Essay on Variety in The Merchants Tale -- The Merchants Tale

Use of Variety in The Merchant's Tale  Ã‚   The Merchant's Tale tells the story of an old man searching for a wife and finding one, who is ultimately unfaithful to him. Chaucer uses a variety of elements in the poem to show his knowledge of contemporary interests and his story telling capacity through another figure. Irony flows through the poem, laced with allusions to the Bible. Chaucer's use of his astronomical knowledge not only allows modern day scholars to date events, but also adds another dimension of interest for the contemporary audience and of course, the pilgrims. Januarie's discussion of Heaven and Hell leads to the idea of marriage providing a Heaven on Earth. It is said that a wife is a husband's "paradis terrestre, and his disport" (l. 120), but at the introduction of the idea of a paradise, the reader can begin to contemplate the introduction of a serpent at a later point. Chaucer uses heavy irony as Januarie worries about experiencing his only Heaven on Earth. It becomes evident that May is anything but his Heaven. Her behaviour with Damyan in the pear tree is reminiscent of the story of Adam and Eve and the temptation of the apple tree as Damyan has become the serpent in Januarie's paradise of wedded bliss. The Biblical allusions that are used in the Tale have the effect of broadening the moral behind the story. By using the irony of the Biblical stories along with the thoughts of Januarie, a contemporary audience would have quickly perceived that there would be trouble with the marriage, as they would have been relatively well versed on the Bible. The priest at the marriage ceremony "bade [May] be lik Sarra and Rebekke" (l.492). While these two figures are held up as examples of holy and virtuous wom... ... the possibility, says Maurice Hussey, that Chaucer knew that St. Damian was the patron saint of medicine, thus giving ironic undertones to the sight-healing excuse for the pear tree tryst. Geoffrey Chaucer used many different aspects of his wide knowledge when writing the Merchant's Prologue and Tale. Biblical references and parallels with and inclusions of mythological characters are evidence of this. The appeal of such references to a medieval audience is extended with the inclusion of detailed and seemingly accurate astronomical minutiae. These details provide another level of information about the characters and their fates, such as the future of the marriage - it having been performed when the planet of war and the planet of love were in conjunction. Around these imaginative inclusions weaves a line of irony and a use of contemporary views and literature.

Mahatma Ghandi

Year 11 Community and Family Studies Individuals and Groups – Leadership Term 2 Assessment MAHATMA GHANDI . Mohandas Karamchand Ghandi, known as Mahatma , or ‘Great Soul’ was a successful leader who managed to cause major political change in countries that experienced an abundance of racial discrimination and cultural inferiority . The two most signi? cantly effected countries that experienced direct positive empowerment because of Mahatma Ghandi were South Africa and India. Reason for Ghandi’s immense success with each goal he set was his strong self belief, resilience, persistence and determination.Apart from these characteristics allowing Ghandi to achieve his goals, they made him an exceptional example of an effective leader. In South Africa Mahatma Ghandi fought for Indian civil rights, his success resulted in the reformation of the anti- Indian Legislation, by South African Of? cials. Throughout the history of South Africa racial discrimination was al ways prevalent among society. Native Africans, Indians and Asians were constantly subject to racial injustices, particularly from the 1800’s to 1959.Examples of this are evident throughout the legislations and laws that were directed at Indians; Indians; -Could only freely migrate to South Africa as indentured Labourers (labourers on contract) – They had none of the rights of full citizenship – Were not allowed to own property or land – Were only granted temporary residence -Forced to pay of sum of ? 3 if they were ex-indentured Indians that failed to reindenture or chose to return to India after their labour contracts were completed . Had to live in government allocated areas for ‘sanitation’ purposes – Were the only race that had to complete a educational, health, age and means test in order to gain admission into the country with the exclusion of Indian indentured labourers. (this purpose of this test was to stop further immigration of ‘free Indians’ (Indians that came to South Africa not indentured) ). -Were prohibited from marrying the ‘Whites’ (People of European descent e. g. Dutch, German, French ) These government policies were discriminatory against the Indian race and resulted n them (Indians) being assumed as an inferior race in society which further resulted in the excessive mistreatment of Indians. Being exposed to these racial inequalities, and having been of Indian race Mahatma Ghandi was well aware of these racial inequalities as he stated â€Å"I discovered that as a man and as an Indian I had no rights†. He recognised that change needed to occur in order for the Indian race in South Africa to be equalised within society. This recognition then lead Ghandi proposing an action plan of ‘passive resistance’ which he was leader of.The result of his passive resistance which was taken up by hundreds of other supporting Indians in South Africa was the . refo rmation of the anti- Indian Legislation ( mentioned previously). This meant that the Indian Relief Act was passed, consequently improving Indian civil rights. The act; – Abolished the ? 3 poll tax -Recognised marriages contracted in terms of traditional Hindu and Muslim rites – Indian children of parents living in South Africa are allowed to immigrate Although these modi? ed policies of legislation did improve Indian Civil Rights, there were still major parts which remained law that were racially unjust.For example; Indians were still prohibited from owning property in Transvall and Orange Free State. -Indians were not allowed to reside in Orange Free State. – Restrictions still existed on Indian trades. In 1869 India was part of the British Empire, which meant that Britain ran the government, made laws and took advantage of India’s natural riches in particularly salt, in order to make pro? t. The fact that the British Empire ruled India, basically meant that the Indian’s own country had to a degree been taken from them; they were living in a country that was not theirs. After ? hting in the British Army in Europe during First World War (1914-18) Indians, felt that in return they deserved to be granted Independence. Believing this Ghandi resolved to ? ght for Indian Independence or what he referred to as ‘Swaraj’ . Ghandi’s method of ‘? ghting’ was inspired by his belief of Satyagraha, meaning truth force. He stated â€Å" Satyagraha has been designed as an effective substitute for violence† . In order to achieve this vision Ghandi employed his method of civil disobedience. ?He urged Indians to resist British rule by going on strike. ?He went on hunger strikes ?He made protest speeches ? Encouraged Indians not to wear clothes or pay British taxes – this was the beginning of Ghandi’s Cloth Campaign; he ordered the public to burn their British clothing and instead spin their own thread and make their own clothes. ?Encouraged Indians not to buy British goods, go on strike from their jobs and attend rallies to hear him speak. ?The most signi? cant event that Ghandi lead to achieve Indian Independence in India was the ‘Salt March’ ; during this event Ghandi lead hundreds of his followers to Dandi Beach were he picked up the ? st handful of salt. This symbolised that Indians would no longer bow to British laws. This occurrence was so important because it showed rebellion to British law. During this time (1930’s) it was made law that Indians could not collect their own salt, they had to purchase heavily taxed salt from the British. However after Ghandi’s action, Indians started collecting their own salt. . Mahatma’s main goal was to achieve Indian independence, however he fought for better working conditions for poor weavers and went on a fast until he won them a wage increase.He also set up a ashram which was communal farm , on this farm Ghandi accepted a group of social outcasts, labelled the ‘untouchables’ . The untouchables were seen as the lowest rank in society’s hierarchal structure and therefore they were outcasted and not associated with. By Ghandi’s encouragement and acceptance of the untouchables into the communal farm despite the protests of his followers he showed his belief that all people were equal. Mahatma Ghandi’s approach to protest became popular within society and rapidly he accumulated hundreds of followers, ? hting united with the same intention which was further reason why Ghandi achieved Indian Independence. â€Å"Mass civil disobedience is like an earthquake†, said Ghandi. This same principal which Ghandi proposed and then employed into every protest project he was involved in, is reason why he was such a successful leader. Despite Mahatma Ghandi’s direct action to empower individuals to stand up for what they believe in in South African and India , Ghandi inspired the whole world to do the same. The actions and principles that he utilized resulted in the global empowerment of individuals.His ethics and protesting strategies are still seen in present political rebellion. Mahatma Ghandi was a highly successful leader because he was able see injustices within society, which others experienced and encourage and enforce society to passively yet affectively ? ght in solidarity for positive change. The New Oxford American Dictionary de? nes leadership as ; the ability to lead skillfully. Mahatma Ghandi’s most prominent quality was his leadership, his superior leadership style was the main reason for his successes.There are many diverse leadership styles, such as ; Task-orientated, People-orientated, Autocratic, Collaborative/Democratic, Laissez-faire, Transformational and Cultural. Each of these leadership styles present a leader with varying leadership skills which effect the dynamics and productivity of group members. A transformational leader, such as Ghandi maintains a focus on teamwork and initiative. They provide direction and a goal for the group to achieve and encourage and empower the group members in achieving the goal.As leaders they utilise lateral thinking, promote individual growth and development and group decision making and keep the group focused and productive in reaching their goals by giving regular feedback. Transformational leaders are deeply involved in the group and are constantly enthusiastic and energetic about the input of individuals. This generates a trusting environment where group members feel comfortable to cooperate with group members. Mahatma Ghandi’s transformational leadership style was evident throughout his lifetime, despite the varying group and situation.When analysing his successes, in . particularly his ? ght for equality in South Africa between Indians and the ‘Whites’ . He was extremely involved with the Indian Society a nd produced a clear vision for Indian integration within South African Society. He was deeply involved in his group and worked enthusiastically with each member, encouraging them to strive to achieve a common goal. The reason why he was so successful is because he was able to maintain and initiate intimate relationships with the hundreds of his followers, he empowered each of them to ? ht for ‘satyagraha’ by acknowledging each of their inputs. Individuals that were part of Ghandi’s group felt involved, valued and liberated. Being part of Ghandi’s group promoted individual development. People associated with Ghandi’s group were instilled with Ghandi’s teaching of self belief, discipline and most importantly determination to attain their goals, by non-violence, non-cooperation and self sustenance. There are varying factors which in? uenced Ghandi’s transformational leadership style. The two most dominant in? uences were his culture and n ature of the group.Mahatma Ghandi was of Indian culture, this fact was reason why he was so motivated to gain Indian independence, and the segregation of Indians into South African Society. As an Indian in society, Ghandi’s environment exposed him to racial discrimination and verbal abuse and this consequently effected his growth and development. Ghandi’s resilience and egalitarian nature stemmed from the injustices he experienced, and played a signi? cant role in motivating Ghandi to achieve racial justice. Ghandi’s followers and members of the group were also Indian.Due to the fact that he and his followers shared the same culture ,they experienced the same mistreatment , discrimination and general way of life. Each of these individuals could relate to one another and this was the unifying force. Ghandi was therefore able to lead Indians based on the passion they both shared for racial equality. The nature of the group, refers to quality of relationship that t he leader obtains with the individuals part of the the group. Depending on the level of quality that the relationships hold e. g. High-quality or poor quality, leaders can be respected and have more in? ence over the members. Leaders are more likely to have high quality relationships in groups that are informal because members are able to interact positively and more openly; this was Ghandi’s case. Ghandi was able to maintain high quality relationships with the members in his groups and because of this he gained higher respect and had more in? uence over his followers. Mahatma Ghandi was a highly effective leader because he was able to lead his thousands of followers in achieving a common goal. Ghandi’s effectiveness as a leader can be measured by the successfulness of his visions.Ghandi set out to achieve Indian Independence and Racial equality in South africa and he was successful. In the process of achieving his goals, he empowered nations around the world to challe nge their governments if they had a problem and ? ght to ? x it. This shows that Ghandi was an overachiever, because he did more than he set out to and therefore was a highly effective leader. Ghandi’s strengths were his; ? De? nite purpose – Ghandi maintained a vision and a set way he was going to achieve this. His goals had purpose and so did his actions towards achieving his goals. Self Discipline – He believed that exercising his self discipline strengthened his commitment to achieve his goals. ?Integrity – He was honest about the way he lived and his beliefs , he believed that believing something and not living it was lying. He would rather have been prosecuted for his beliefs then denying them and this was sometimes the case. He stated â€Å" To believe in something, and not to live it, is dishonest†. ?Related to people – he made an effort to truly understand people, thus instilling motivation in him to achieve his goals, not only for what is right but for what the people wanted.He had an extensive understanding of the human psychology and used it along with his public relation skills. ?Self Belief and faith – He believed in himself and had faith that he could attain success. ?Flexibility – he changed his strategies and methods of challenging his oppositions to suit the situation and in turn increased the effectiveness. ?Resilience – despite setbacks he wasn’t deterred from achieving his goals, in fact he was more motivated; he learnt from his mistakes. ?Spirituality – He promoted love and peace in times when another leader would have made a call to arms. Determination ? Persistence ? Focus ? Will to ? ght for his beliefs ? Unconcern of what others thought of his actions, or how he dressed. ?The fact that he was prosecuted by authorities and publicly shamed in some circumstances did not deter him from achieving his goals. Evidently Mahatma Ghandi presented an exemplary leader b ecause of his effectiveness which came from his individual characteristics. However like every leader there are weaknesses, although Mahatma Ghandi’s weaknesses were insigni? cant, and didn’t majorly impact upon his effectiveness, they still existed.An example of this was Mahatma Ghandi’s experiments in ‘Brahamacharya’ . Gandhi became a brahamachari (celibate) when he was thirty-six. He conducted experiments in Brahamacharya which he used to develop his ability to conquer sexual feelings. Although this act was innocent through Ghandi’s eyes, he was highly criticised for it and it became a very controversial issue. He apparently slept with numerous women in order to test Brahamacharya and see if he had mastered celibacy. This event showed weakness in Ghandi as leader, because he made a commitment to elibacy, however afterwards he had sex with women in order to see if he had mastered celibacy. This act caused some of Ghandi’s followers to lack respect in him because he was no a longer a man that refrained himself of intercourse , even through he made a commitment to do so. As a leader, Ghandi created a unique style of ? ghting for what he believed in, which he referred to as ‘Satyagraha’ . As stated previously in the essay this theory that Ghandi proposed ,meant ‘truth force’ and becoming a ‘Satyagrahi’ meant a ? hter for the truth. His way of resolving and managing con? ict was in? uenced by his belief in ‘Satyagraha’. This meant that individuals were encouraged to ? ght for the truth but in doing so it had to be in a civilised manner. Ghandi is well known globally for his method of opposing the government by civil disobedience and passive resistance. This method was carried out passively, and people that employed this method were encouraged to do so in way that did not harm, violate or create violence with others, even their enemies.Ghandi’s theory enfor ced communicating your message in a peaceful and civilised manner, which is why he is so highly respected. When con? ict arose within his group or between his followers, he encouraged that they settle the dispute in a civilised manner but also effectively communicating their feelings. He encouraged that his followers didn’t simply give up but rather made sure that their opponents knew how they felt in order to understand where they were coming from. He stated â€Å" Never give in. Never. Never. Never. Never†. This mentality of Ghandi’s was re? cted in his methods of government opposition. He used passive methods such as sit-ins, boycotts, blockades and occupations of buildings, tax refusal, and alternative publications and media. More active forms of passive resistance include strikes, walkouts, protest marches, theatrical protests, and hunger strikes. Ghandi was also an advocate of forgiveness, so if there were disputes or disagreements of any kind within his g roup he encouraged his followers to forgive the other which further re? ected Ghandi’s philosophy of love, peace and forgiveness between people of religions, races and beliefs.In order for Mahatma Ghandi to have achieved leadership he followed a path which lead him to becoming a leader. Initially Ghandi started ? ghting for the improvements of Indian rights by himself, and through this process he started to gain members which shared Ghandi’s goal. As Ghandi fought for racial equality he caught the attention of others, the media and the authorities. He became well known and during this process, as people began to become familiar with Ghandi and his vision they too joined him, and his members grew and grew.He was not appointed leader by his followers, he was assumed leader. This was the same case in the instance of Ghandi ? ghting for Indian independence in India. He was able to see, by himself that it was wrong for the British to rule India and afterward with the in? ue nce of others acknowledging the same fact he gained members that shared his beliefs and also wanted independence. This then lead . Bibliography: New Oxford american dictionary – accessed from May 18 – 19. http://dictionary. reference. com/browse/leadership Accessed May 19 , 7:10 pm. ttp://www. mensxp. com/work-life/corporate-skills/3140-leadership-style-ofmahatma-gandhi-. html Accessed May 20 , 9 :30 am. . http://www. guide-to-employee-motivation. com/gandhi. html Accessed May 20, 9 :40 am. http://www. scribd. com/Kunwar23/d/6977301-Leadership-Style-of-MahatmaGandhi Accessed May 20, 10:02 am http://www. kamat. com/mmgandhi/day_with_gandhi. htm Accessed May 20, 11:21 am. . http://www. encyclopedia. com/topic/passive_resistance. aspx Accessed May 20 , 11: 42 am. http://civilresistance. info/ostergaard Accessed May 20 , 12 pm ttp://www. sikhtimes. com/books_020278a. html Accessed May 20 , 1:18 pm. . http://www. mightystudents. com/essay/Compare. strengths. weaknesses. 899 58 Accessed May 20, 1:26 pm. http://www. nndb. com/people/653/000065458/ Accessed May 20, 2:00pm http://en. wikipedia. org/wiki/Dalit Accessed 2:13 pm. http://en. wikipedia. org/wiki/ . Mohandas_Karamchand_Gandhi Accessed May 20, 2:14 pm. http://www. sahistory. org. za/politics-and-society/anti-indianlegislation-1800s-1959 Accessed May 20 , 2:20pm http://www. skwirk. com. u/p-c_s-14_u-309_t-761_c-2862/historical-inquirypeople-motive-and-consequences/ nsw/historical-inquiry-peoplemotive-and-consequences/ investigating-history/historicalinquiry Accessed May 20 , 2: 55 pm . http://www. brainyquote. com/quotes/keywords/power. html Accessed May 20, 3:21 pm Ghandi The peaceful revolutionary Anna Claybourne 2002 White Thomson Publishing Ltd. The wisdom Of Ghandi Trudy S. Settel 1995. . to Ghandi once again being assumed leader however never of? cially being appointed leader. In a differing case however, in 1919 Ghandi became an active member of the National Indian Congress and was of? cial ly appointed a leader.He was asked to join the National Indian Congress because his struggle for Indian Civil rights was successful, his ‘satyagraha’ campaign aroused interest and his general ability to effect great social change without employing violence. To conclude it is clear that Mahatma Ghandi was an exemplary leader. What made him such a good leader were his personal characteristics, his style of leadership and how he chose to utilise them in order to achieve his goals. It is evident that Ghandi was a successful leader because he was able to work collaboratively with his group in achieving a common goal being Indian civil rights and Independence. .

Primary Operations IEP Goals for Math

An Individual Education Program is a road map created by a special education team that lays out educational goals and expectations for special needs students. A major feature of the plan involves IEP goals, which must be specific, measurable,  achievable, results-oriented, and time-bound. Writing IEP math goals for operations in the primary grades can be challenging, but viewing example can be helpful. Use these goals as written or revise them to create your own IEP math goals. Operations and Algebraic Understanding This is the lowest level of mathematical function but still serves as a foundational basis for understanding operations. These goals should emphasize skills that include an understanding that addition refers to putting numbers together while subtraction involves taking away. Early primary-grade students should be able to represent addition and subtraction with objects, fingers, mental images, drawings, sounds (such as claps,) acting out situations, verbal explanations, expressions, or equations. An IEP math goal that focuses on this skill might read: When presented with 10 random sets of counters within 10, Johnny Student will solve problems modeled by the teacher with statements such as: Here are three counters. Here are four counters. How many counters altogether? correctly answering eight out of 10, in three out of four consecutive trials. At this age, students should be able to decompose numbers less than or equal to 10 into pairs using objects or drawings and record each decomposition by a drawing or equation (such as 5 2 3 and 5 4 1). A goal to achieve that objective could state: When presented with 10 random sets of counters within 10, Johnny Student will solve problems modeled by the teacher using statement, such as, Here are 10 counters. I will take these away. How many are left? correctly answering eight out of 10 (80 percent), in three out of four consecutive trials. Basic Adding and Subtracting Also in the early primary grades, for any number from one to nine, students need to be able to find the number that makes 10 when added to the given number and record the answer with a drawing or equation. They also need to add and subtract numbers up to five. These goals emphasize those skills: When presented with a random number on a card from one to nine, Johnny Student will find the correct number of counters to add to the number to make 10, in eight out of nine attempts (89 percent) for three of four consecutive trials. When randomly given 10 mixed flash cards with addition problems using numbers zero through five, and subtraction problems using numbers zero through five, Johnny Student will correctly answer nine of 10 in quick succession, in three of four consecutive trials. Operations and Algebraic Thinking Effective methods for teaching addition and subtraction for students with learning disabilities are TouchMath and number lines. Number lines are just that—lines of sequential numbers that students can easily count while doing math problems. TouchMath is a multisensory commercial math program for first- through third-graders that allows students to touch dots or other objects placed strategically on numbers in order to count them. You can create your own touch-math-type worksheets by using free math worksheet generator sites. IEP math goals that incorporate either numbers lines or touch-math-type strategies might include: When given 10 addition problems with touch points, with addends to nine, Johnny Student will write the correct answer to eight out of 10 problems (80 percent) in three of four consecutive trials. When given 10 subtraction problems with touch points, with minuends (the top number in a subtraction problem) to 18 and subtrahends (the bottom number in subtraction problems) to nine, Johnny Student will write the correct answer to eight out of 10 problems (80 percent) for three of four consecutive trials. When given a number line to 20 and 10 addition problems with addends to nine, Johnny Student will write the correct answer to eight out of 10 problems (80 percent) in three of four consecutive trials. Adding and Subtracting to 20 Young students must also be able to add and subtract within 20, demonstrating fluency for addition and subtraction within 10. They should be able to use strategies such as making 10 (for example, 8 6 8 2 4 10 4 14); decomposing a number leading to a 10 (13 - 4 13 - 3 - 1 10 - 1 9); using the relationship between addition and subtraction (knowing that 8 4 12 and 12 - 8 4); and creating equivalent but easier or known sums (adding 6 7 by creating the known equivalent 6 6 1 12 1 13). This skill provides a good place to teach place value, by helping students find and see the 10 in numbers between 11 and 20. A math goal covering this skill might prescribe: When given a random number of counters between 11 and 19 for 10 times (probes), Johnny Student will regroup the number into a 10 and ones, placing them on a work mat with two squares, one labeled 10 and the other ones correctly in eight out of 10 probes (80 percent) for three of four consecutive trials.

Frederick Douglass s Life Of Slavery - 1783 Words

Frederick Douglass’s Position on Slavery Slavery is severe in two ways; slavery is terrible for slaves, and slavery corrupts slave holders. Frederick Douglass spent his life trying to prove these two topics. He wrote his own books to show people who are not around slavery how horrid it is. He gave countless examples of his own life in order to abolish slavery. In the Narrative Life of Frederick Douglass written by Douglass himself, he says, â€Å"Sincerely and earnestly hoping that this little book may do something toward throwing light on the American slave system.† In the 1800s, slaves were brought over on cramped ships for many miles and then were enslaved on to fields while being tortured by their masters. Slavery was abhorrent for slaves. In excerpt 5, Frederick and other slaves had a desire to escape into freedom. Frederick had to convince other slaves that their lives could be more than slaves. Once he did that they began to have meetings and they planned their escape. However, something was bound to go wrong. In paragraph 6, they were called down to the main house and that is when Frederick was tied up. The men were searching for the protections that Frederick wrote. Then they started to tie the others until Henry (another slave planning to escape) refused. â€Å"In a few moments, they succeeded in tying John. They then turned to Henry, who had by this time returned, and commanded him to cross his hands. â€Å"I won’t!† said Henry, in a firm tone, indicating his readiness toShow MoreRelatedFrederick Douglass s Life Of Slave ry999 Words   |  4 Pagesbeing born into slavery, where you re forced to work, barely fed, and whipped a couple times of day. Rumble! That is the sound you hear in your stomach. Each night after working in the field for an hour a time. Pain that s what you feel after being whipped, for not moving fast enough as you should, mainly because you are tired. You live this life of a slave. Your name is Frederick Douglass. 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He educatedRead MoreEssay about Narrative of Life of Frederick Douglass893 Words   |  4 PagesPublished in 1845, ‘Narrative of life of Frederick Douglass an American slave written by himself’ is still the most highly acclaimed American autobiography ever written. It was published seven years after Douglass escaped from his life as a slave in Maryland. It describes his experience of being slave and his psychological insights into the slave-master relationship. The main focus is on ‘How he learn to read and write ‘and ‘the pain of slavery.’ The goal of this paper is to bring more insight analysisRead MoreFrederick Douglass, An American Slave1114 Words   |  5 Pages Frederick Douglass is well known for many of his literary achievements. He is best known, now, as a writer. As a writer, Frederick Douglass shined. As a speaker, he was the best. There was no abolitionist, black or white, that was more for his speaking skills. (McFeely, 206) So impressive were Frederick Douglass’s oratorical and intellectual abilities that opponents refused to believe that he had been a slave and alleged that he was a impostor brought up on the public byRead MoreThe Jungle By Upton Sinclair937 Words   |  4 PagesThe Jungle, by Upton Sinclair and Narrative of the life of Frederick Douglass, an American Slave, by Frederick Douglass both bring forth personal or fictional events that capture the interest of the the reader. The use of pathos in their writing along with true events questions the ethics, morality, and human rights of each individual at the time setting for the publication. In the book, The Jungle, Upton Sinclair advocates for the overall elimination of oppression and exploitation of workers andRead MoreFrederick Douglass : A Prominent African American Social Reformer1127 Words   |  5 PagesFrederick Douglass was a prominent African American social reformer in the 1800’s. Frederick Douglass’s work includes 1,000 of speeches and autobiographies throughout his quest for reform. Douglass escaped slavery at the young age of 20 years old. He went on to spread his voice on social justice through a long profound, powerful, and influential career. Frederick Douglass’s famous Fourth of July speech has caused much criticism over the years. Douglass believed that on a day when white AmericansRead MoreLife Of Frederick Douglas And Benito Cerano Essay1576 Words   |  7 Pagesunconcerned with the color of men s skins, emancipation will be a proclamation but not a fact† (Lyndon B. Johnson). Frederick Douglas and Herman Melville lived in the same time for almost the same length of time. Herman Melville lived from August, 1819 – September 28, 1891, while Frederick Douglass lived from February, 1818 – February 20, 1895. Yet these two narratives couldn’t have been more different. 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The History of Welfare in America Essays - 2746 Words

Welfare has been a safety net for many Americans, when the alternative for them is going without food and shelter. Over the years, the government has provided income for the unemployed, food assistance for the hungry, and health care for the poor. The federal government in the nineteenth century started to provide minimal benefits for the poor. During the twentieth century the United States federal government established a more substantial welfare system to help Americans when they most needed it. In 1996, welfare reform occurred under President Bill Clinton and it significantly changed the structure of welfare. Social Security has gone through significant change from FDR’s signing of the program into law to President George W. Bush’s†¦show more content†¦In his State of the Union speech on January 4, 1935, President Roosevelt told Congress that it was necessary to create federal unemployment and old-age pension program, as well as benefits for single mothers a nd poor children. On August 18, 1935, President Roosevelt signed into law the Social Security Act. This was a federal retirement program for people over the age of sixty-five, and it also created unemployment insurance. In 1936, Aid to Families with Dependent Children was created to provide money to single mothers with children. In 1964, Congress approved a food stamp program to low income households. In 1965, Medicaid was created to provide health insurance for the poor, elderly, and disabled. In 1974, the Supplemental Security Income program was established. In 1996, the U.S. Congress passed a law and President Clinton signed it, which gave the states primary control regarding welfare, ending sixty-one years of federal control (Trattner 273-304). Over the years, welfare programs have often been criticized. Critics of the welfare program argue too many people abuse the program. They state people who are not actively looking for work should not be receiving welfare checks. 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Line or lines from Pablo Nerudas poems Essay Example For Students

Line or lines from Pablo Nerudas poems Essay In the à ¯Ã‚ ¿Ã‚ ½?th century, there lived a king called Takshin. He was king of the entire Yegiusqihi region located in the central part of the continent of Enipomoelia. He had a number of worthy men in his court, including a musician, a poet, a finance minister, an administrative advisor, a jester, a lieutenant, and a few others. King Takshins uncle, King Qodnim had been the king before him. He had been a great king who was loved by his people for his policies and his sense of justice. There was a rumour that he had disguised himself as a peasant to catch a landlord who was known to exploit peasants. Besides, he also personally listened to problems of the people once in a month. However, he had died after ruling for 12 years, and his death remains a mystery. The new king was Takshin, the only heir of Qodnim. He was crowned the same day as the great kings death. King Takshin continued to follow the policies of his uncle. He too ensured the justice of each and every citizen. What often irritated some of his courtiers and attendants was his short temper. He would scream at his jester for a bad joke and at his poet for a bad verse. He would fire attendants for delaying his food or making such trivial mistakes. He not only had a taste for good food, music and poetry but also enjoyed luxuries like palaces and summer houses. It was the month of June. During the summer months King Takshin would migrate from his majestic and magnificent palace located on the plains below (where it would become quite warm, and the king only liked cold weather) to his majestic and magnificent summer house located high on the mountains of the western part of Yegiusqihi. On looking at him sitting with his legs spread on a chair in his garden, staring into the whiteness , it would seem as if he was extremely fond of nature and scenery. But reality was different, and if you were one of his advisors or for that matter, even one of the kings of the neighbouring kingdoms, you would know why. An important aspect of the kings character that had been hidden to the public till this point of time was his ambition. He was extremely ambitious unlike his predecessor, and his ambition was to expand his empire to an unimaginable size by conquering central and eastern Enip omoelia upto the Sea of Uzhotx. To achieve this, he had already sent spies to three of the neighbouring kingdoms. He had already begun war with one of the kingdoms, and was extremely successful. In another neighbouring kingdom, he had carried out a coup against the king and replaced him with a noble who would be a puppet ruler in his hands. However, the most formidable neighbour still remained, and he knew war with this king was not going to be easy. At that moment, when many would perceive him to be enjoying the serenity of his mountains, he was actually devising a strategy to fight that kingdom. A loss to that kingdom would not only mean a fatal blow to his ambitions, it would also mean losing the two captured regions and even portions of his own kingdom. The next day the battle was about to begin, not very far from those mountains. The king bravely led his army through the chilly passes from where the highlands could be crossed. The first two or three days were satisfactory for King Takshin. He was able to slowly advance into the other kingdom. However, the fourth day was a disaster. The other army had managed to surround them by controlling the pass, and Takshins army was trapped. Thousands of soldiers were killed, and King Takshin managed a narrow escape by jumping into a river that flowed into his kingdom. He reached his palace on the plains below humiliated, and desperate for vengeance. However, the worst was yet to come. The neighbouring king too was pursuing expansionist objectives, and had invaded Yegiusqihi. .u72b0d44017478a83700e786a07211a0b , .u72b0d44017478a83700e786a07211a0b .postImageUrl , .u72b0d44017478a83700e786a07211a0b .centered-text-area { min-height: 80px; position: relative; } .u72b0d44017478a83700e786a07211a0b , .u72b0d44017478a83700e786a07211a0b:hover , .u72b0d44017478a83700e786a07211a0b:visited , .u72b0d44017478a83700e786a07211a0b:active { border:0!important; } .u72b0d44017478a83700e786a07211a0b .clearfix:after { content: ""; display: table; clear: both; } .u72b0d44017478a83700e786a07211a0b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u72b0d44017478a83700e786a07211a0b:active , .u72b0d44017478a83700e786a07211a0b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u72b0d44017478a83700e786a07211a0b .centered-text-area { width: 100%; position: relative ; } .u72b0d44017478a83700e786a07211a0b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u72b0d44017478a83700e786a07211a0b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u72b0d44017478a83700e786a07211a0b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u72b0d44017478a83700e786a07211a0b:hover .ctaButton { background-color: #34495E!important; } .u72b0d44017478a83700e786a07211a0b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u72b0d44017478a83700e786a07211a0b .u72b0d44017478a83700e786a07211a0b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u72b0d44017478a83700e786a07211a0b:after { content: ""; display: block; clear: both; } READ: Difference of Character Development in Beowulf and Grendel EssayThere was killing and oppression throughout his kingdom. The kings favourite poet no longer spoke happy verses, but instead said: Come and see the blood in the streets, Come and see the blood in the streets, Come and see the blood in the streets!. The king realized that since the day he had murdered his uncle, his kingdom was doomed. He then killed himself, being left with no other option.

Life Of Peter Tchaikovsky Essays - Music, Pyotr Ilyich Tchaikovsky

Life Of Peter Tchaikovsky The Life of Peter Tchaikovsky Peter Ilyich Tchaikovsky, also spelled Pyotr Ilyich Tchaikovsky, was born in Votkinsk, in the city of Vyatka, Russia, May 7, 1840. Second in a family of five sons and one daughter, to whom he was extremely devoted. Once in his early teens when he was in school at St. Petersburg and his mother started to drive to another city, he had to be held back while she got into the carriage, and the moment he was free ran and tried to hold the wheels. There is an anecdote of Tchaikovsky's earliest years that gives us a clue to the paradox of his personality. Passionately kissing the map of Russia and then, one regrets to state, spitting on the other countries, he was reminded by his nurse that she herself was French. Yes, he said, accepting her criticism with perfect sweetness and affectionate docility, I covered France with my hand. The child is father of the man; here we have already Tchaikovsky's strange two-sidedness: on one hand his intense emotionality in all personal matters, his headstrong impetuosity, leaping first and looking afterwards; on the other his candor and modesty, his intelligent acceptance of criticism, even his carefulness and good workmanship-he had covered France with his hand! If he had only been able to reconcile that lifelong feud between his over-personal heart and his magnanimous mind, he would have been saved endless suffering. But he was not: in his music his self-criticism, as on of his best biograp hers, Edwin Evans, has remarked, came after and not during composition-he destroyed score after score. And in daily life he never learned to apply the advice of a wit tot he victim of a temperament like his: less remorse and more reform. As a youth he reluctantly studied law, as much bore by it as Schumann had been, and even became a petty clerk in the Ministry of Justice. But in his early twenties he rebelled, and against his family's wishes had the courage to throw himself into the study of music at the St. Petersburg Conservatory. He was a ready improviser, playing well for dancing and had a naturally rich sense of harmony, but was so little schooled as to be astonished when a cousin told him it was possible to modulate form any key to another. He went frequently to the Italian operas which at that time almost monopolized the Russian stage, and laid the foundation of his lifelong love for Mozart; but he had no acquaintance with Schumann, and at 21 did not even know how many symphonies Beethoven had composed. He was an ardent worker nevertheless, and once when Anton Rubinstein, his teacher of composition, asked for variations, he sat up all night and brought in two hundred. Is not that already the very picture of a facility almost fatal?--a facility which in even so fine a work as the Trio transforms an unoffending Russian folk tune into a waltz, a mazurka, and even a fugue, like a conjurer drawing rabbits out of the hat! Early in 1866 he removed permanently to Moscow, with which all his later musical fortunes are associated, accepting a teaching post in the new conservatory just established by Rubinstein's brother Nicholas. His early attempts at composition, largely because of that same fatal facility, had displeased himself as well as his friends; on one of them, with that same impersonal candour always flashing out from him, he had scribbled the words: dreadful muck. Yet now he had the courage to attempt his first symphony, Winter Dreams. Musically it is not of great importance, any more than are indeed the second and third, one strongly folk and the other rather featureless, in spite of a beautiful slow movement. But the First Symphony is interesting biographically for two reasons. Over it, to begin with , its composer worked his too-delicate nerves into a state of almost pathological strain that was to recur at intervals all his life. he suffers from insomnia, a sensation of hammering in the head , and even hallucinations; and so painful was the whole experience that he never again composed at night. Of more importance is the vivid example his