Wuthering Heights: Summary :: essays research papers

Wuthering Heights: Summary Emily Bronte was born in Thorton, Yorkshire, in 1918. Wuthering Heights was Bronte's only book; however, she died in 1848 and never knew of the book's success. It is said by many to be the finest novel in the English language. Just before she dies, Catherine Earnshaw gives birth to a beautiful baby girl named Cathy. After Catherine married Edgar, heathcliff becomes jealous and marries Edgar's sister, Isabella. Isabella then gives birth to Heathcliff's son Linton. Wuthering Heights, by Wmily Bronte, is a novel full of contrast between Catherine and Cathy and Heathcliff and Linton. While Cathy is growing up, the reader begins t see the contrast between cathy and her mother. Catherine is a typical Earnshaw, having dark hair, and dark eyes. While her daughter's characteristics are the exact opposite. Cathy has blonde hair, fair skin, and irrestibly brilliant eyes. Catherine and Cathy is emotional aspects also contrast a great deal. Young Cathy's emotions are calm, while her mother's rage, and are as unpredictable as a storm. Catherine's emotions are so passionate that she is unable to control them. To the point of causing her own death. Before she dies, she says that she wants both Heathcliff and Edgar to suffer-Edgar, because he never understood heraffection for Heathcliff; and Heathcliff, because he never understood why she married Edgar. Cathy has a mind of her own and some of Catherine's willfullness. She is also capable of great sympathy towards Linton, whom she marries and finally Hareton Earnshaw. Heathcliff is a strange mix-ture of the refined and incouth; slovently, yet dresses and acts like a g gentleman. While being dark with the look of a gypsy, he is quite handsome. His son, linton resembles his mother, Isabella, as he is blonde, pretty, feeble, adn effeminate. It is ironic thtat Heathcliff's son should be so weak and sickly that he dies at the age of seventeen. Although Heathcliff is his father, Linton displays none of Heathcliff's characteristics. Heathcliff is a character full of brutality. Heathcliff shows this brutality on several occasions.

Discovery :: essays research papers

Discoveries reveal things that we often would prefer to keep hidden. Discuss the concept of â€Å"Discovery† and the effects it has on those who are involved. You must refer to your set text and supplementary material which you have studied in relation to this topic. The topic discovery involves the reviling of past things that were previously unknown. These truths can range from physical objects to self-awareness, from new knowledge to hidden memory. However, discovery can be such a powerful thing that some things may be better left hidden. An example of someone discovering the past is in the set text, Sally Morgan’s â€Å"My Place†. The supplementary material that will be â€Å"Paperbark-tree† by Oodgeroo Noonuccal and Sarah’s Story from the National Inquiry. Two issues that are raised in â€Å"My Place† are the discovery of self and the search for historical truth. Part of growing up involves the discovery of self. This normally means finding out your family’s history. In â€Å"My Place†, Sally grows up feeling that there is a lot about her past that she doesn’t know. â€Å"the feeling that a very vital part of me was missing and that I’d never belong anywhere.† When she was a child, her best friend was Winnie the Pooh. She felt that she had a lot in common because they both felt like misfits. Both her mother and grandmother know that Sally doesn’t know much about their Aboriginal heritage, and so therefore tell her that she is Indian.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Come on, Mum, what are we?   Ã‚  Ã‚  Ã‚  Ã‚  What do the kids at school say?   Ã‚  Ã‚  Ã‚  Ã‚  Anything. Italian, Greek, Indian.   Ã‚  Ã‚  Ã‚  Ã‚  Tell them you’re Indian.† Eventually Sally find’s out that she is Aboriginal and by finding this out, starts her on a quest for knowledge. This feeling of having not much idea of who you are may make you want to go and find out the truth. A big example of this is Aborigine’s who were taken from their parents as children and sent away to work as slaves. In Sarah’s story she explains how as a child, just like Sally, she was told that she was not aboriginal. She was white skinned living with her white skinned father and had to be taken away because people believed that white skins should not mix with natives. â€Å"We were discouraged from any contact with Aboriginal People.† The second issue that is faced in â€Å"My Place† is historical truth. Know matter how the reader interprets the story, they are always going to be able to read about Australia’s past.

Segregation: Martin Luther King

In the early 1900s America was torn apart in a battle known as segregation. The African American race was treated unjustly and faced a tough journey. They were shoved aside and torn apart from the Caucasian Americans. There was separate railroad cars, schools, and even to such small insignificant things as separate water fountains. The white children were being taught to treat African Americans as dirty people who deserved to be separate. It created a prejudice that would take years to overcome, to completely be unselfish again. Caucasian Americans were very wrong in their thinking and they never thought about how it made African Americans feel. The African Americans of this time period were struggling to overcome this new time where they were treated as outsiders, as if they were not a part of the American people. Every single human being is uniquely different and segregation was a constant battle our fellow Americans fought to overcome, all for the sole purpose of gaining equality. There were Caucasian people who thought segregation was a good thing and supported it strongly. They didn’t think there was anything wrong with separate facilities and they didn’t even wonder about how African Americans lives were affected by this injustice. African Americans rights were basically stripped away all because they were viewed as â€Å"different. † A Florida congressman, Frank Clark, was open about his views on segregation. He truly believed segregation was a great thing and he supported this belief. When talking about the railroad cars he explains that it is good to have separate ones. He blames the conditions of the cars on the African Americans. He states to â€Å"imagine a nice, new passenger coach, packed with dirty, greasy, filthy negroes, down South in midsummer, and you can readily understand why that car does not long remain as good, as clean, and a as desirable as a similar car occupied exclusively by white travelers† (Frank Clark praises segregation 37). In this statement he was expressing his true beliefs. He also said that â€Å"if God Almighty had intended these two races to be equal, He would have so created them† (Frank Clark praises segregation 37). Frank Clark was a very firm believer in the Social Darwinism theory. He believed that white men were better because God created them that way. He was very prejudiced in his way of viewing the human races, as if whites were superior. Another person who supported segregation was George Wallace, a governor of Alabama. During his inauguration speech, he says that â€Å"in the name of the greatest people that have ever trod this earth, I draw the line in the dust and toss the gauntlet before the feet of tyranny and I say: segregation today, segregation tomorrow, segregation forever† (George C. Wallace, Inaugural Address as governor of Alabama 120). He wanted the Southerners to fight for segregation. He wanted them to vote and to defend â€Å"their† homeland. Wallace said that he was helping every person in the state, but in all actuality he was supporting whites only. Not as openly as some, but definitely in favor of segregation. He wanted the Southerners to be the most powerful, the Caucasian Southerners. Segregation was a very powerful movement that had everyone in an uproar. Although some saw segregation as a good thing, many others fought for their freedom wholeheartedly. For this reason, the â€Å"Separate but Equal† case eventually became overthrown. Those who fought for freedom slowly made progress. W.  E. B Du Bois, a leading African American of this time, stood up for the rights they were being robbed of. He didn’t believe Booker T. Washington was dealing with civil rights in the best way possible. Talking about the African American race, he states that â€Å"-we must unceasingly and firmly oppose them. By every civilized and peaceful method we must strive for the rights which the world accords to men, clinging unwaveringly to those great words which the sons of the Fathers would fain forget ‘We hold these truths to be self evident: That all men are created equal; that they are endowed by their Creator†¦Ã¢â‚¬  (W.  E. B Du Bois, â€Å"Of Mr. Booker T. Washington 33). He believed there were ignoring the fact that the stands there were already taking and the movements that had created were not working. He believed they needed to take a better stand to end segregation. Another supporter of ending segregation was pro-baseball player Jackie Robinson. He wrote a letter to President Eisenhower so that he could explain what it was like living in America this way. He wanted the president to understand what they were doing to the African American race. Robinson explains that the African Americans have been patient for too long and it was time for the country to change. He wanted the president to give them the rights they were entitled to have as Americans. He challenged the President to find a way to give them back their freedom and treat them equally. (Letter From Jackie Robinson to President Eisenhower 103). During this time period, one of the most famous speeches of all time was given. Martin Luther King’s, â€Å"I Have a Dream Speech† rocked the nation to its core. He wanted to completely end segregation and create a nation that was equal. He believed that civil rights advocates should not use violence to get this freedom, but to do it in a way that showed American the true souls of the African American people. He dreamed of a day when the nation would treat everyone equally, he dreamed of a time when whites and former slaves could share a table and meal, he dreamed of Mississippi becoming a state of freedom and justice instead of oppression. Martin Luther King had a dream that children would not be judged by their skin but by who they were as individuals. He had a dream that one day we could all sing together â€Å"My country ‘tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the Pilgrim’s pride, from every mountainside, let freedom ring! † (Martin Luther King, I have a Dream Speech 122). This was the most influential speech of all and many people took it to heart. All of these different people fought to end segregation. Segregation was a true raging enemy in the eyes of African Americans. They wanted the freedom that was promised to all American and they fought hard to gain that freedom. Many speeches, many movements and many humiliating experiences got them closer and closer to achieving their goal. Finally the Supreme Court declared segregation in public schools to be unconstitutional under the 14th Amendment. This was the first progress African Americans had seen in a long time. They deserved to be treated equally. America would not be America if people were not all equally free. Freedom holds this country together, as it has for all of the years past. Segregation was a battle fought for years, but in the end was worth it for every race, ethnicity, and even religious person could have equality.

Teaching Literacy in the Primary School

All elements of literacy are inter-related. This essay will examine the reading process and how the teaching of speaking, listening, writing and reading all influence pupils’ development in many ways. One pupil’s language and literacy development will be explored in this context, with a particular emphasis on his reading progression. Literacy is the ability to use language to communicate one’s ideas expressively, through speaking and writing and receptively, through listening and reading. (Palmer, S 2003). The Department for Education (2012) explains that pupils’ acquisition of language allows them to access learning across the curriculum.Notably, reading aids pupil’s development culturally, emotionally, spiritually and socially. Since 1988 and the introduction of the National Curriculum, the government have overseen the teaching of English and literacy in schools. It was not until the publication of The Rose Review in 2006 however, that a standard strategy for teaching reading was devised. In his report, Rose reviewed the way early reading was taught and advised that all children should have a secure foundation of phonics knowledge so that they are able to link graphemes to phonemes and blend these into words.As a result, it became statutory for schools to use a daily, systematic, synthetic style of teaching phonics. To help schools instigate this new teaching style, the Communication, Language and Literacy Development Plan (CLLD) was introduced in 2006. Local authorities were given trained consultants, often teachers, who could model high quality phonics teaching and ensure the findings of the Rose Review were implemented effectively.Ofsted (2010) reported, that several schools, from a sample demonstrating ‘outstanding’ practice in their teaching of early literacy, used a scheme such as ‘Letters and Sounds’, published by the Department for Education and Skills (DfES) in 2007. These schemes initially teach phonemes alongside their written representation (graphemes), followed by the skill of blending and segmenting graphemes to write and decode individual words. It is widely recognised that the teaching of phonics enables children to decode words, but does not teach an understanding of vocabulary. The skill of decoding is not enough to enable children to read effectively.Rose (2006) also observed this in his review, â€Å"Different kinds of teaching are needed to develop word recognition skills from those that are needed to foster the comprehension of written and spoken language. † Wyse and Parker (2010), cited by the Institute of Education (2012), argue in favour of â€Å"contextualised teaching†, which begins by looking at whole texts that pupils can relate to, thus motivating them to read independently. They claim that although important, the teaching of phonics, in a way where it is exaggerated above all other elements, comes with serious risk and that children ’s language skills develop best through classroom talk.Until recently, the importance of Speaking and Listening was overlooked by many schools. Ofsted (2005) reported that the teaching of speaking and listening had been neglected and the range of contexts in which children are given the opportunity to converse with their peers was constrained. It is crucial to understand that as each strand of literacy is equally important, a child who struggles to communicate verbally will have difficulty in communicating or understanding concepts in written form. Douglas (2009) observes, â€Å"†¦Speaking and listening skills underpin all learning and are the start of all other literacy skills.†Rose (2006) observed, â€Å"Schools provide massive opportunities and unique advantages for developing speaking and listening skills. † Activities such as talking partners develop children’s vocabulary by getting them to share their ideas about set questions in short bursts, throughout the lesson. This technique can be integrated into the teaching of any concept across the curriculum, meaning the opportunities to acquire new language are infinite. Drama is part of the Speaking and Listening strand of the National Literacy Strategy.McMaster (1998) explains that it is an invaluable tool as it supports every aspect of literacy development. Drama can extend vocabulary; develop decoding and conversational skills; and improve understanding of syntax, as well as metacognitive knowledge. Drama also aids personal, social and emotional development (PSED). By engaging in situations as if they were real, children build the confidence to express themselves and develop creativity and empathy. These attributes are closely associated with reading development, as they facilitate comprehension and response (Wagner, B.  1988; Vygotsky, S. 1976 cited by McMaster, J. 1998)Poetry is also a useful tool to improve pupils’ personal, social and emotional development (PS ED). Children should be encouraged to believe that poetry is a normal human activity, a very intense one and an activity that people often resort to at crucial times in their lives†¦ which shows its central importance. (Longley, M. 2008 cited by McLeish, J. 2008) In Early Years Foundation Stage (EYFS) and Key Stage 1, learning nursery rhymes and other simple poems and songs assists the development of phonological awareness.The repeated rhythm and rhyme patterns develop an understanding of how words can be broken into syllables. The next stage is to understand that each syllable is made up of a structure of sounds, onsets (the initial phoneme) and rimes (the remaining sound in the syllable. ) Wilson (2005) believes this is a fundamental skill to develop if a child is to blend and segment efficiently. Sharing poetry and re-telling stories provide the basis for the â€Å"Talk for Writing† initiative, developed by The National Strategies (2010), in conjunction with Pie Corbe tt.The National Strategies explain â€Å"†¦good readers learn about the skills of writing from their reading and draw (consciously or unconsciously) upon its models in their own work†¦. † Reciting poetry and rhymes, and re-telling stories enable children to internalise language (referred to as imitation) so that it can later be reused in their own writing automatically. Once this skill is mastered, children can continue to change parts of the story (innovation) using aids such as story maps and shared writing. The final stage is invention, at this point pupils use the language and writing styles they acquired to create their own pieces of writing.In his early workshops, Corbett (2008) stated that these approaches to learning also work extremely well when teaching children to write in a non-fictional context. The use of speaking and listening is also an invaluable tool when teaching children with special educational needs (SEN). Corbett (2004) states â€Å"Many chil dren with special needs have succeeded using this multi-sensory, oral strategy to developing composition. † These children need as many opportunities as possible to internalise new vocabulary and writing styles that may be unfamiliar.The same is applicable to pupils who are learning English as an additional language (EAL). These children have the extra hurdle of comprehending vocabulary and writing styles that may differ greatly to that found in their first language. Cummins (1999) explains, â€Å"There are clear differences in acquisition and developmental patterns between conversational language and academic language, or BICS (basic interpersonal communicative skills) and CALP (cognitive academic language proficiency). † Children generally develop BICS within two years of immersion in the target language, providing they spend much of their time in  school interacting with native speakers.However, it typically takes children between five and seven years to develop CA LP and therefore be working at a linguistic level similar to their native speaking peers. It is therefore vital to provide a wide, varied range of opportunities for students to converse. The DFES (2004) explains, â€Å"Bilingualism is an asset, and the first language has a continuing and significant role in identity, learning and the acquisition of additional languages. † Children who are truly bilingual will often work at a higher academic level than those who speak one language.Child C is a six year old boy. He is a native English speaker, although he does have developmental problems with his speech and is currently seeing a speech therapist. He lives with both his parents and his two brothers, aged seven and two. The following information has been sourced from interviews with his teachers and mother, his speech and language reports and his records of attainment. Permission from C’s parents and school were sought in order to include him in this study, and for reasons of confidentiality his anonymity will be respected throughout. C was born nine days late with no issues at birth.C refused solid food until about 10 months of age, and his mother explained that he has always expressed a dislike for food that requires a lot of chewing. It was suggested to C’s parents that this may be a contributing factor to his speech difficulties. C started ‘babbling’ at about 22 months, experimenting with sounds and a few words. His mother was able to understand his attempts to communicate by around 3 years of age, although other members of his family and the practitioners at his nursery school struggled to understand him, this caused C to become greatly frustrated and stressed when trying to express his wants and needs.It was at this point that C was referred for speech therapy. He was also referred for hearing tests which did not uncover any auditory problems. C and his older brother have shared books with their parents before bedtime since C was 2 years old. His mother explained that neither of the boys demonstrated a strong interest for books and requests to be read to, apart from before bed, were infrequent. C’s lack of interest was also observed by his EYFS teacher, as a result C was initially only given one book a week to share at home, as more than this tended to overwhelm him and generate a refusal read at all.It was also noted in the early months of EYFS, C disliked contributing to group discussion or conversing extensively with his peers as a result of insecurity about his speech problems. He felt much more confident talking to adults on a one to one basis. C left EYFS with a reading level higher than the national average for his age group, although lower than that of most of his classmates. His ability to blend and segment graphemes was good, meaning he was able to read and write a range of simple words.His ability to form particular cluster sounds orally remains an issue, but his confidence to communi cate with his peers and contribute to group work has improved significantly. As a result, his range of vocabulary and comprehension has also improved. C has continued with his speech therapy in KS1 and he receives daily interventions with a teaching assistant to help with his sound formation. C’s current class teacher has observed that his reading has significantly improved recently; C will now read quite complex sentences with some expression, using a range of decoding techniques such as segmenting and looking at accompanying pictures.C recently read a short passage to the rest of his class, demonstrating his improved reading skills and confidence levels. In conclusion, speaking, listening, reading and writing are all of equal importance. The strategies, tools and initiatives explored in this essay help children develop their reading skills. Each strand can be built upon each other to develop a pupil’s literacy development as a whole. Being literate is essential if a child is to access all areas across the curriculum.

Loneliness and Dreams in Mice of men Essay

John Steinbeck wrote the novel of Mice and Men during the great depression. During this time there were few jobs which meant people had to migrate in search of jobs. This meant they were constantly moving and could not establish lasting friendships or relationships. Steinbeck portrays the loneliness and hardship felt by people living through the 1930’s American depression. He shows how the dreams of the characters were what helped them survive through this period. In this essay I will discuss the dreams and loneliness of the characters in the novel and how Steinbeck reveals each characters loneliness and dreams. George and Lennie both experience loneliness. Even though they had each other George needed somebody on his wavelength, with his level of maturity because Lennie is like a child and does not think like an adult, he is mentally retarded. One almost gets the feeling that he doesn’t want Lennie for companionship at all when he is talking to Lennie about how he would live without him. † God a ‘mighty, if I was alone I could live so easy.† Page 11 As George carries on talking of his laid back carefree lifestyle he dreams of he progressively gets angrier. It makes the reader wonder why he even stays with Lennie if he feels so overwhelmed with the responsibility of looking out for Lennie. George is a thinker he sees how bitter other men on the ranch have become through their loneliness; George knows that staying with Lennie stops him from being truly lonely. He also has protection from Lennie because he knows he is safe when he has a big guy like Lennie as his friend. Looking out for Lennie gives him a purpose, a reason, a role in his life he gets the satisfaction of knowing he is needed. ‘George fell silent. He wanted to talk.’ Page 41 This quote is from when George talks to Slim. He is happy to have the chance to talk to someone on his level of maturity. As Slim is a good listener and tries to understand the relationship between George and Lennie. Lennie doesn’t really experiences loneliness although he needs to pet something, to hold something. He always has George to look after him sees George as a father figure. George instructs him on how to behave and what to do in certain situations. ‘Slowly, like a terrier who doesn’t want to bring a ball to its master, Lennie approached,’ page 9 This quote is taken from when George wants to take a dead mouse away from Lennie who doesn’t want to give it up. It reveals how George has an authority over Lennie. George and Lennie’s dream is to one day own some land. They wish to live on this land and be their own boss. George no longer wants to comply with somebody else’s rules. He wants to have a purpose in working hard on the land because then he will benefit from his hard work. Whereas when working on a ranch he is working hard for somebody else’s profits. Lennie is only interested in tending to the rabbits. He just wants to be able to pet some animals. His dream fits in with George’s it doesn’t matter if he owns the land or not. Curley’s wife’s name is never mentioned she is always referred to as Curley’s wife. Steinbeck never uses her name because the other men see her as belonging to Curley, just another possession of his on the ranch Curley’s wife is the only woman on the ranch, she married Curley recently and she is still quite young. She is lonely because she has no one to confide in. When she wants to talk to the men she uses the excuse she is looking for Curley. ‘Any you boys seen Curley?’ Pg81 This quote is from when Lennie, Candy and Crooks are in Crook’s room and Curley’s wife comes in. In this chapter we know she uses the excuse she is looking for Curley as a way to talk to the men on the ranch. We know this because, after the men tell her he hasn’t been there she says ‘Think I don’t know where they all went? Even Curley. I know where they all went. ‘ Page 81 She uses this excuse every time she wants to talk to the men but she has shown that she knew exactly where he was this time. She then calls them the weak ones the ‘bunch of bindle stiffs’ but even after that she wishes to talks to them. This is because she is desperate for some company anyone to talk to. She is seen to be a ‘tart’ and ‘jail bait’ by the other men on the ranch, but she still wants to have them for company. Curley’s wife also had dream, she still has, and when she was younger she wanted to be an actress. She says how she could have been famous, rich and happy. † I coulda made somethin’ of myself.’ She said darkly, â€Å"Maybe I will yet.† Pg 93 The fact that she still hopes to fulfil her dream is rather pathetic. Her dream is very unrealistic she will never break free from her unhappy marriage. She has this dream because it is a form of escapism, she can pretend that she is not lonely and that one-day she will not have to live the way she very much dislikes. † I tell you I ain’t used to livin’ like this.† Pg 93 She reveals her dreams to Lennie when he’s on his own she finds that the men only talk to her when they are on their own. Even when Lennie is on his own he is reluctant to talk to her because of what George has said about her. Crooks is a Negro in a society that considers non-whites as sub-human. He also is partially crippled which does not help when he is living in a society that value people by their ability to provide a service. Because of his race he does not sleep in the same room as the other workers, he lives in the room where he works in and ‘ a manure pile under the window.’ Because of this Crooks spends most of his time on his own leading to a great feeling of loneliness. His only companions are his books and as he has seen people come and go he has acquired more possessions than the others have. His loneliness is revealed when he is talking to Lennie. Lennie is talking to Crooks in his room, telling him about the land they will one day own. † A guy needs somebody-to be near him.† Pg 77 Crooks reads books but because of his colour he has no friend not even somebody on his wavelength. He is on his own every night whereas all the other men share their room in the bunkhouse. Crooks is so overcome with his loneliness that he cannot hope or dream anymore. He doesn’t take any notice of Lennie’s dream because he has heard it all before. â€Å"I seen hundreds of men come by on the road†¦ An’ every damn one of ’em’s got a little piece of land in his head. An’ never a god-damn one of ’em ever gets it. Pg 78 Although after he hears how this dream could become a reality Crooks is influenced and wants to join in. He later retracts his statement because of the way Curley’s wife treats him. † Well you keep your place, then, Nigger. I could get you strung up on a tree so easy it ain’t even funny.† Pg 85 She’s racist and through her body language she shows that she has the authority over him. This is why he no longer wanted to join in with the plan of owning land. Candy is lonely because he has nobody; he only had one companion, which was his dog that he had since the dog was a puppy. Candy was very upset when his dog had to be killed. His loneliness is revealed when Carlson proposes that the dog should be shot. † Why’n’t you shoot him, candy? The old man squirmed uncomfortably.† Pg 47 The thought of Candy’s only companion being shot fills him with dread. The thought is uncomfortable. He tries many times to reason with Carlson and find a way that he can put off the death of his dog. â€Å"Candy said hopefully, ‘you ain’t got a gun.† Pg 50 The only reason he lets his dog die is because he cannot argue with Carlson. Also Slim agreed with Carlson and Slim word is the law in this play, the voice of reason. Candy is so desperate for companionship that he keeps a blind dog that is in pain from dying in a way this is an act of selfishness. Candy listens attentively while George and Lennie are talking about their dream. He offers to buy the land they need to fulfil their dream. â€Å"S’spose I went in with you guys. Tha’s three hundred an’ fifty bucks I’d put in † Pg 62 Candy is very old, because of the great depression there is no job security and because of this he thinks he will be sacked soon. At this point the dream seems more real to them than it has ever been before. Before it was just a fantasy, some thing to find comfort in, but he could never actually let himself believe it. † They all sat still, all bemused by the beauty of the thing,† Pg 64 I think now their dream is more realistic but not realistic enough because George says if Lennie and he don’t spend anything they would have $450 but they are bound to spend something especially when George is interested in going to the cat house. Also the asking price is $600 it will take a lot longer for them to raise that amount of money. The great depression in America had its effect on many of the characters; money was hard to come by. Loneliness is a major theme in the novel Of Mice and Men because many of the characters suffer from this more than anything else. Loneliness kills Curley’s wife, embitters Crooks and candy although Lennie and George put it off through the fact that they have each other for companionship. â€Å"Guys like us, that work on the ranches, are the loneliest guys in the world’†¦. Lennie broke in. ‘But not us! Because †¦because I got you to look after me, and you got me to look after you, and that’s why’ Pg 14 Steinbeck doesn’t offer any answers to the character’s problem of loneliness. Showing the reader a graphic and moving portrayal of how loneliness affects people without providing an antidote or giving a happy ending makes the novel really sad. Lennie and George’s dream brought nothing but pain and grief instead of promised joy and happiness, which ties into the tittle of the book which was taken from a poem titled to a mouse by a Scottish poet called Robert Burns. This poem was about how a mouse, which had planned for the winter by making a nest, had its nest ruined by a tractor. George and Lennie planned carefully how they were going to achieve their dream of being free and independent but forces beyond their control shattered their dream. Steinbeck never suggests that dreams should not be had, Lennie and George’s dream was so powerful that Candy was drawn in and for a short time so was the cynical Crooks. This dream was what comforted Lennie and helped George survive. The dreams the characters had had to be had they were what was needed to hold on to, to survive and to work for. This period of time made people bitter because they were lonely, the only person they had to look out for was themselves, kindness had no place on the ranch. They all cried out for love and care but only Lennie openly expressed his need for it through his constant talk of rabbits. Characters like Crooks had become cynical, he had lost hope and he couldn’t dream. At first when Lennie talked of his dream Crooks thought it was another pathetic dream he was beyond imagining how everything could be. Curley’s wife’s dream was rather pathetic and quite unrealistic but it was a form of escapism for her. So she fantasised about her dream coming true but it was her way of coping when she was in an unhappy marriage that she had no way out of. It is sad to think that the loneliness that she was trying to get away from killed her in the end.

Communications Essay

1. What is an implication, in general, and what are specific implications of the presence of the U.S. flag, Constitution, and Bill Of Rights in all the classrooms at the University of Arizona? a. A general definition of an implication is an assumption that can be inferred from a given scenario that is not obviously specified. The US flag, Constitution, and Bill of Rights are all important symbols of freedom in the United States. The Bill of Rights contains the first ten amendments to the Constitution that preserve the liberties and freedoms prevalent in the United States. The Constitution sets forth the structure of the government we created after rebelling against the British monarchy. The US flag contains a representation of the original 13 colonies that rebelled against the British monarchy as the stripes and the current 50 states as the stars, this representation holds a strong symbol of Americanism. A specific implication of having the U.S. flag, Constitution and Bill of Rights in all University of Arizona classrooms is to help remind students of the freedoms that are available to them in the United States. These symbols of personal freedom promote one’s ability to be an outspoken individual, go against the grain in everything they do, and maintain an individual spirit. 2. Problems in business, government, and relationships are frequently blamed on a lack of communication or a failure to communicate properly. Use the Tubbs communication model on page 9 of your Human Communication textbook to diagnose a communication problem and suggest a recommendation for fixing the problem. a. Tubbs’ communication model involves two communicators and contains three main components of communication: the messages, interference, and the channel. Communication problems can exist across all three components of Tubbs’ communication model. Messages can be intentional and unintentional, when we send an unintentional message we give a message that we didn’t intend to and will usually not find out about the error until we receive feedback from the receiver. Communication problems in channels can occur when sending a message through the wrong channel, each channel serves a primary purpose and sending the wrong message through a channel can lead to a breakdown in communication. Interference is what causes a sent message to become misunderstood or missed completely, usually due to a distortion in the message or the receiver becoming distracted. A fairly common problem that has become more prominent in communication since the rise in popularity of electronic messaging is the inability to relate sarcasm, irony, or other emotions effectively. Usually when someone says something sarcastic it can be taken as a serious statement and the receiver can view the sender as ignorant or senseless. To fix this the person either has to relate the message through a more emotionally efficient channel, such as a telephone call, or include a signifier that allows the person to realize the text should be taken as sarcasm, such as including the tag /sarcasm afterwards. 3. What subject matter is at the heart of the field of communication? To answer this question, imagine that a friend or family member asked you what ‘communication’ as an academic subject was about. How would you respond to that person so that they had a clear understanding? a. Communication has changed a great deal over the last 2400 years but has always maintained a primary center to its study while adding more and more elements. In ancient Greece, Socrates and Plato used communication (then called Rhetoric) as a means to discover the truth and draw it out of their students. Aristotle took Plato’s view and expanded onto it that truth is not always absolute and humans must therefore ascertain the â€Å"probable† truth. These early understandings still hold relevant today and create a framework for the contemporary study of human communication. At the heart of communication is the need for understanding, the need for people to be able to help others understand what they’re saying and understand what others are saying. With this need for understanding Plato stated that rhetoric would be used to promote falsehood over truth while Aristotle saw that either falsehood or truth could be promoted and it is the duty of the citizen to use rhetoric to defend the truth. Communication covers the central topic of providing information to other people through multiple channels in an efficient and effective manner. As communication progresses it will continue to hold its central subject matter while adding more and more relevant areas of interpretation. 4. How was the ancient Greek city-state of Athens involved in the history of communication? What connections exist between communication in ancient Athens and communication in the world today? a. Athens was home to the three scholars who created the two primary views to what we currently know as communication. Socrates, Aristotle and Plato provided a strong foundation for the study of communication while coming from two different views of rhetoric. Socrates and Plato were credited to creating the view of â€Å"Divine Truth† which sought to use reasoning and dialogue to â€Å"draw out† knowledge and understanding. Where as, Aristotle viewed that truth is all around in the environment and must be taken in through the senses. Much of what Socrates, Aristotle and Plato put into communication (rhetoric) is still valid today; Aristotle stated communication is â€Å"purposive† and can be evaluated on whether they accomplish their purpose. Socrates demonstrated a strong relationship between communication that would result in the discovery and appreciation of truth and beauty; this gave a precedent to the value of ethics in communication. Each view puts value into a different way of viewing the truth that surrounds us every day; one sees that there is truth in everything and it’s up to the individual to find that truth while the other views that truth is dependent on the person and can change depending on a persons view. These two views from ancient Athens will continue to lead the study of communication and help shape the continued understanding of the field.

Provide a comprehensive definition of Federalism and discuss its long Essay

Provide a comprehensive definition of Federalism and discuss its long evolution along with the manner in which it functions toda - Essay Example The states must abide by their own laws as long as the individual laws do not create conflict with foreign laws. Federalism has its advantages and disadvantages. Advantages of federalism include a states individual freedom. A state in America contains its own individual government. The individual government is able to act as its own but not to exceed laws on a national level. Disadvantages are that although a state may seem free, the state is limited to issues that are on a national level such as immigration and federal taxes. Federalism and American History The evolution of the federalist government went through many changes since the 18th century. Under the American experience, the federalist government was shaped specifically in the 1780s. This was when factions of Federalists and Anti-federalists created many debates and arguments about the acceptance of the American Constitution. This was concerning the issue of the rights and the powers of individual states with relations to th e federal government (Drake & Nelson). The conflict between the two mentioned parties molded what came to be the future federal and state division. This is now known as the individual states that make up the United States. In order for these states to be different from one another, Federalism had to take place. Further changes within the established federal system extended towards the 19th century with the Supreme Court’s decision to amend the constitution. A desire to create a stronger national government was established and strengthened with several additional revisions to the flow of the government system.   In the 20th century, the growing power of the national government was due to the influences of World War I, World War II, the Great Depression, The Civil Rights movements and The Cold War.   An important point to the evolution of the American federal government happened during the Clinton administration in 1996 where a â€Å"Devolution Revolution† was implem ented in order to distribute the powers of economic regulations and social welfare from the national government down to the state governments.   Federalism is what created just cause for amendments of the constitution. Even after every state became ratified as part of the Constitution of the United States of America, there were still many issues that played a role toward Federalism in America. Federalism is a piece of American history that was fought for by Americans to create a nation that is free and separate from previous British government. The 10th Amendment American federalism is mainly fueled by the 10th Amendment of the American Constitution. The 10th Amendment states that, â€Å"The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people...† (Charters of Freedom: The Bill of Rights). The mentioned amendment is interpreted such that the powers not given to the nation al or the federal government will be obviously and naturally given to the state governments and the people as their principle. Therefore, constitutionally and in this way lawfully, the American federal government clearly upholds its principle of giving the administrative power to the people. Democracy is then intertwined with the type of government that the American people have. After all, it is because of the people that the government exists, not the other way around. Federalism Further Defined With