Journey Entry 1 Personal Statement Example | Topics and Well Written Essays - 500 words

Journey Entry 1 - Personal Statement Example Making fundamental attribution errors is very easy to do. All it requires is the belief that everyone is basically just like you. If you view others only through the lens of your own understanding and experiences, you will start to attribute motives to their actions that are similar to the motives that would cause you to behave in that specific way. It is especially easy to judge another person when you feel that they are basically like you and then they react in a situation that is different than the way you feel you would have reacted if placed in the same situation. In your mind, what they did was wrong. Exercising this sort of judgment opens yourself up to making fundamental attribution errors because you are not taking the broader view of the context of the person’s actions. In my life, I know that I have made this mistake when judging other people. I have been on the receiving end of other’s fundamental attribution errors as well. One of these happened fairly rece ntly. Being on active duty in the Air Force is an exciting career. I am lucky enough to currently be stationed in Japan. Seeing the world is something I have always dreamed of and now I’m getting a chance to do it. I did not think this possible at one time because I am a single parent.

An Epic Man Who Became an Epic Hero Essay Example for Free

An Epic Man Who Became an Epic Hero Essay Odysseus, of Homers Odyssey, is an appropriate hero and ruler of Ithaca. He does not act irrationally but contemplates his actions and their implications. Odysseus is an appropriate hero because he embodies the values of bravery, intelligence, astuteness, and competency. Odysseus is an appropriate ruler for Ithaca by virtue of his hereditary right to kingship as well as his diplomatic skills, familiarity with his male subjects, discipline, and his impartiality and compassion. However, he is a character that does make a foolish decision. There is a rare instance when his pride supersedes his intellectual ability. Odysseus is an appropriate hero for he embodies the values of bravery, intelligence, astuteness, and competency. While he trying to return home from Ilium, numerous suitors attempt to seduce his wife, Penelope. However, when he returns Odysseus cleverly plans and carries out the demise of the evil and wasteful suitors with the help of Athena, goddess of wisdom: Come on [Athena] weave me a plan to punish them [the suitors]. Odysseus wisdom is admired by Athena, the goddess of that aptness. Athena is also impressed by his battle heroics and so she endeavors to provide him with succor: And you didnt know Pallas Athenaia the daughter of Zeus himself, your faithful stand-by and guardian in all your labours! With Athenas assistance Odysseus becomes a true hero. Odysseus is the epitome of honor and virtue for his Ithacan subjects. Odysseus kind and stalwart leadership is revealed by Eumaios, his faithful swineherd, and Philoitios, his loyal cowherd, who have both remained loyal to him for twenty years. Eumaios praises Odysseus as A rare fine master. Indeed I do not mourn so much for them as for him [Odysseus], though I long to see em again and my native land, but I do miss Odysseus since he went away. I dont like to speak his name, man, although he is absent, but I call him his honour, even when he is far away. Odysseus is a befitting king because it is his ancestral right, for he is familiar with his male subjects and understands their desires. Odysseus equity and mercy is displayed after his triumph over the suitors, whom he executed because of their lawless  behavior. However, Odysseus shows compassion by allowing Phemius, the minstrel suitor, and Medon, a herald suitor to live. Cheer up, my son has saved your life. So you shall know, and tell other men, that doing well is far better than doing ill. Odysseus proper sovereignty is expressed by his justice. Odysseus displays his shrewdness as he overcomes the challenges that beset his crew. When Odysseus and his men become trapped by Polyphemos on the island of the Cyclops, Odysseus cleverly tells Polyphemos that his name is Noman. Thus, when Polyphemos is stabbed in the eye by Odysseus and his men, he renounces assistance from his friends by stating that Noman is killing me, leading his companions to believe that no man has hurt him. However, once Odysseus and his men reach their ships and set sail, he performs his most foolish act. Odysseus taunts Polyphemos by declaring, if ever any one asks who put out you ugly eye, tell him your blinder was Odysseus, the conqueror if Troy, the son of Laertes, whose address is Ithaca! Once Polyphemos obtains this critical information on his blinders identity, he implores his father Poseidon, god of the sea, to grant that Odysseus the conqueror if Troy- the son of Laertes- whose address is Ithaca, may never reach his home! Because Odysseus pride would not allow him to let his ingenious action go unrecognized, he dooms himself and his crew. Odysseus wisdom and courage enable him to be a brave hero and a strong ruler, both traits of superiority in his society. Being mortal binds him to occasional mistakes that he compensates for by becoming wiser and stronger. His extraordinary abilities are heralded by the gods. Upon his return to Ithaca, Odysseus ingeniously kills the rude and wasteful suitors and reclaims his title of king. In reconciliation and honor, he finally makes a sacrifice to Poseidon. Odysseus is the epitome of a hero of his culture.

Anthropological Feminism in The Piano :: Feminism Feminist Women Criticism

Anthropological Feminism in The Piano  Ã‚   There is a moment in The Piano when the crazed husband takes an axe and chops off his wife's finger. We do not see the awful blow, but both times I watched the film the audience gasped and a few women hurried from the theater. It is a disturbing but crucial scene, the culmination of a sado-masochistic screenplay which has been condemned by some as harmful to women and welcomed by others as an important feminist work. Critics have been more nearly unanimous in their praise for The Piano, and for writer and director Jane Campion. A New Zealander, Campion made two previous low budget films with relatively unknown actors which attracted little notice and small audiences. But their quirky originality established her reputation among film cognoscenti. The Piano, by contrast, is both an astonishing artistic achievement and a major motion picture. Featuring Holly Hunter and Harvey Keitel, it has made Campion an overnight celebrity. She is being hailed as a "natural" and "original" film maker , and no doubt she is. Campion was also trained as a social anthropologist, however, and that training -- particularly the work of Levi-Strauss -- has had a profound impact on her directorial imagination. More than just a spectacular period piece or a feminist tract, The Piano is an anthropological excursion into the 19th century. And for Campion herself, it marks a shift from ethnography to fable-making. Campion as Ethnographer Campion's first esoteric film, Sweetie, was more "clinical" case history than screenplay. If it fails as a movie, it can be recommended as an instructional film for family therapists. Sweetie, the beloved daughter who turned out badly, is a greedy, impulse-ridden woman who constantly discomforts her family. Fat, if not morbidly obese, she is an unattractive personality in an unappealing body -- repulsive to conventional movie audiences. Fellini, fascinated by the grotesque, often gave such ugliness cameo roles in his films. But it is difficult to imagine any commercial film maker, even Fellini, choosing someone so utterly lacking in glamour, so completely unphotogenic, as heroine. There can be no doubt, however, that this was Campion's conscious aesthetic choice, for we see traces of the same kind of "ugly" choices in her two subsequent films. Campion is interested in Sweetie for all of the anthropological reasons that would repel an "escapist" movie audience and makes no effort to p rettify her. Anthropological Feminism in The Piano :: Feminism Feminist Women Criticism Anthropological Feminism in The Piano  Ã‚   There is a moment in The Piano when the crazed husband takes an axe and chops off his wife's finger. We do not see the awful blow, but both times I watched the film the audience gasped and a few women hurried from the theater. It is a disturbing but crucial scene, the culmination of a sado-masochistic screenplay which has been condemned by some as harmful to women and welcomed by others as an important feminist work. Critics have been more nearly unanimous in their praise for The Piano, and for writer and director Jane Campion. A New Zealander, Campion made two previous low budget films with relatively unknown actors which attracted little notice and small audiences. But their quirky originality established her reputation among film cognoscenti. The Piano, by contrast, is both an astonishing artistic achievement and a major motion picture. Featuring Holly Hunter and Harvey Keitel, it has made Campion an overnight celebrity. She is being hailed as a "natural" and "original" film maker , and no doubt she is. Campion was also trained as a social anthropologist, however, and that training -- particularly the work of Levi-Strauss -- has had a profound impact on her directorial imagination. More than just a spectacular period piece or a feminist tract, The Piano is an anthropological excursion into the 19th century. And for Campion herself, it marks a shift from ethnography to fable-making. Campion as Ethnographer Campion's first esoteric film, Sweetie, was more "clinical" case history than screenplay. If it fails as a movie, it can be recommended as an instructional film for family therapists. Sweetie, the beloved daughter who turned out badly, is a greedy, impulse-ridden woman who constantly discomforts her family. Fat, if not morbidly obese, she is an unattractive personality in an unappealing body -- repulsive to conventional movie audiences. Fellini, fascinated by the grotesque, often gave such ugliness cameo roles in his films. But it is difficult to imagine any commercial film maker, even Fellini, choosing someone so utterly lacking in glamour, so completely unphotogenic, as heroine. There can be no doubt, however, that this was Campion's conscious aesthetic choice, for we see traces of the same kind of "ugly" choices in her two subsequent films. Campion is interested in Sweetie for all of the anthropological reasons that would repel an "escapist" movie audience and makes no effort to p rettify her.

Characters in Hamlet and Young Hamlet

The theme of revenge is a primary source of discord among the characters in Hamlet. Vengeance affects each person who is exacting it and those present around them. In particular, Hamlet, Laertes, and Claudius’s retribution leads to their demise. William Shakespeare's Hamlet can be defined as a revenge tragedy. In Shakespeare's Hamlet, the reader sees a noble, heroic central character that is destroyed because a defect in his character either causes him to involve himself in circumstances which overpower him, or make him incapable of dealing with a destructive situation caused by another character or by circumstances. The play ends with the death of the central character. But before he dies, he achieves insights which make him a more perceptive human being than he was when the play began. This central character, Hamlet, shows his love directly and indirectly to the reader. Hamlet is noble in birth and person, a prince of extraordinary intelligence: and, as the action of the play proves, he is heroic. His defect (indecision, excessive imagination, irrationality, madness, etc. ) prevent him from seizing control of the world Claudius has created. His death closes the play, but only after he experiences and expresses illuminations about human life and death. After Hamlet's Father died, it cast an unwanted and heavy cloud upon Hamlet's soul. Throughout the play Hamlet learns that his Father's death was no mistake, but it was Hamlet's Uncle's plan to murder him. This, of course, throws a much larger burden on Hamlet's hands and the thirty year old prince seeks revenge continuously. Hamlet learned from the ghost of his Father about the betrayal Claudius had planned. The ghost of his Father tells him to â€Å"Revenge his foul and most unnatural murder,† Act 1, Scene 3; Line 74]. He also directs Hamlet away from killing his Mother. Revenge causes the characters in Hamlet to act blindly through anger and emotion, rather than through reason. It is based on the principle of an eye for an eye; this action is not always the best means to an end. Fortinbras, Laertes, and Hamlet were all looking to avenge the deaths of their Fathers. They all acted on emotion driven by the want of revenge concerning their Father's deaths, and this led to the downfall of two, and the rise to power of one. Since the head authority figures of the three major families were each murdered, the eldest sons of these families felt that they needed to take some kind of action to avenge their Father's deaths. This need to bring honour to their respective families was ultimately the demise of Laertes and Hamlet. Firstly, Hamlet displays anger toward his Uncle, King Claudius for marrying his Mother, Queen Gertrude, so quickly after the tragic death of his Father, King Hamlet. However, the main source of his anger begins with his feelings of despise for his Mother who chose to marry Claudius so soon after her own husbands’ death. Hamlet constantly allows this incident to brood in him and overrule every other thought and action he takes. Hamlet is convinced that the level of grief he feels for his Father’s death is the standard that everyone around him should be following. Since Gertrude does not express the same intensity of sorrow that Hamlet does, he is left furious at her and those in similar standing. ‘Tis not alone my inky cloak, good mother, Nor customary suits of solemn black, Nor windy suspiration of forced breath, No, nor the fruitful river in the eye, Nor the dejected haviour of the visage†¦Ã¢â‚¬  [Act 1, Scene 2; lines 77-86]. Secondly, King Hamlet’s ghost shares with Hamlet the cause of his death and how his murderer, Claudius, seduced Gertrude even before his death. â€Å" ’Tis given out that, sleeping in mine orchard, A serpent stung me; so the whole ear of Denmark Is by a forged process of my death,† [Act I, Scene 5; lines 35-37]. â€Å"The serpent that did sting thy father’s life Now wears his crown. [Act 1, Scene 5; lines 39-40]. â€Å"O wicked wit and gifts, that have the power So to seduce! – won to his shameful lust The will of my most seeming-virtuous queen;† [Act 1, Scene 5; lines 45-47]. Nevertheless, the ghost warns Hamlet to leave Queen Gertrude alone, to kill Claudius but not harm her. â€Å"Taint not thy mind, nor let thy soul contrive Against thy mother aught; leave her to heaven,† [Act 1, Scene 5; lines 86-87]. In response to the ghost’s news Hamlet does not take action instantly, but instead, records the event in his journal showing a fascinating personality characteristic. Interestingly, there were three major families in the tragedy of Hamlet. These were the family of King Fortinbras, the family of Polonius, and the family of King Hamlet. Fortinbras, King of Norway, was killed by King Hamlet; slain by sword during a man-to-man battle. â€Å"†¦ Lost by his father, with all bonds of law, to our most valiant brother. â€Å"[Act 1, Scene 2; lines 24-25]. This entitled King Hamlet to the land that was possessed by Fortinbras because it was written in a sealed compact. Furthermore, Hamlet is slow to act in regards to killing Claudius but he does act rashly, without thinking. He is presented with numerous opportunities to kill Claudius but does not take those chances, which result in Hamlet being the murderer in the accidental death of Polonius. Polonius was an advisor to the King, and Father to Laertes and Ophelia. He was definitely a prying Father who did not trust his children, and at one point in the play, used his daughter to probe Hamlet. Young Hamlet killed Polonius while he was secretly listening in on a conversation between Hamlet and his Mother. â€Å"How now! A rat? Dead, for a ducat, dead! â€Å"[Act 3, Scene 4; Line 25]. King Hamlet of Denmark killed King Fortinbras, only to be killed by his brother, Claudius. â€Å"†¦ My offence is rank, it smells to high heaven; A brother's murder†¦ † Each of these events affected the sons of the deceased in the same way. Laertes discovered his Father's death, and immediately returned home. He confronted King Claudius and accused him of the murder of his Father. Claudius told Laertes that Hamlet was responsible for his Father's death. Laertes takes action, deciding to scheme and kill Hamlet in order to avenge the death of his Father. In addition, he and Claudius concoct a plot to kill Hamlet. â€Å"I will do’t: And for that purpose I’ll anoint my sword. I bought an unction of a mountebank, So mortal, that but dip a knife in it, Where it draws blood no cataplasm so rare,† [Act 4, Scene 7; Lines 140-144]. Laertes and Claudius follow with a proposal of a duel to Hamlet, which he accepts, even though he senses a foreboding. Hamlet does end up dying of wounds from the poisoned tipped sword Laertes used. â€Å"†¦ Hamlet, thou art slain†¦ the treacherous instrument is in thy, unbated and envenom'd†¦ ‘[Act 5, Scene 2; lines 306-313]. Throughout the play Hamlet proceeds to try and prove his Uncle's guilt, and then finally kills him while he himself is dying of poisoned wounds inflicted by Laertes during their duel. â€Å"The point envenomed too! Then venom, to thy work†¦ Here, thou incestuous, murderous, damned Dane, drink off this potion, is thy union here? Follow my mother. â€Å"[Act 5, Scene 2; lines 314-315, 317-319]. This left the King dead, and his Father's death avenged, with Gertrude dying shortly beforehand of the poisoned wine she drank as Claudius watched her. â€Å"No, no, the drink, the drink! O my dear Hamlet! –The drink, the drink! I am poison’d! [Act 5, Scene 2; lines 301-303]. The lack of thought used in exacting the revenge led to the deaths of Laertes, Hamlet, Claudius and Gertrude. Laertes planned with Claudius to kill Hamlet with the poisoned tipped sword, but they had not thought that the sword might be used against them. With Laertes believing the King's accusations th at Hamlet had murdered his Father, he fights Hamlet and wounds him once with the poisoned tipped sword. Hamlet proceeds to wound Laertes with the same sword, exacting his death. Hamlet had many chances to kill his Uncle, but his rage outweighed his better judgement; and he chose to wait until he assumed God could see no good in Claudius, and then strike him down into a world of eternal damnation. â€Å"Now might I do it pat, now he is praying†¦ A villain kills my father; and for that, I, his sole son, do this same villain send to heaven. â€Å"[Act 3, Scene 3, lines 74-98]. Hamlet waits until he can kill his Uncle while he is performing a sin but unfortunately for Hamlet, his next chance to exact revenge on Claudius is his own death. Revenge, being the driving force in the play Hamlet, is also one reason why it is a tragedy. Hamlet allows his revenge for his own justice to become his everything, consuming him. It is this rage that eventually drives him to madness and murder. Ironically, Claudius, Laertes, and Hamlet all died of the same sword. Revenge was the core strength behind three of the main characters of the play, ensuing in each of their downfalls. â€Å"If thou didst ever hold me in thy heart, Absent thee from felicity a while, And in this harsh world draw thy breath in pain, To tell my story. Act 5, Scene 2; lines 339-342]. The self interest demonstrated by Claudius, Laertes and Hamlet caused destruction in their own lives, which of course affected many lives around them. Driven by retribution, they did not consider the affect their anger would have on themselves or those they loved. â€Å"Of accidental judgments, casual slaughters, Of deaths put on by cunning and forced cause, And, in this upshot, pu rposes mistook Fall’n on the inventors’ heads: all this can I Truly deliver. † [Act 5, Scene 2; lines 375-379].

“Lord of the Flies” Essay Introduction Essay

William Golding’s Lord of the Flies repeatedly contrasts with the morality-driven views of the controversial philosopher Frederick Nietzsche. Golding’s allegorical novel tells the story of a group of young boys who remain stranded on an island and left to their own instincts. Golding and Nietzsche would argue the issues the boys face are based on the morality and nature of man. Ralph, the protagonist, is delegated power by the other boys, while Jack, the antagonist, quickly becomes jealous of Ralph’s power. In Lord of the Flies, the conch, the masks, and the â€Å"lord of the flies† represent civilization, freedom and evil respectively. Golding supports a Judeo-Christian order, in which society designs morality and evil inspires fear; Nietzsche in contrast argues that man should follow personal morals and that evil will grow out of an ongoing struggle for power. Nietzsche would point to the contrast between the tribes of Ralph and Jack to support his belief that yes-saying should prevail over no-saying; that is, personal ideals should take precedent over societal ideals. Golding’s interpretation of the conch, the masks and the lord of the flies contrasts with Nietzsche’s ideas of morality and the nature of man and of society. Upon arriving on the island, Ralph discovers a conch that the boys use to call and control their assemblies. Golding uses the conch to represent the society and government which the boys construct. At the beginning of the book, the shell symbolizes their civility and order because they seem to follow and respect its powers. â€Å"Where the conch is, that’s a meeting†¦We’ve got to have rules and obey them. After all we’re not savages† (Golding 42). Unknown to the reader at the time, this quote is quite ironic as the boys will later lose control and become savages competing for food and survival. Golding believes that civilization provides structure for man just as the conch provides order for the boys. Without civilization, man would turn to his instincts, naturally leaving him fearful in the absence of the morality and standards which have guided him through life. From fear, Golding argues, evil deeds are committed. Golding also believes that morality is a social construct and that without society morals cease to exist. These thoughts are seen in Lord of the Flies. When Ralph and Jack split up, separating their society and introducing Jack’s group to savagery, morality and order rupture and slowly fall apart. Jack and his â€Å"savages† become fixed on the bloodthirsty murder of pigs, constantly chanting, â€Å"Kill the beast! Cut his throat! Spill his blood!† (G 152), demonstrating they lack sanity and morality, while Ralph and the others that remain stay moral and â€Å"†¦worked†¦.with great energy and cheerfulness†¦Ã¢â‚¬  However, for Ralph’s tribe, â€Å"†¦ as time crept by there was a suggestion of panic in the energy and hysteria in the cheerfulness† (G130). Although Ralph’s tribe tries to remain true to the conch, a sense of fear lingers as the need for survival increases. In a final meeting of the two tribes toward the end of the book, it’s clearly evident that society breaks down as Ralph and Jack end up in a brawl after the conch breaks. â€Å"Viciously, with full intention, he hurled the spear at Ralph. The point tore the skin and flesh over Ralph’s ribs†¦.Ralph stumbled, feeling not pain, but panic† (G 181). Once the conch broke, so did all morality and order. Consequently, the boys fight to the death. Golding’s views on civilization that morality evolves from community manifest itself in the boys’ use of conch in his book, Lord of the Flies. Nietzsche, directly contrasting Golding, believes that morality should be determined by individuals instead of society. â€Å"Every select man strives instinctively for a citadel and a privacy†¦where he may forget ‘men who are the rule†Ã¢â‚¬â„¢ (WP 26). Nietzsche agrees that that society forms a sense of morality, but he dislikes this because he believes that one shouldn’t follow a â€Å"herd mentality.† Instead, he advocates setting and following one’s own morals. Nonetheless, he understands that this is tough, and most of society will follow the established aristocratic values. Nietzsche believes that, in this context, being a yes-sayer means following your own morals and not those set by society. He also believes that all actions in society should result from the individual will to obtain power. This conflict between society and personal freedom plays out through Roger, one of Jack’s partners, who early on threw rocks for fun avoiding â€Å"a space round Henry, perhaps six yards in diameter†¦Ã¢â‚¬  that signified, â€Å"†¦the taboo of the old life† (G 62). Roger avoided Henry out of respect for the societal standards that he followed. But as the book progresses, Roger’s animalistic ways take over and â€Å"†¦with a sense of delirious abandonment†¦Ã¢â‚¬  (G 180) he murders Piggy, one of the other boys. Therefore, Nietzsche would approve of Roger, whose actions become based upon a will to power, as opposed to Golding who would argue that Roger acts out of fear. In several scenes in the middle of the book, the boys don masks to cover their dirty faces, allowing themselves freedom from a herd mentality which Nietzsche would approve of this. When the boys put on the masks, they lose their individual identities. In essence, they free themselves from the weight of morality, and this allows them to commit otherwise unthinkable acts. â€Å"The mask was a thing of its own, behind which Jack hid, liberated from shame and self-consciousness† (G 64). Nietzsche would like that the masks allow the boys to follow their own ideas and create their own artistic path, something he strongly supports and says can be achieved â€Å"†¦through long practice and daily work at it† (WP 290). The masks take away the boys’ individual identity, allowing them to disobey civilization’s morals while avoiding shame. However, while Nietzsche would approve of their freedom, he would disapprove of the need to wear the masks. In his view, the b oys need to embrace their true selves to be free rather than hiding behind the masks. Nietzsche believes that the boys should be yes-saying because they should be strong enough act freely according to their own instincts, without guilt or shame. Golding believes that the use of the masks allows them to hide their shame and also enables them to become savages. Golding thinks that the boys are afraid of showing their shame so they repress it by wearing the masks to avoid the ostracism from society. The masks give the boys freedom, but Golding thinks this is dangerous because too much freedom gives way to instincts which ultimately lead to savagery. While wearing the masks the boys are â€Å"†¦not much better than uncaged beasts†¦Ã¢â‚¬  (Gen. 22. 13). Golding describes Jack, â€Å"†¦His sinewy body held up a mask that drew their eyes†¦He began to dance and his laughter became blood thirsty snarling† (G 64). Golding attempts to show how the masks affect the boys as they lose touch with themselves. Golding would argue that the boys abandon the need to follow the rules when they wear the masks. Without the masks the boys compulsively feel the need to follow rules. The hierarchy of society keeps man accountable for his actions, as Jack let the fire run out Ralph angrily says to him, â€Å"There was a ship†¦you could have had everyone when the shelters were finished. But you had to hunt†¦there was the brilliant world of hunting, tactics, fierce exhilaration, skill; and there was the world of longing and baffled commonsense†¦ Jack was powerless and raged without knowing why† (G 71-72). Ralph’s leadership over Jack and the others is evident here as angrily resets order, and the others quickly accept. Without their masks, Golding would argue that the boys’ freedom is limited by society; something that he believes is just. The sow’s head, dubbed â€Å"lord of the flies†, symbolizes the evil that the boys commit on the island. â€Å"The head hung there, a little blood dribbling down the stick†¦the Lord of the Flies hung on his stick and grinned† (G 138). Golding tries to prove to the reader that evil exists in all of us. In the mind of Simon, the head comes alive and says to him, â€Å"I’m part of you†¦I’m the reason why it’s no go†¦you know perfectly well you’ll only meet me down there [too]† (G 143). This meeting between the lord of the flies and Simon shows the reader the pig’s evilness as he admits â€Å"I’m part of you† and it also underscores Golding’s point: he believes that evil is unavoidable; throughout the book, every character commits acts of evil. Simon is the one exception, whose calm nature can be described as un-human, or god-like, and more mature than the other boys, his eyes â€Å"†¦Dim with the infinite cynicism of adult life† (G 137) proving his overbearing adult-like superiority. Many people argue that Simon is a direct parallel to Jesus, as the scene when he talks to the pig is similar to Jesus’ conversation with the devil. Simon is also used as a foil to all the other boys on the island to show their lack of humility and maturity. The boys place the pig’s head on the stick to ward off their fears, ultimately creating worry and fear of survival. The pig embodies the evil acts committed by the boys out fear. Nietzsche counters these ideas with his belief that fear is weak and that yes-saying morality is key to avoiding evil. Nietzsche would agree and disagree with Golding on many points regarding fear and evil. First, he would argue that man shouldn’t allow fear to control one’s actions. Rather, men should become yes-sayers and avoid the fear that makes them weak. Man should be strong enough to take control of his life instead of letting fear control him. Nietzsche would agree with Golding that Simon represents a god-like being that isn’t affected by evil because he believes that someone needs to set standards, but one can follow his own path similar. Nietzsche alludes to this point by saying, â€Å"†¦just ask yourself who is actually ‘evil’ in the sense of morality of ressentiment† (Gen. 22.3), speaking of his dislike of the negatively driven morality that is created by many societies. Golding’s novel Lord of the Flies uses powerful symbols to represent the key cultural characteristics of civilization, morality, freedom and evil. Golding uses the conch, the masks and the lord of flies to convey his Judeo-Christian beliefs, which stand in contrast to Frederick Nietzsche’s morality-driven views. Nietzsche would argue that one who is strong is someone that can follow their own artistic path instead of following society’s path, yes versus no saying. Golding represents these ideas through the conch which the boys use to govern their community and with the decay of the conch came the decay of order. The masks are used for the boys to hide their shame and commit barbarous acts, Golding would argue, while the lord of the flies is used to embody the evil that the boys commit on the island. Lord of the Flies is a powerful depiction of the best and worst of human nature that can exposed at all times.

Greed Deadly sin of the students Essay Example

Greed Deadly sin of the students Essay Example Greed Deadly sin of the students Essay Greed Deadly sin of the students Essay Greed means want of something and desire to have more than what Is needed. It does not allow anybody to feel satisfied. A person always feels that he has a less than what he deserves. Greed can be affecting many college students and it can be distract the college student from the correct path of study. I agree with that greed is one of the deadly sin of students which is said by Thomas H. Benton in the The Seven Deadly Sins of Student because of the following reason. Firstly, the studying is really important because it helps all people in every step in life. If you study you will earn, learn and know everything by yourself and you will not ever have to depend on someone but because of greed, the students may distract from study and they study for better paying Jobs instead of learning something and gaining knowledge of particular field. The students will pass the exam; achieve a degree without having knowledge of that particular field and get entry level Job that hey do not really desire or which they are not really qualified. : For example, a person who achieves a degree In medical field not for helping people but actually his alma Is to get better paying Job. Moreover, a student who desire for self sufficiency, recognition, or self esteem is also one of the important factor of greediness. A student who wants to show-off that he is an intelligent, clever about that particular subject and achieving higher grade by any means for example, cheating on the exams. However, it becomes a serious problem when the student achieves a good grade by cheating and it affect negatively on the students entire life. Some students are popularizing their papers to get good grades. This type of students are getting good grades not for to achieve something but for the attract attention of the classmates and the professor. 2 Furthermore, the greedy people are always distract from their main path because they always wants different and more from others. It can be affect the student cause they are not remain focused on the particular study and also they want to achieve all at a same time. So, they divert from the main path of study and instead of getting success, they get failure and cannot finished their study. In a nutshell, I agree with the Thomas H. Benton said that the greediness of the student Is one of the deadly sin of the students because the students are earn a degree not for learning but with the alma of getting a better paying Job, students wants to show off by achieving good grade by cheating on the exam or popularize heir paper and also they are divert from the main path of study. Greed Deadly sin of the students By kaushalpate10707 is needed. It does not allow anybody to feel satisfied. A person always feels that he who achieves a degree in medical field not for helping people but actually his aim is student is one of the deadly sin of the students because the students are earn a degree not for learning but with the aim of getting a better paying Job, students wants to show off by achieving good grade by cheating on the exam or plagiarism

ACT Prep for ESL and Bilingual Students

ACT Prep for ESL and Bilingual Students SAT / ACT Prep Online Guides and Tips Unless a 4 year college has a test flexible policy, it requires the ACT or SAT from all its applicants. Since the ACT is meant to measure your academic skills for college classes that will be taught in English, there's no option for ACT dual language or ACT instructions in another language. ESL and bilingual students have to take the ACT for many colleges. In a lot of cases, they have to take the TOEFL or IELTS, as well, to demonstrate their English language proficiency. The ACT is a tough test for all students, and its time and verbal demands make it especially challenging for English language learners. Luckily, prepping for the ACT, once you have sufficient English language skills, can go a long way toward improving your scores. Let's go over what the ACT is all about and what you can do to get ready. What's Tested on the ACT? If you're looking for an ACT ESL or ACT in Spanish version, unfortunately you're out of luck. There's no option for ACT dual language for bilingual students. Having limited English proficiency doesn't count as a reason to get extended time, either. Only students with a documented disability may be approved for time accommodations. The ACT has four sections, all of them in English: English, Math, Reading, and Science. They always come in that order. There's also the option of taking the ACT with Writing, which adds a 30 minute essay at the end. A lot of non-native English speakers prefer the ACT to the SAT for a few reasons. One is that the essay is not required and not a part of the overall score, unlike on the current SAT. A second reason is that the ACT doesn't test as advanced, high level vocabulary as the SAT. Finally, a lot of students appreciate that the ACT has a Science section, which is more quantitative and less heavy on verbal skills. The English section tests your knowledge of grammar rules and structure. You'll have to identify and fix sentence errors within paragraphs, along with rearranging ideas for a more logical organization. The Math tests pre-algebra, algebra, geometry, and trigonometry and comes in one long 60 minute section. After Math is the Reading section. Reading presents passages and asks questions about main purpose, vocabulary, and inferences, among others. Finally, the Science section asks about biology, chemistry, physics, and earth sciences, but focuses less on facts and more on reasoning and interpretation skills within the field of natural sciences. It doesn't test very advanced content knowledge, so you may have all the scientific background you need by 9th or 10th grade. Because of the Science section's emphasis on skills of interpretation and reasoning, it's sometimes likened to the Reading section even more than to the Math. Even so, a lot of ESL students find they can score more highly on the Math and Science sections. The ACT is a time intensive, fast-paced test. You'll have to answer a lot of questions under limited time. this means you also have to have the language skills to answer questions accurately and quickly. The good news is that the test is very coachable, and preparation goes a long way. Before starting to prep, you should ask yourself, What's my English level? Am I ready to start prepping for the ACT? First step: measure your ESL level. What's Your English Level? What would you consider your level of English to be, beginner, intermediate, or advanced? Apart from your level in your classes at school, another way to measure your English skills is by taking the TOEFL. Many ACT experts agree that you aren't ready to start prepping for the ACT until you've scored between an 80 and 90 on the TOEFL. The minimum TOEFL score I've seen colleges require is a 79, while an Ivy League school like Yale requires at least 100. While ACT prep is essential and can help you achieve large score improvements, you have to have enough knowledge of the language to prep effectively. Let's look at what you can do to prepare yourself at each of these three levels. If you're High Beginner or High Intermediate, you can take advice from both sections and determine which approach best applies to you. ACT Prep for Beginner English Language Learners If you're in beginner level ESL, then you're probably not ready quite yet to start prepping for the ACT or to go directly into college level courses. You should focus on improving your English language reading, writing, listening, and speaking. You can begin to familiarize yourself with what's tested on the ACT, and that way you can make sure to learn relevant information, like math terms and grammar rules. Overall, the best approach you can take at this level is to continue learning English. If you're already a senior in high school, you might consider an ESL bridge program. A lot of colleges, like UMass Boston, University of New Hampshire, and Roger Williams, offer programs for ESL students to study English before moving into the undergraduate program. Another option is enrolling in community college, which may require the TOEFL but won't ask for the ACT. You can keep improving your English there and gaining college credits. When you're ready, you can then transfer to a 4-year college. In the end, your diploma will be from the 4-year college. As a beginner ESL student, you should contine building up your vocabulary, reading comprehension, writing skills, and knowledge of English idioms. Once you approach the intermediate and high intermediate level, you can begin to do more focused prep for the ACT. Start early to give your skills time to grow. ACT Prep for Intermediate English Language Learners If you're an intermediate ELL, then you could benefit from some ACT prep, but still will have challenges with English, Reading, and, if you choose to take it, essay section. If you want a more precise measure of your readiness, you might take the TOEFL or try sample TOEFL questions to see if you make that benchmark of 80 to 90. The first step in prep should be familiarizing yourself with exactly what's tested on the ACT. What do you need to know for the English, Math, Reading, and Science sections? Find out about the types of questions, what the instructions say, and how much time you have. Eventually, learn about strategies to save time and narrow down your answer choices. As I mentioned above, ESL students typically score higher on the Math and Science sections than on the English and Reading. For these sections, you want to make sure you've learned the content, like geometry and trigonometry, as well as brush up on your math and science vocabulary. You may be a whiz at trigonometry, but if you don't understand what a question is asking, you won't be able to show it. Native and non-native English speakers prepping for the ACT should focus their prep on the areas where they need it most. If reading comprehension and essay writing are most challenging for you, then spend the most amount of time reviewing, practicing, and going over your mistakes in those sections. For the English section, study grammar rules and read as much as you can with an eye for structure and organization of ideas. Another way you can root out your strong areas and weak points is by taking official ACT practice tests. Score them and find out where you did well and where you need to improve. Most intermediate students will still have a tough time scoring highly on the ACT, as it really requires advanced English skills. Your prep can help you improve both your performance on the ACT and your English at the same time. While you prep, though, you want to make sure you're using the most effective method. Let's consider the options. Choose the method of test prep that will best get you from Point A to Point B. Methods of ACT Prep for Intermediate Students There are a few main methods of prep for the ACT: self-studying with books, classes, online prep programs like PrepScholar, and one-on-one tutoring. Of these four methods, I would only recommend the last two for intermediate ESL students, online programs and one-on-one tutoring. The ACT is a challenging test, and coming up with and sticking to a study plan is tough as well. With books, you don't know if you're tackling the material in the best way. You also will probably run into confusion and not have anyone to help clear it up. A major part of test prep is reading through answer explanations and analyzing your mistakes. If you're unsure why you made a mistake, then you won't learn for next time. Instead, you'll repeat it over and over. The problem with classes is that few are geared toward ESL students. They move at too fast a pace and don't offer a ton of individualized attention. A class could end up discouraging you more than it teaches you. With online programs and one-on-one tutoring, you have the help and explanations you need. PrepScholar's program starts with a diagnostic pre-test, and then customizes the curriculum and study plan to best meet your needs. You'll know exactly how to prep, use high quality material, and have access to lots of strategies. Plus you'll get feedback on ACT essays. Tutors can also customize curriculum for you. The best ones have experience working with ESL students. The limitation here is the cost of tutoring, the skill of the tutor, and potentially infrequent meetings. With an online program, you can access it anytime you have internet. Prep takes a lot of time, dedication, and structure to do well. If possible, you should start a year or two out and leave yourself time to take the ACT more than once. Finally, this brings us to ESL students who are in the advanced level and/or fluent. How should advanced ESL students prep for the ACT? ACT Prep for Advanced English Language Learners The ACT is a demanding test for native and non-native speakers of English. Advanced ESL students sometimes have an advantage over native English speakers, because they usually explicity study the grammar rules and conventions of English. If this sounds like you, this technical understanding can help you out a lot on the English section. As an advanced student, you should start by learning about the ACT and then taking a practice test. Score your test and find out where you need the most prep. Take the time to thoroughly understand your mistakes and find ways to fill in your gaps in knowledge. While you shouldn't leave out studying for the Math and Science sections, you probably want to focus especially on English and Reading. Outside of using ACT materials, you should read widely to continuously improve your reading comprehension and ability to understand the meaning of vocabulary words in context. ACT Word of the Day and ACT Question of the Day are also a convenient way to gradually build up your knowledge. Advanced ESL students may benefit more than intermediate students from self-studying with books and in classes, but I'd still recommend online programs or tutoring to have that extra element of support. Not only will these last two options offer you help, feedback, and a customized plan, but you'll also get, at least with PrepScholar, feedback on practice essays. ACT essay scorers are looking for as few errors as possible in grammar, structure, and spelling. If you score highly enough on the Reading and English sections, then yourcolleges might waive the TOEFL requirement. For instance, Johns Hopkins waives the TOEFL if you achieve the high ACT bilingual scores of 30+ on both sections. Check with admissions offices to make sure you understand exactly what tests are expected of you as an ESL student, even if you're already fluent and took only one ESL course in high school. Determine your target ACT scores early and start reviewing content and learning new strategies. Read on for a possible game plan for your study schedule. Make a Plan for Your ACT Prep Consider how much time you have and your budget for test prep, along with what method works best with your study style. I recommend finding that extra support, if financially possible, that comes with an online program or a qualified, experienced tutor. The extra help and explanations you'll get will be a huge help in improving your scores. Based on your English level and potential colleges, you can figure out your target scores by section and composite score. Weigh the amount of time you have against the available test dates. Remember that the fall of senior year is probably your last chance to test ahead of college deadlines. To give yourself a lot of time to prep and retest, you could take the ACT for the first time in the spring of sophomore year after studying a few hours each week throughout the year. Unless you're satisifed with your scores, you could study more intensively over the summer and take it again in the fall of junior year. Then you might have about two more chances to test, in the spring of junior year and fall of senior year. There are more test dates in between, but you shouldn't have to take the official ACT many more times than this. You'd be better served putting your time into studying and taking practice tests. This schedule might be too early if you haven't learned the algebra, geometry, trigonometry, or lab skills yet to tackle the Math and Science sections. Again, familiarize yourself with the test to know if you have the content knowledge to understand the material. All of this prep for the ACT will help you not just earn the test scores you need for college, but also further sharpen your English language and study skills. All of this will help you succeed once you reach the college level. What's Next? We have a ton of free resources for ACT prep and strategies for students at all scoring levels. Check out these guides and explore the many more articles we have to help you excel on the ACT! The 21 ACT Tips You Should Be Using Today How Science/Math People Can Do Well on ACT Reading The Ultimate Study Guide for ACT Science: Tips, Practice, and Strategies The Complete Prep Guide for ACT Reading The Full Study Guide for ACT English What ACT Target Score Should You Be Aiming For? How to Stop Running Out of Time on ACT Math The Best Way to Approach the ACT Reading Passage ACT Writing Tips: 15 Strategies to Raise Your Essay Score Want to improve your ACT score by 4 points?We have the industry's leading ACT prep program. Built by Harvard grads and ACT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today: