The Advantures Of Huck. Fin Essay Example For Students

The Advantures Of Huck. Fin Essay Books are known for teaching lessons. In Huckleberry Finn, Mark Twain satirically presents the situation of how people of different color were treated unjustly, while at the same time amusing his readers. Isnt it ironic that the character that grows on you most is Jim, the black runaway slave, who society looks down upon most during the time period of this book? Jim is treated poorly as a slave and as a person. For one, he is separated from his parents and children amongst different slave owners. On top of this, he is about to be sold for $800 to another owner even more far away from his family, which leads to his escape. Despite these situations, he remains a loyal, loving, father-like figure, and most importantly, he remains a great friend to Huckleberry. We will write a custom essay on The Advantures Of Huck. Fin specifically for you for only $16.38 $13.9/page Order now Society, even today, often puts children down by saying that they do not contain values. Well, Huck closes the door to this statement. Whenever Huck is challenged to make a decision on impact concerning the safety of Jim, such as the incident when the men are looking for blacks, his heart always seems to pilot him to the direction of Jims benefit, even though almost all of the rest of society would object to his decisions during this period of time. You can also see Hucks distress and sorrow for the fact that Jim has to buy his family back in order to see them again. This absolutely breaks Hucks heart. Back in the 1800s, blacks were considered property, and whites were always the superior race. In Huckleberry Finn, Mark Twain purposely makes Jim the best character in the book, in that he is the most compassionate, caring, and most appreciated by Huck, the main character in the book. At the same time he makes Pap, the white dead-beat father of Huck, the most detested, disrespected, low down character of this book. Twain causes his readers to contemplate of how foolish it is that a person can be judged on his outside appearance, rather than who the individual is on the inside. In conclusion, the lesson to be taught by Mark Twain is that people often pre-judge others based on their exterior and not what counts on the interior. He does this satirically by making Jim an irresistibly lovable character because of how deep his feelings are, making the reader feel these insights as well. This is a lesson that can unquestionably be applied in todays world as well.

YMCA by Village People as example of disco Essays

YMCA by Village People as example of disco Essays YMCA by Village People as example of disco Paper YMCA by Village People as example of disco Paper Essay Topic: Casablanca â€Å"YMCA†, released in the fall of 1978, has become one of the great survivors of the disco era not only because it followed to the letter the motto of disco: ‘anyone could dance to this song’, but also because the Village People, looking so vigorously American in their costumes, turned it into a crossover hit. The events that led to this success were varied: sociological, political and cultural. The purpose of this paper is to analyze how the song â€Å"YMCA† reflects the events of the decade that nestled disco music and how it fits into this genre which has opened minds up to a new experience that has remained unimpaired to this day.OverviewIn order to understand the Village People phenomenon we must consider some of the relevant facts of the decade (70’s). Although disco was born to suit marginalized audiences (blacks, latinos and gays), it soon crossed over to the mainstream. The most diverse audiences accepted it and adopted its ideals of comm unal harmony. The Stonewall Riots of June 1969, which started with one more police raid into a Greenwich Village gay bar, developed into a series of violent protests that went on for weeks and finally marked the beginning of the gay rights movement in the United States (Kelly Boyer Sagert 31) As a consequence of the Stonewall Riots, the gay community won, among others, the right to dance and interact in their own bars and clubs away from police harassment. Discotheques became the main site of gay liberation. As Robert Walser points out, the music of the 70’s was, in many ways, an answer to the frustrated ideals of the 60’s. Punk and heavy metal took over the economic slump, the chronic social problems and the political distrust but â€Å"the new gender identities and communal ideals† were taken up by disco (â€Å"The Rock and Roll Era 374)As its primary aim was making people get together and dance, disco became in many ways, the studio-created ‘product of producers’, relegating performers to a state of near anonymity and making dancers the stars. In the case of Village People, this was the job of two French music producers: Jacques Morali and Henri Belolo who fell in love with disco and decided to move to the United States to be part of the great movement. They wrote and co-produced for the female trio The Ritchie Family. By the end of the seventies, Morali’s genius for the business spotted an American Indian who danced in a gay disco down in the Village, as they watched him dance they noticed a cowboy who was waiting for his turn to perform. Both producers had the same idea: mixing together in one disco band the male stereotypes of America that the gay community responded to. They placed an ad and eventually filled the roles of cowboy (Randy Jones), cop (Victor Willis), construction worker (David Hodo), soldier (Alex Briley), leather-clad biker (Glenn Hughes), and Indian (Felipe Rose).Description and analysisJacques M orali came up with the idea of writing a song about the â€Å"YMCA† after visiting Randy Jones who was staying there as he moved to New York in 1975. According to what the members of the Village People said in an interview for SPIN Magazine, Morali wrote the song in fifteen minutes during a lunch break without realizing it was to become a disco anthem (Jeff Pearlman 74)YMCA was the first of the five songs which formed part of the LP Cruisin released by Casablanca Records in 1978. As most disco songs, it was meant for dancing in a club. The song reflects the interaction and identification of the individuals with a community. Some authors suggest that such experiences are essential to the disco music: â€Å"To understand this music it is necessary to understand (and respect, and probably love) the sensation of being one among hundreds of others on a packed dance-floor, dancing because dancing is what we enjoy most, and because dance music (like sex) binds us intimately.† (Watney 9)â€Å"YMCA† is sung almost entirely as a set of recommendations to partners who have just arrived in New York with no money and nowhere to stay. In this song the group vocals can be understood as representing the community and the soloist, the individual. Every line of the song is in a call-and-response format. First all the members of the Village People sing a short word or phrase, then Victor Willis, with his broad-chested lead vocal, adds a longer line.The song consists mainly of six stanzas, each pair followed by the same chorus. The song tunes are closed, self-contained. This is achieved by an almost strict musical structure (AABB) and the word by word stress of the last verse in a stanza, punctuated by synthesizers. There is a modest textural crescendo after the first chorus, but the intensity level pattern remains basically the same throughout the song. All choruses are virtually identical not only lyrically but also in terms of instrumentation. The song star ts with a brass introduction which is immediately followed by the four-four pulse beat of disco as the band begins to sing.   Many different instruments are used: clavinet and electric piano (Nathanial Wilke), drums (Russell Drabney), lead guitar (Jimmy Lee), rhythm guitar (Rodger Lee), synthesizer (Richard Trifan) but brass instruments stand out. Before each of the choruses we can hear five bursts of brass which seem to announce the important message:It’s fun to stay at the YMCAThe rest of the stanzas are there to explain why it is so much fun:They have everything for you men to enjoy,You can hang out with all the boys You can get yourself clean, you can have a good meal,You can do what about you feel Having taken off in gay discotheques, the Village People managed to make their songs’ associations with gay lifestyle obvious but somehow hardly noticeable. They simply chose not to say much about the topic and let everybody believe what they wanted.It was this strateg y, together with their charisma and the right social circumstances which made â€Å"YMCA† sell 12 million internationally and be constantly reissued and repackaged.ConclusionDisco sound was ultra-inclusive. Jazz, classical, calypso, rock, latin, soul, funk were mixed in a perfect recipe within a studio to create an innovative sound. It, in turn, influenced 1990’s and 2000’s rhythms like house, techno and hip-hop proving efficiently that disco is a really dignified link of the chain of music.Although in 1977 it might have been hard to believe, the Village People occupied an extreme place in the history of music. It was a brief, frenzied moment when the cultural principle was ‘if it feels good, then it’s ok’, but with their picturesque looks and their contagious rhythm, they became one of the disco decade most enduring phenomena. There is not a sporting event, wedding reception, biker meeting where â€Å"YMCA† is not played confirming it as one of the disco anthems of all times.As Richard Dryer wrote â€Å"disco can’t change the world or make the revolution† but it did open up experience and changed definitions (â€Å"In Defence of Disco† 151)

3 Examples of Expletives to Be Expunged

3 Examples of Expletives to Be Expunged 3 Examples of Expletives to Be Expunged 3 Examples of Expletives to Be Expunged By Mark Nichol In each of the following sentences, an expletive (a form of â€Å"there is† or â€Å"it is†) inhibits an active, concise sentence construction, and other wording is passive and/or more verbose than necessary. Discussion after each example explains the problem, and a revision demonstrates the solution. 1. There have been several immediate actions that the agency has taken. To produce a more concise sentence, find the buried subject (â€Å"the agency†) and move it to the head of the sentence, then omit the expletive and the attendant verb or verb phrase (and the now-superfluous that): â€Å"The agency has taken several immediate actions.† 2. For each initiative, there  will be a number of processes that need to change,  as well as new processes that may need to be created. Here, because of the modifying introductory phrase, the expletive is not so obtrusive, and in this case, the syntax is not doubly passive- the subject immediately follows the expletive, rather than being twice removed, as in the previous example. Nevertheless, the sentence is improved by beginning the main clause with the subject rather than the expletive; also, replace one â€Å"need to† or the other with must to avoid repetition: â€Å"For each initiative, a number of processes must change and new processes need to be created.† 3. While each bankruptcy case is unique, there are standard requirements that must be met by all creditors. Again, beginning the main clause with a substantial subject rather than an expletive will render the sentence more concise: â€Å"While each bankruptcy case is unique, standard requirements must be met by all creditors.† Additionally, however, note that passive sentence construction disguises the true subject: â€Å"While each bankruptcy case is unique, all creditors must meet standard requirements.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:50 Handy Expressions About HandsComma Before Butâ€Å"Least,† â€Å"Less,† â€Å"More,† and â€Å"Most†

The objective of the marriage statutes and same sex marriage Essay

The objective of the marriage statutes and same sex marriage - Essay Example tural justice for those responsible for formulating the statutes were expected to have foreseen the problem and adequately address it even before it happened. There is no way the marriage statutes could forbid same sex marriage giving clear definitions of marriage and what society should take it to be in some clause and then intentionally give another contrary idea of what marriage is in its subsequent definitions of marriage without raising any debate (Eskridge, 2001, 853-881). The idea of the marriage licensing laws not prohibiting same sex marriage can be taken as an intention to undermine the inefficiency of grammar in those laws to completely substantiate the object of the encompassing or parent law which is the marriage statute, the object being protection of marriage between people of different sexes for purpose of procreation. This led to existence of a loophole where people of differing opinions could create grounds of making believe the constitutional law is ambiguous in it s intentions thereby creating a constitutional avenue through which same sex marriage thrive (Snyder, 2006, 35). By passing that law the intention of the law was subverted and ordinary and approved use of language principle of interpretation of law was misused to beat the very intention of the law. The intention of the marriage statute is clear; the marriage licensing laws are a mere branch through which the objectives of the marriage act are attained and implemented. The marriage statute does not have a provision to indicate that it might have any other differing opinion based on how it substance is interpreted in its subsequent implementation. The meaning of marriage in the laws of Massachusetts can be taken to be silent and its true intent can only be arrived at when subjected to... This essay analyzes that the court's solution to this case far exceeded its jurisdiction mandated by article 30. It amounted to statutory revision when the court interpreted the gender-specific language as gender neutral which resulted into a statutory revision that replaced the intent of the legislature with that of the court.  This essay analyzes that the court's solution to this case far exceeded its jurisdiction mandated by article 30. It amounted to statutory revision when the court interpreted the gender-specific language as gender neutral which resulted into a statutory revision that replaced the intent of the legislature with that of the court.   It is clear that same-sex marriage has always been forbidden under the marriage statutes and that the court of Massachusetts abrogated the purpose of the substantive due process which is to protect existing rights and not create new ones, to deter government intrusion and not invite it. The Court should not have sanctioned same-s ex marriages giving a rationale that denying such a right would be tantamount to denying other rights such as raising children that are accorded under marriage. The legislature needs to have had some rationale basis to conclude that family structures of such nature have not been sufficiently concluded to be an equivalent of marital family structure that has established itself as a successful one through out history. People have the right to raise children in any manner of family structure as long as they don’t pause any danger to them socially psychologically or otherwise.

Views on Gender Roles Essay Example | Topics and Well Written Essays - 750 words

Views on Gender Roles - Essay Example Much of what we learn about gender occurs during our formative years, and it is largely a product of our culture. Mothers and fathers tend to reinforce gender roles in developing children, such as rewarding a boy for achieving in sports, or praising a girl for helping around the house. Because an individual’s culture, background, and upbringing play such a critical role in the development of views on gender, it comes as no surprise that gender views vary greatly. Each individual’s view on gender is unique, but it is not difficult to see that some general statements can be made about an individual’s view on gender based on the characteristics of that individual. Perhaps this holds true because the individual’s view on gender is largely learned from those around him or her, and the people in an individual’s sphere of influence often tend to have similar characteristics. Based on the cross-tabulation provided with the Starks textbook, I used the 2000 General Social Survey data to compare views on the wife at home, presumably in the traditional â€Å"stay-at-home mom† sense, though the website does not give information as to the specific wording of the survey itself (which could have made a difference in the results). The question of whether the wife should be at home was compared by gender, age group, education, income of the family, political party, region, did the mother work when the respondent was a child, and the religion. The results give us insight into how groups of varying characteristics feel about gender. Surprisingly, and most likely a dramatic change over the last fifty years, when questioned, men and women responded very similarly to the question, with 60.1% of females and 58.1% of males disagreeing with the statement. Only a 2% difference is shown between genders, and this small difference becomes even less significant when taken in

Graphic Organizers in the Classroom Essay Example for Free

Graphic Organizers in the Classroom Essay A graphic organizer is a visual tool the helps students grasp the relationship between facts, terms and other ideas within a specific learning task (Hall Strangman, 2002). Graphic organizers are called by a variety of different names including knowledge maps, concept maps, story maps, cognitive organizers, advance organizers and concept diagrams (Hall Strangman, 2002). However, graphic organizers have a valuable place within classrooms because they have the potential to improve learning outcomes for all students (Hall Strangman, 2002). Graphic organizers are so useful for both students and teachers because they can take many forms and be used in a variety of different ways to meet the needs of each individual student. Graphic organizers can be used in a variety of different educational situations and can be modified to meet the learning objectives of specific lessons (Bellanca, 2007). Teachers can use a graphic organizer to make sense of classroom discussions among students. Students can use graphic organizers to gather information from a single lesson in order to find meaning. Students can also rely on graphic organizers to keep track of an ongoing lesson or theme that lasts throughout the entire school year (Bellanca, 2007). An analysis of graphic organizers is offered as they relate to overall learning achievement in the classroom. Graphic organizers have the potential to improve the learning outcomes of all students because they blend the linguistic mode of learning with the non linguistic mode of learning so that words and phrases work with symbols to form meaningful relationships (Marzano, Pickering Pollock, 2001). The use of graphic organizers is intended to meet six different learning objectives that regularly appear in classroom curriculum: descriptive patterns, time-sequence patterns, process/cause effect patterns, episode patterns, generalization/principle patterns and concept patterns (Marzano, et al, 2001). Descriptive patterns are used to represent facts about people, places, things and events (Marzano, et al, 2001). For example, if students were learning about the Underground Railroad, they could create a graphic organizer centered on the Underground Railroad by branching different facts about this historical event off, including important people, places, things and events associated with the Underground Railroad. Similarly, time-sequence patterns are used to form representations of the chronological sequence of events (Marzano, et al, 2001). This type of graphic organizer could take the form of a student created time line. The remaining four types of graphic organizers deal with more complex processes but are equally as useful for teachers and students. Process/cause effect patterns organize information in such a way that allows it to lead to a specific outcome (Marzano, et al, 2001). Using the Underground Railroad example, this graphic organizer could list all of the different events that led to the creation of the Underground Railroad. Episode patterns are similar in that they organize information about specific events including setting, people, duration, sequence of events and cause and effect (Marzano, et al, 2001). This type of graphic organizer allows students to form a clear and cohesive picture of what they are studying so that all of the necessary information is included in one place. Generalization/Principle patterns allow students to focus on one topic so they are able to collect a variety of different examples that support that topic (Marzano, et al, 2001). This type of graphic organizer is particularly useful in math because it allows students to show a multitude of examples that prove specific math concepts. Finally, concept patterns organize information around a word or phrase that represent people, places, things or events as entire categories (Marzano, et al, 2001). This type of organizer allows students to show many examples about one particular subject. The types of graphic organizers described above are highly useful in the classroom because students in modern society are very visual human beings (Sousa, 2007). Modern students are surrounded by visual technology including computers, television, video games, cellular telephones, movies and DVD players (Sousa, 2007). Graphic organizers build on the reliance that students have on visual technology by capturing their attention in order to provide them with authentic opportunities to improve their understanding, meaning and retention of specific subjects (Sousa, 2007). Teachers who incorporate the use of graphic organizers into the classroom are able to reach all students because they appeal to the highly visual children that make up society today. Further, the use of visual techniques such as graphic organizers have the potential to increase learning outcomes while also ensuring future recall. The national No Child Left Behind Act has increased educational focus onto assessment (Struble, 2007). Graphic organizers have a very valuable place in classrooms both as ongoing and formative assessment measures (Struble, 2007). Graphic organizers are powerful tools for analyzing and assessing the ongoing understanding and performance of students throughout the school year and across a wide range of subject material (Struble, 2007). The use of graphic organizers as part of an ongoing assessment measure allows teachers to modify instruction as necessary while also ensuring that all students are learning what they need to know (Struble, 2007). Further, the use of graphic organizers has been shown to increase overall meaning but also to increase future retention (Nesbit Adescope, 2006). Over the past several years, fifty-five studies have been conducted associated with the use of graphic organizers by 5818 student participants. Results from these studies using post tests measuring recall and transfer after the use of graphic organizers prove that they increase knowledge retention (Nesbit Adescope, 2006). Ultimately, graphic organizers have the potential to capture the interest of students so they are able to form a meaningful relationship between linguistic and non linguistic skills in order to increase the potential for future recall of curriculum material. Bellanca, James A. (2007). A guide to graphic organizers: helping students organize and process content for deeper learning. Thousand Oaks, CA: Sage Publications. Hall, Tracey Strangman, Nicole. (2002). Graphic organizers. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved on April 16, 2009 from http://www. cast. org/publications/ncac/ncac_go. html. Marzano, Robert J. ; Pickering, Debra J. Pollock, Jane E. (2001). Classroom instruction that works: research based strategies for increasing student achievement. Alexandria, VA: Association for Supervision Curriculum Development. Nesbit, John C. Adescope, Olusola O. (2006). Learning with concept and knowledge maps: a meta-analysis. Review of Educational Research, 76 (3): 413 – 448. Sousa, David A. (2007). How the brain learns mathematics. Thousand Oaks, CA: Sage Publications. Struble, Janet. (2007). Using graphic organizers as a formative assessment. Science Scope, January 1.

Free Essays - The Character of Elizabeth Bennet in Pride and Prejudice :: Pride Prejudice Essays

The Character of Elizabeth Bennet in Pride and Prejudice "Pride and Prejudice" the novel by Jane Austin has a main theme of romance, but many other sub themes are present. I intend to demonstrate that Elizabeth Bennet is an interesting character in the book. The man plot of the story revolves around Elizabeth (or Eliza) Bennet, who belongs to a family of five sisters, and her relationship with eligible bachelor Mr Darcy. However, "Pride and Prejudice" is a very complex novel, with many different subplots going on. One of these is the relationship between Eliza's older sister Jane, and Bingley, Darcy's friend. There are many misunderstandings within their courtship which have an important role in the plot. Elizabeth's father and mother play a part, as do her relations, friends and acquaintances. In the story, Eliza hates Darcy at first, thinking him proud, but overcomes her prejudice and comes round to loving him in the end, and the two marry, as do Jane and Bingley. Another marriage is between Lydia, Elizabeth's younger sister, and Wickham, a man who Eliza was initially interested in. However, his true character comes to light, and his marriage proves to be far from uneventful. One reason why Elizabeth proves to be a very interesting character is her close friendship with her older sister Jane. The pair know each other very well, and they both feel a need to confide in one another due to the less that charming personality traits of the rest of their family. They are the only sensible ones if the household. Due to their constant contact, that are able to tell each other's moods with great ease, Eliza especially. When Jane returns from seeing Bingley "Elizabeth instantly read her feelings", so we know that they spend a lot of time in each other's company. Elizabeth obviously cares deeply about Jane, because when the later becomes ill while at Netherfield, Darcy's home, Eliza takes it upon herself to walk three miles through the mud to visit her. This greatly surprises the Netherfield party, but Eliza appears unconcerned. She mostly stays by Jane's bedside during the visit, preferring her company to the superciliousness of Miss Bingley and Hurst.