipulations of words to create an image uniform with their own belief system.

Another problem dealt and faced by the Historian is their selection of context when speaking of the past changes the whole interpretation and imaginative understanding of the past.. They did not live or can't remember what it really was like back in the days, so they must figure and manage how it was. " No document can tell us more than what the author of the document thought (4)." Historians decipher and piece together what they believe occurred or direct the idea or topic in a directional process that makes sense to him/her. In the article "The Historian and His Facts" E.H. Carr refers to a Gustav Stresemann, the Foreign Minister of Weimar Republic whose Secretary organized the more successful policies and events in his career to depict him in a favorable more positive light. Any moves or actions by his opponents would look pale in comparison to what he has achieved. Not everything is fully and equally represented or observed with great importance by a Historian, they look for a more scientific basis when approaching topics and get conclusions from the facts that they do have. A historian blind of their ignorance of a subject "simplifies and clarifies, which selects and omits" information into accepted set of historical facts. Historians develop a fact from what they thought. Order Custom the historian's role paper

Historians, as well as ourselves, "can view the past, and achieve our understanding of the past, through the eyes of the present (0)." In our textbooks "war" and "revolution "is more often than not seen in history textbooks and ancient historians use "polis" and plebys" when speaking or commenting on a past period. The use of language by historians is a barrier that prevents the historian from being neutral. Speaking in different tones in respect to time periods are hurdles that a historian goes through on a common basis. When communicating with other people especially of different ages a subtle and sometimes loud difference can be seen when speaking of the past. We all have different versions of how things went down or occurred in history and this is where language biases are integrated and used. The historian belongs to the present and can't escape the fact that even though he/she writes of the past they critically think and incorporate conditions of the present moment when they write of and for the past.

The history you shared in books isn't the whole truth, but an interpretation of what could have or did go on from that particular perspective or bird's eye view. It is in the hands of historians where many people look to create an image and paint the events of the past. We must realize that in our expert-driven society people need to examine not only the facts focused on all or as many factors involved and know that there are biases incorporated into historical facts. Not every fact is an acceptable truth, but an interpretive one. The historian works in a "give and take" method when writing facts molding to his interpretation and vice versa. History is constantly changing and transforming once facts are placed in the hands of a historian because 'the historian and the facts of history are necessary to one another( )" they work hand in hand to give an interaction of the present to the past. Historians use their core of interpretive thought and surround it with a pulpy bulbous circle of facts for us to feast on..

Bibliography

What is History? The Historian and His Facts

E.H. Carr (pp1, 4, 0, ).

Bibliography

What is History? The Historian and His Facts

E.H. Carr (pp1, 4, 0, ).

Please note that this sample paper on the historian's role is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on the historian's role, we are here to assist you. Your persuasive essay on the historian's role will be written from scratch, so you do not have to worry about its originality.

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"The Secret Life of Walter Mitty"

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"Fantasies are more than substitutes for unpleasant reality; they are also dress rehearsals, plans. All acts performed in the world begin in the imagination." American author and publicist Barbara Grizzuti Harrison explains the true meaning of fantasies. Harrison's statement also comes into play in James Thurber's short story, "The Secret Life of Walter Mitty." The main character in the story, Walter Mitty, lives a life in which he is totally controlled by his wife. She tells him what to do and what not to do, and is constantly reprimanding him for the littlest things. It is for these reasons that Walter Mitty feels the need to escape from reality and his the overbearingness of his wife. Because of her tendency to treat him as an incompetent child, he lives vicariously through fantasies in which he is a brilliant and skilled hero.

Mrs. Mitty is constantly belittling her husband and treating him like a helpless child. She is constantly nit-picking and criticizing everything he does, and he is almost a puppet in his wife's hands by the way she is always telling him what to and what not to do. " 'Not so fast! You're driving too fast!,' said Mrs. Mitty. 'What are you driving so fast for?' " (818). Mrs. Mitty also always manages to make it seem like her husband has done something wrong whenever he fails to please her. " 'You were up to fifty-five....You know I don't like to go more than forty.' " (81). As if he cannot handle it himself, she is constantly reminding him of tasks and chores. " 'Remember to get those overshoes while I'm getting my hair done,' she said"(81). Mrs. Mitty seems to think her husband a simple-minded fool, for she is repeatedly badgering and reminding him to do the littlest things. " 'Why don't you wear your gloves? Have you lost your gloves?' " (81). It is also rather ironic how Mrs. Mitty herself clearly states that her husband is "not a young man anymore" (81), yet she insists on treating him as one. This is where Mitty's awesome fantasies come into play. He uses them as an escape route from the intense burden of his wife.

Mitty uses his fantasies to portray himself as a heroic figure, to counteract, in a way, his wife's vision of him as an incompetent man. In his first fantasy, he envisions himself as an expert Naval commander, taking control and saving his crew from destruction. "The crew, bending to their various tasks in the huge, hurtling eight-engined Navy hydroplane, looked at each other and grinned. 'The Old Man'll get us through,' they said to one another. 'The Old Man ain't afraid of Hell!' " (818). Mitty also fantasizes about being a brilliant, renowned surgeon. "A door opened down a long, cool corridor and Dr. Renshaw came out. He looked distraught and haggard. 'Hello, Mitty,' he said. 'We're having the devil's own time with McMillan, the millionaire banker and close personal friend of Roosevelt. Obstreosis of the ductal tract. Tertiary. Wish you'd take a look at him.' 'Glad to,' said Mitty" (81). Not only is he being consulted to review a tough case, but he is also being asked to work on someone of very high social status, a "millionaire banker and close personal friend of Roosevelt" (81). In another one of Mitty's incredible fantasies, he is a fearless captain, about to go off on a dangerous mission all by himself. " 'The cannonading has got the wind up in young Raleigh, sir,' said the sergeant. Captain Mitty looked up at him through tousled hair. 'Get him to bed,' he said wearily. 'With the others. I'll fly alone.' 'But you can't, sir,' said the sergeant anxiously. 'It takes two men to handle that bomber and the Archies are pounding hell out of the air'.....He [Captain Mitty] turned and waved to the sergeant. 'Cheerio!' he said...." (81). Through his own eyes, Mitty is capable of anything.

Even through his awesome fantasies, Mitty is unable to fully escape reality, as objects that demonstrate the extreme authority that his wife has over him are always incorporated into his fantasies, and wake him from his daydreams. One of the major issues between Mitty and his wife was the dispute over the gloves. Mrs. Mitty scolded him for not wearing them and insisted that he put them on. To quiet her, "he put them on, but after she had turned and gone into the building and he had driven on to a red light, he took them off again" (81). In real life, the gloves represent the iron fist of Mrs. Mitty, however, in his fantasy, he uses them as a symbol of his own authority and intelligence. "They slipped a white gown on him; he adjusted a mask and drew on thin gloves" (80). With the mention of the gloves, the dream ends and Mitty is instantly back in the real world. Another example of this occurs in Mitty's courtroom fantasy. This fancy comes to a hasty close with the mention of the word "cur" (80), and instantly after, he is reminded of the puppy biscuits that his wife had admonished him not to forget. With every mention or

remembrance of his wife, Mitty's fantasies abruptly end and he is thrown back into the real

world.

Walter Mitty's grand fancies are a means of escape from his every-day life in which he is

not satisfied. However, in the words of Barbara Grizzuti Harrison, "Fantasies are more than

substitutes for unpleasant reality." This is another perspective of Mitty's dreams. Maybe he is

destined to do something great in his life and his fantasies are simply setting the stage for his

future. As Harrison says, "They are also dress rehearsals, plans. All acts performed in the world

begin in the imagination."

Please note that this sample paper on "The Secret Life of Walter Mitty" is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on "The Secret Life of Walter Mitty", we are here to assist you. Your cheap custom college paper on "The Secret Life of Walter Mitty" will be written from scratch, so you do not have to worry about its originality.

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The helping behaviors of children

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The Helping Behaviors of Children

The children being observed arrived at this daycare between the hours of 8am and am. When they arrive there they are led into a room of bright colors. The walls are painted bright white with children art and posters plastered from floor to ceiling. There is a wall of portraits of the seven children and then a drawing that they did themselves of themselves. There is no TV in the room yet there is a shelf full of videos. There are three bookshelves full of children books. There are three art easels with poster paper draped over them. There are two tables that the children may sit at. The children decided that there would be one girl table and one boy table.

Around noon the observation began. The children were just finishing their paintings. The daycare provider asked them politely to finish up their last strokes and get ready to clean up. The daycare provider was the teacher, the baby-sitter and the person who handled discipline. During the observation she was the only adult in the room. On the board they had a schedule of symbols and times that they were to follow. The symbols allowed the kids to understand what was coming next, so that they would be prepared.

There were seven children in the room on that day; usually there are ten. The youngest who is not a part of the sample was six and one half months old, making the sample group a total of six. The others ranged from three to five years old. There were three boys and three girls who were observed. None of these children are related but they have been in the same daycare for a year. As the observation started the children were finishing up their art lesson and proceeding to snack time and playtime.

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When observing these children and their helping behaviors, there was an operational definition to follow. To classify a child as helping he or she must stop their own current operation, without hesitation, to assist a playmate or daycare provider with their current tasks. These children will be observed for approximately fifteen minutes. They will not speak to the observer and the observer will remain unnoticed.

The daycare provider expected the children to help with the clean up process before they went to snack and playtime. To my surprise, only three of the children were willing to help though all were expected to do so. The three children, two boys and one girl continued to paint and finally after being scolded put the paint away. The three children that were eager to help put their supplies away and cleaned their paint brushes. Then the helpful children offered help to the children whom hesitated, and washed their paintbrushes as well. When all of the art utensils were away, snack and playtime was called. The girls ran into the tiny kitchen nook and grabbed snacks for everybody and passed them out. The girls were commended for being so helpful. The positive reinforcement was the factor that kept them interested in passing out snacks. They smiled brightly when the teacher commended them.

During playtime they finished their snacks and had time to grab toys and assemble a play area. The children helped each other pick their toy of choice. This was an enjoyable task. The girls handed the boys some gender-related toys such as balls and cars. The girls also grabbed themselves some hand puppets and the puppet stage and performed a show for their teacher and playmates. The girls asked for everybody's attention and when the boys continued to play and ignore them they forced the boys over and sat them in a semi-circle around the puppet stage. When it was time to clean up the boys put their own toys away, while the girls helped each other. The boys finished first and then watched the girls carry over the toys from their seats. The little boys wanted to be finished first rather than everyone finish together. They were proud of their quickness while the girls continued to work together to get the room back in order. The girls looked as if they enjoyed helping each other out. The girls were again verbally reinforced about the great job that they were doing by helping each other.

About two minutes left in the observation the children were called back to order and were to begin a learning task. They seemed eager to do start this assignment. They were to learn the primary colors and then the mixture of colors. The girls were eager to help the teacher pass out materials; in fact they took the basket out of her hands to pass the markers out. The girls were interested in helping while the boys were interested in starting their project. This cooperative learning group did exactly what was intended they worked together. The group worked in gender teams. If one girl helped the others decided and persisted to do the same. The boys were uninterested in helping and continued to do their own thing together.

I predicted that all the children would be more than willing to help out. I also thought that as one offered to help the others would soon follow. This similar to what was predicted. The sex of the child predicted whether or not they would help. The girls had a ringleader that always volunteered and the boys followed the oldest boy who wanted to play and go about his day without helping. The fact that worked well in my observation was my operational definition. If I could observe again I would have a bigger sample in a different environment, maybe a better-structured classroom. I would have liked to observe for an entire day, to get a better feel for the helping behaviors.

Please note that this sample paper on the helping behaviors of children is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on the helping behaviors of children, we are here to assist you. Your persuasive essay on the helping behaviors of children will be written from scratch, so you do not have to worry about its originality.

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Beowulf

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Location Tyrone.....Georgia

Sex Female

Marital Status Single for the rest of my life!

Hobbies & Interests Sandy Creek Varisty Football Competition cheerleader o/

Favorite Gadgets my notebook is all I need )

Occupation part time @ Stein Mart.....full time senior @ Sandy Creek High School ~Class of 004~

Personal Quote why is everything so complicated?

fThe Imperial Oneg

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From jennifer williams jennifermoorer@yahoo.com

Subject Fwd To the special people in my

To nisha Nishabrown@aol.com, teobrise teobriseo4@msn.com,

alicia tutt adtuttgirls@cs.com, Bouna@aol.com,

cheryl chesterfield godluvesmelots@yahoo.com,

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janice caylor61@aol.com, jay jayscint@webtv.net, lareav@bellsouth.net

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Note forwarded message attached.

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From Marian Dowe mare00@yahoo.com

Subject To the special people in my

To Marian Dowe marianne00@aol.com

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Content-Type multipart/alternative; boundary=0-48176-10577414=1077

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To the special people in my life.

I am sending this to you to see how many of you actually read your email.

Is anyone really out there? Your response will be interesting!

Here it goes

People come into your life for a reason, a season, or a lifetime. When you figure out which it is, you know exactly what to do.

When someone is in your life for a REASON, it is usually to meet a need you have expressed outwardly or inwardly. They have come to assist you through a difficulty, to provide you with guidance and support, to aid you physically, emotionally or spiritually. They may seem like a godsend, and they are. They are there for the reason you need them to be. Then, without any wrong doing on your part or an inconvenient time, this person will say or do something to bring the relationship to an end. Sometimes they die. Sometimes they walk away. Sometimes they act up or out and force you to take a stand. What we must realize is that our need has been met, our desire fulfilled; their work is done. The prayer you sent up has been answered and it is now time to move on.

When people come into your life for a SEASON, it is because your turn has come to share, grow, or learn. They may bring you an experience of peace or make you laugh. They may teach you something you have never done. They usually give you an unbelievable amount of joy. Believe it! It is real!

But...only for a season.

LIFETIME relationships teach you lifetime lessons; those things you must build upon in order to have a solid emotional foundation. Your job is to accept the lesson, love the person/people (anyway); and put what you have learned to use in all other relationships and areas of your life.

It is said that love is blind but friendship is clairvoyant.

Thank you for being a part of my life. May God hold you in the palm of His hand and Angels watch over you. Smile and stop here if youre not into this final part

This is to show people you love them and to see how many people love you!!

Dont feel embarrassed cause only you will get the results.

Send it to every friend that you have online, including the person who sent it to you.

0 Replies - you may need to work on your people skills

Replies - you are nice but probably need to be more outgoing

4 Replies - you have picked your friends well

6 Replies - you are downright popular

8 Replies or More - you are totally awesome (and thats

probably why youre on MY list)

Say I love you today, tomorrow might be too late.

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