When Adolf Hitler was put in as Chancellor in 1933, he...

When Adolf Hitler was put in as Chancellor in 1933, he started to begin the program of the NSDAP, the National Socialist German Labor Party. The highest priorities were to put all men back to work and to increase the birthrate. Both were accomplished by re-instituting the traditional roles of men and women. Within the next 10 years, most women were won over to National Socialism, content to do their part in the great national resurgence. How does this apply to the women of America as we stand at the beginning of the 21st Century? Can we believe that National Socialism offers us something positive too? The answer is yes, there are many advantages National Socialism gives women over other ways of organization. The first concern†¦show more content†¦But there are consequences to this type of equality of men and women. The modern right to work means the burden of supporting oneself. Control over one’s own body may mean the â€Å"right† of abortion, but it also means the right of either party to dissolve a marriage because they are unhappy, and the resulting constant legal battles to demand payment from the economically stronger partner, as well as misery for the children who are often shuttled between homes. In contrast to this, National Socialism encourages a more traditional role for women, allowing them to remain at home as wives and mothers. In no way, however, do women have less legal rights than men. Both men and women have duties and responsibilities; the difference is they have those that are appropriate for their gender. Speaking at the opening of a women’s exhibition in Berlin in 1933, Dr. Joseph Goebbels assured the women it would be â€Å"crazy† to think of driving them from public life, professions, work and bread winning, but there were two areas that must remain for men alone: politics and the military. National Socialism is not blind, and recognizes that women are creative, intelligent, capable contributors to the common good, and individual talents should be recognized and utilized, especially of those who cannot bear children or who are past childbearing age. For women concerned with the quality of personal relationship, Goebbels got to the heart of the matter when heShow MoreRelatedHitler s Influence On Germany3134 Words   |  13 PagesSickinger, Adolf Hitler is a very powerful name filled with many opinions stating in his book that: â€Å"Because the name Adolf Hitler evokes so many images and provokes so many responses, it is difficult, if not impossible, to sort through them to arrive at the real Hitler. Hitler’s character and career, however, have remained consistently popular subjects. Many people have tried to give insight into his character and personality† (Sickinger). What could possibly make someone who once was anti-socialRead MoreAdolf Hitler Essay 206213 Words   |  25 PagesINTRODUCTION Hitler, Adolf (1889-1945), German political and military leader and one of the 20th centurys most powerful dictators. Hitler converted Germany into a fully militarized society and launched World War II in 1939 (see Fe deral Republic of Germany). He made anti-Semitism a keystone of his propaganda and policies and built the Nazi Party (see National Socialism) into a mass movement. He hoped to conquer the entire world, and for a time dominated most of Europe and much of North Africa. He instituted

Slave Colonies of the Seventeenth and Eighteenth Centuries...

Slave Colonies of the Seventeenth and Eighteenth Centuries In Barbados and Jamaica (the sugar islands) sugar was a major crop. The owners of these sugar plantations were badly in need of laborers to work for them year round, and because the natives died off so speedily, they needed to bring in someone to do the grueling tasks for them. They tried to use indentured servants, but this was extremely difficult because sugar is a year round, demanding sort of crop and nobody sought after work on those plantations. Any person who had any other kind of alternative would choose to go anywhere else. Eventually they started importing slaves because they were not only cheaper, but easier to replace when they died, as most people who came†¦show more content†¦In fact, it was the most common way for settlers to gain passage to America. Working in the Chesapeake wasnt the best situation a servant could have, but far better than working at the sugar plantations in the West Indies. Usually these servants, who were mostly able young men, would sign a 4 year contract to the ships captain. The captain would then go out and sell that contract. In England, indentured servants were given freedom dues when their servitude came to an end. Freedom dues were usually things like- money, clothing, land, cattle and other things that might get them started in their new life. In America the freedom dues given were significantly less because their passage to the new land had been paid for by their masters. They might have been given a very small amount of money or come clothes. Indentured servants were treated very poorly in the colonies until the arrival of the slaves. Overtime, it became very difficult to get indentured servants because the economic status in England became favorable and the men had no incentive to want to leave. So the need for laborers in the Chesapeake grew tremendously and by the 1650s the plantation owners were starting to switch to slavery. They needed a way to separate the slaves from the masters- so they used the color of the peoples skin. The slaves were treated as though they were property and not human. Slave owners were given the rights to treatShow MoreRelatedAmerican Life in the Seventeenth Century: Study Notes1206 Words   |  5 Pagesï » ¿Ch3 Review 1. Most seventeenth-century English migrants to the North American colonies were laborers. 2. By 1700, English colonial landowners began to rely more heavily on African slavery because of a declining birthrate in England. 3. Regarding colonial life expectancy during the seventeenth century, life expectancy in New England was unusually high. 4. In the seventeenth century, white women in colonial Chesapeake averaged one pregnancy for every two years of marriage. 5. ComparedRead MoreHistory Of Slavery During Colonial Virginia1360 Words   |  6 PagesBetween 1670 to 1775, slaves from Africa were transported to Colonial Virginia from three main points on the Atlantic route; Africa, the West Indies, and other British colonies. Most of the slaves were expected to already know how to perform hard labor, speak English, and have the skills valued by the Europeans. Virginia and South Carolina were the two most receiving states in America. They only had a few slave trades during this time period.This paper discusses 17th century history of slavery andRead MoreThe United Colonies And Its Effects On Trade And Illegal Activities Were Spreading Across The New Land1150 Words   |  5 PagesThe Caribbean rival colonies caused major disruption in trade and more illegal activities were spreading across the new land. The exportation of treasured metals previously deviated from Peru to Mexico causing the connection between the metropolis and the colonies to disintegrate. There were two types of societies that existed, the Maroons and the Buccaneers. The first type was made up of struggling settlers that had violent tendencies, plantiers, exasperated officials, slaves, and free persons ofRead MoreAmerican Slavery1079 Words   |  5 PagesTobacco and Slaves: The Development of Southern Cultures in the Chesapeake, 1680-1800. In â€Å"Tobacco and Slaves: The Development of Southern Cultures in the Chesapeake 1680- 1800† the main theme is the outcome of a long-term economic, demographic, and political transformation that replaced the farmsteads of the first Chesapeake settler with the kind of slave society described by modern historians. After a brief study of the social structure of the region in the seventeenth century, this work analyzedRead MoreExploration For A New Route1451 Words   |  6 PagesAlbany; however these posts were only half-heartedly promoted. Nonetheless, the VOC participated in the slave trade by establishing a route between its colonies in Africa and North America. In fact in 1619, the first African slaves were brought to Virginia, an English colony, by a Dutch ship. The Dutch s initial participation in the Slave trade began in the seventeenth century when they shipped slaves to Northern Brazil. This was due to their main interest laying in the ivory, hides, and other regionalRead MoreEconomic Viability Of The Slave Trade System3601 Words   |  15 PagesViability of The Slave Trade System in relation to The Productivity of Slave Agriculture Change over Time? The transatlantic slave trade which took place during the mid-seventeenth century until the late eighteenth century is observed as one of the largest forced migrations (Lewis, et Al., 2009, 2). The discovery of the America’s pursued by European nations led to the uncovering of significant luxury goods and precious metals such as sugar, coffee, and gold (Eltis, 2008, 1). The slave trade resultedRead MoreThe Colonization Of The Chesapeake And Then New England768 Words   |  4 PagesAs English settlers arrived in the Chesapeake and then New England in the seventeenth century, they disembarked their boats and marveled at the seeming abundance of the landscape. They arrived with hopes of recreating their â€Å"old world† and prospering from the merchantable commodities that were lying before them. However, English colonization did not occur in a vacuum, and the settlers soon discovered that their survival would be dependent upon a forged coexistence with the native inhabit ants. SurroundedRead MoreEssay about Life of a Slave in the Caribbean1450 Words   |  6 PagesLife of a Slave in the Caribbean The experience of Caribbean slavery is vital in understanding the contemporary social structure of the region. It was the introduction of an estimated four million Africans to the Caribbean which made these islands melting pots of culture and society. Since Africans had such a tremendous impact on the region, it is important that we recognize the nature of slavery and how it transformed their lives. Although most agree that the institution was dehumanizing, theRead MoreThe Labor System Of Slavery Transformed The South During The Eighteenth Century967 Words   |  4 Pagesduring the eighteenth century. Discuss the impact of slavery on the economy of the South, as well as its impact on southern society and politics. In the 18th century the population of British America skyrocketed from 250,000 to more than two million, a great deal of this population increase was because of the increasing slave population and the slave natural increase (pg 107). As opposed to the century before when slaves were scarce, there was a dramatic fluctuation of slaves in the colonies duringRead MoreEssay on Tobacco/Cotton Slavery FRQ1677 Words   |  7 PagesCompare and contrast the experience of slaves on tobacco plantations in the early seventeenth-century Chesapeake region with that of slaves on nineteenth-century cotton plantations in the Deep South. What forces transformed the institution of slavery the early seventeenth century to the nineteenth century? When approaching slavery from a historical standpoint, it is a tendency to generalize the experience of slaves. However, slavery differs per region and time period. The differing climates of

Forbidden Fruit Cocktail - An Evaluation of Persuasion free essay sample

If you have ever been tempted to do something that is completely off limits, then perhaps you can identify with the famously foolish characters of Adam and Eve and their unfortunate predicament. Yes, the story of Adam and Eve is renowned the world over and, in some religions, explains the reason why we are all cursed with imperfection and death; and it all began with a handful of well-put words. Satan the Devil, described in the book of Revelation as the â€Å"Original Serpent,† brought up some points in an attempt to undermine Eve’s loyalty to Jehovah God, and succeeded for several reasons. Satan the Devil succeeded in his persuasion of Adam and Eve because of his crafty use of emotional appeal, loaded words, propaganda, and Attacking the Person. To begin with, the first reason that Satan succeeded in persuading Adam and Eve was his use of emotional appeal. It is always painful when you feel like you have been duped and revenge is often a powerful emotion that follows. So said the Devil in Genesis 3:1, â€Å"Is it really so that God has said you must not eat from every tree of the garden?† Here he is trying to get Eve to dwell on injustices that weren’t even there. After Eve tells him that God never said that, Satan continued, â€Å"You positively will not die† if she ate from the tree of the knowledge of good and bad. Here, not only did Satan become an inventor the hooligan is referred to later as the â€Å"Father of the Lie† he was telling Eve that she had been duped. He was telling her that God had lied to her, and he did this to spark the emotions inside of her to move her to retaliate in kind. As we can see from the sorry state of the world, hell really hath no fury like a woman scorned. Next, Satan’s success in his persuasion was rooted in loaded words. When someone has a weak vocabulary, they are certainly less persuasive and not moving; sadly for us, though, it was not so with Satan. In Genesis 3:5, Satan says â€Å"For God knows that in the very day of your eating your eyes are bound to be opened and you are bound to be like God†. Satan could have easily said â€Å"you’ll be like God,† which would have had, essentially, the same meaning. Instead, however, he used the loaded word â€Å"bound,† which expresses that they will, without the shadow of a doubt, â€Å"become like God†. Using the word â€Å"bound† undoubtedly gave Eve a sense of assurance. Because of his use of loaded words, Satan succeeded in instilling a false sense of security in Eve, which lead to her inevitable downfall proved Satan all the more crafty. Thirdly, the Devil succeeded in his persuasion of Adam and Eve because of his skillful use of propaganda. The dictionary definition of propaganda is â€Å"Information, ideas, or rumors deliberately spread widely to help or harm a person, group, movement, institution, nation, etc.† Genesis 3:4,5 contains the biggest example of propaganda of all time. Satan knew exactly what would happen if Adam and Eve disobeyed the direct order of their heavenly father â€Å"the wages sin pays is death,† says Romans 6:23. Yet, he told her what she wanted to hear; that she would, rather, â€Å"become like God† upon eating the fruit, being able to decide for herself what was good and bad. He said that she â€Å"positively [would] not die,† and he used his propaganda to deliberately mislead Eve and, in the process, guarantee the death of all humans, â€Å"because they all had sinned.† (Romans 5:12) We know that his use of propaganda worked well, through Eve’s reactions. When he first questioned whether God had told them to eat of no trees of the Garden, she defended Jehovah’s law against the misinformation. After the Devil attempted to sway the young woman’s resolve, notice what she does in verse six of chapter three. She looked upon the tree and, suddenly, saw that it was something to be longed for to the eyes, and that â€Å"the tree was desirable to look upon.† What changed? The propaganda that Satan spat out at her had changed the way she looked upon the tree, and it wasn’t until she was caught sinning against God that she realized she had been mislead brainwashed into thinking the tree was fine to eat from. Satan obviously knew that Eve was younger than Adam, less experienced and used his propaganda upon Eve because she was more susceptible to his wily ways which means that he not only is a master of propaganda, but also Knows His Audience and that is why he was so successful in his use of persuasion a nd deception. Finally, Satan was a masterful persuader and succeeded in turning Adam and Eve against God because he Attacked the Person. If you have ever had a so-called â€Å"friend† try and persuade you to do something that you have been told not to do such as if your parents told you to be home before a certain time, or your school doesn’t allow students to just meander off campus then perhaps you are familiar with the method. â€Å"Well that’s a stupid rule,† your friend might say. Or mayhap it’ll be something like â€Å"They’re just always trying to stop you from having fun.† Either way, they are using aggressive methods to bring down the validity of someone’s argument, and in time, you may start to believe it too. Satan didn’t attack Eve, but he certainly bad-mouthed someone else even more important when he said that, upon eating the fruit, â€Å"You positively will not die. For God knows that in the very day of your eating f rom [the tree] your eyes are bound to be opened and you are bound to be like God, knowing good and bad.† Many people casually pass over this verse and, knowing that Satan was lying about the â€Å"you positively will not die† part that they don’t understand the deeper meaning behind what accusations Satan was bringing up. What was he saying? â€Å"In the very day of your eating from [the tree] your eyes are bound to be opened† He just attacked Jehovah God himself, insinuating that he was deliberately holding back good things from humanity. Next, he says that they will be like God, â€Å"knowing good and bad.† Now we are all free moral agents, able to do what is right and what is wrong at our own will, and likewise so were Adam and Eve, who, if they did not have free will, would not have been capable to betraying their God and eat of the fruit of the garden. So if it didn’t give Adam and Eve free will, what did it do? Rather than give Adam and Eve mystical powers or make them deities, it was but a declaration a declaration that was that humanity could decide for itself what was good and evil, not God. This shows that not only did Satan attack God,he also lead those he was attempting to persuade, Adam and Eve, to do the act same. Persuasion success! Yes, Satan instilled it in Adam and Eve’s minds that God’s rule was not righteous or just, but rather that Jehovah had lied to them, withheld good things from them, and that every human had a right to rule himself and decide for themselves what was right and wrong through his use of Attack the Person. So as we have just witnessed, the Devil was a crafty persuader who succeeded in turning the firstborn of humanity against their Divine instructor through the use of several methods. First, he used emotional appeal to get his prey to stop thinking logically and betray their Heavenly Father no matter the consequences or facts simply out of spite. Secondly, he used loaded words to instill in Eve a sense of assured victory. Third, he used propaganda, his false information, to deliberately cloud the mind of young Eve and allow him to fill her head with the seeds of rebellion. Finally, he Attacked the Person by saying that God was trying to push his views of right and wrong upon mankind and that humans could decide for themselves what good and evil are and turned Adam and Eve against Him. Things haven’t changed much in the last 6000 or so years since the Betrayal in the Garden of Eden, and the Devil still uses the same tactics today to make us doubt our resolve; he would be doing himself no favors by changing his tactics if they are already working. Now that we know exactly what his methods are, let us ever be determined to stay steadfast and keep ourselves from succumbing to his wily, nefarious, and persuasive ways.

Book Report Around The World In 80 Days Essay Example For Students

Book Report: Around The World In 80 Days Essay subject = englishtitle = book report: around the world in 80 daysThe book I read was Around the World in Eighty Days by Jules Verne. Themain characters were Phileas Fogg, and Jean Passeportout. The setting wasall around the world. The summary of the plot was simple. Mr. Phileas Foggbet twenty thousand pounds that he could make it around the world in eightydays. Well, the whole story was about Mr. Fogg and his butler, Jean Passeportout,trying to get around the world in eighty days. They traveled around the worldby every possible means, and to make things worse, the cops thought that Mr. Fogg took some bank notes from the Bank of England. Because of this, a copchased them around until he can get a warrant for Mr. Foggs arrest. I reallydidnt like the book. Okay, there were some good parts but most of the bookwas pretty boring. It was written in old English which was hard to understand. The book also had names that were very hard to pronounce, such as the namePasseportout. I think the author wrote the book to say if you believe insomething stick with it. I say this because Mr. Fogg believed that he couldtravel around the world in eighty days, and he was willing, and did bet twentythousand pounds that he could travel around the world in eighty days. He alsoshowed this when Mr. Fogg was about a week behind he still never gave up.

Mrs. Macteer and Mrs. Breedlove free essay sample

Parental guidance and support are key components of the foundation of a child’s growth and development. Without either, a child cannot grow and develop properly. In her novel The Bluest Eye, Toni Morrison examines the effect of different mothers on their respective children through the characters of Mrs. MacTeer and Mrs. Breedlove. Throughout the novel, both characters express their thoughts and feelings through words, with Mrs. MacTeer having a few fussy soliloquies and Mrs. Breedlove having a few interior monologues to get their points across. Although Mrs. MacTeer and Mrs. Breedlove are two entirely different individuals, their respective fussy soliloquies and interior monologues greatly reflect one another. Giving to charity doesn’t always equate to getting something in return. In The Bluest Eye, Mrs. MacTeer takes in Pecola Breedlove for a bit. While Pecola is staying with the MacTeer family, she grows fixated with a Shirley Temple glass, using it every chance that she can. We will write a custom essay sample on Mrs. Macteer and Mrs. Breedlove or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Subsequently, she ends up drinking a lot of the milk that Mrs. MacTeer has for the entire family. Mrs. MacTeer is not thrilled with this, as she rants, â€Å"Three quarts of milk. That’s what was in that icebox yesterday. Three whole quarts. Now they ain’t none. Not a drop. I don’t mind folks coming in and getting what they want, but three quarts of milk! What the devil does anybody need with three quarts of milk? † (Morrison 23). Initially, Mrs. MacTeer’s soliloquy seems reasonable. It seems as though she is simple a mother frustrated with the fact that her milk has been drank up and potentially wasted. However, there are hidden connotations in her speech. By rationalizing her own life situations through her fussing soliloquies and then singing, Mrs. MacTeer manages to isolate her children. They, particularly Claudia, view her singing as a demonstration of the pleasure Mrs. MacTeer takes in insulting others through her soliloquy. As Christine Spies writes in Vernacular Traditions: The Use of Music in the Novels of Toni Morrison, â€Å"the way in which the singing is described, the cathartic quality of the music becomes obvious, as for Mrs. MacTeer singing constitutes a cleansing ritual and establishes a validation of her self† (Spies 13). It is suggested that Mrs. MacTeer is unhappy with her everyday life, as well as with herself. She utilizes the soliloquies to rip apart others, a concept that is detrimental to those she fusses about, yet therapeutic to herself. Once she is satisfied with the degree in which she has ranted and raved, she begins to sing. Her songs are representative of the cleansing of herself through her rants and rambles, as well as a demonstration of her satisfaction and happiness with putting down others. Pauline Breedlove, Pecola’s mother, is fond of reflecting on the better days of her life. Oftentimes throughout The Bluest Eye, Mrs. Breedlove is found reminiscing on the days of her past, when she was a younger woman. In particular, at one point in the novel, Mrs. Breedlove reflects upon a time in which she was pregnant with her oldest child, Sammy. During this time in her life, she enjoyed going to the cinema by herself during the day. She would look at magazines and style her hair like the movie stars. To her, going to the cinema and admiring the glorious movie stars was an escape from her marriage and life with Cholly. For the length of the film, she could disappear into the movie and be amongst the stars. At one point, Mrs. Breedlove attended a film and her fantasies of blending in with the stars unraveled in front of her very eyes. She took a bite of a piece of candy, and one of her front teeth was pulled out by it, instantly altering her appearance forever. She reflected, â€Å"There I was, five months pregnant, trying to look like Jean Harlow, and a front tooth gone. Everything went then. Look like I just didn’t care no more after that. I let my hair go back, plaited it up, and settled down to just being ugly† (Morrison 123). Mrs. Breedlove tried to escape from the unhappiness of her own life by going to the cinema, and instead, the cinema caused her even more unhappiness. She simply gave up on ever feeling glamorous or happy, something that is only fueled by the growing unhappiness of her marriage. As she stated, â€Å"Cholly poked fun at me, and we started fighting again†¦He begin to make me madder than anything I knowed† (Morrison 123). As much as she tried, Mrs. Breedlove could no longer escape her unhappiness. It was simply escalated by the cinema. From the very beginning of Pecola’s life, her mother ingrains in her the idea that she is ugly—a concept that Mrs. Breedlove herself is viewed as due to her missing front tooth and her skin color. After her birth, she refers to Pecola as being â€Å"a right smart baby† but â€Å"a cross between a puppy and a dying man. But I knowed she was ugly. Head full of pretty hair, but Lord she was ugly† (Morrison 126). Mrs. Breedlove acknowledges that Pecola is a smart girl, but doesn’t view it as an impressive quality. Instead, she focuses on the fact that her daughter is unattractive. As Spies mentions, â€Å"even by her own mother, Pecola has been denied the slightest notion of being valuable or worthy of love† (Spies 15). By denying value and love to her daughter, Mrs. Breedlove is instilling in Pecola the same self-hatred that Cholly and society has instilled in herself. Mrs. Breedlove’s unhappiness is unquestionably the reason for Pecola’s own dissatisfaction and unhappiness. Although Mrs. MacTeer and Mrs. Breedlove are two entirely different individuals, their thoughts are eerily reminiscent of each other. Both complain about others, specifically complaining about Pecola. Mrs. MacTeer is frustrated with Pecola drinking up the milk, whereas Mrs. Breedlove is frustrated by her lack of beauty. Both women try to come off as â€Å"better† individuals than they actually are. Mrs. MacTeer rambles about Pecola and suggests that she is of a lower, varmint-like class. Mrs. Breedlove goes on about Pecola’s ugliness, when, in fact, she is not only perceived as but admittedly ugly herself. Both women are unsatisfied with their lives and places in society. They both wish to be glorious and of higher class, yet they cannot achieve these respect places due to outside factors—Mrs. MacTeer is a middle class woman, and Mrs. Breedlove is â€Å"ugly† and black. Both women enjoy prattling about their misfortunes and the misfortunes of others, yet they do so in entirely different ways. Contrarily, Mrs. Breedlove expresses herself silently through inner monologue. She is a soundless voice in society. Not only is she a black female, but she is poor and ugly as well. She could voice her opinions out loud, but she feels it is not worth it. Society rarely recognizes her presence, and when it does, it is quickly forgotten. When Mrs. Breedlove reflected on the birth of Pecola, she recalled being the only black woman in the maternity ward of the hospital. A doctor walked by to check on her with a team of residents who were learning how to be doctors, and he said that black women deliver babies like horses, quickly with no pain. Mrs. Breedlove recalls, â€Å"They never said nothing to me. Only one looked at me. Looked at my face, I mean. I looked right back at him. He dropped his eyes and turned red† (Morrison 125). The resident who looked at her is embarrassed to have acknowledged her, and he immediately tries to erase this moment of connection from existence. She is an isolated, lower class of her own in society due to not only the oppression of her individuality as a poor, ugly black woman and the reaction of society to her identities, but because she is also oppressed by her husband, Cholly. Although it is clear throughout the novel that Mrs. Breedlove fights back when it comes to arguments with her husband, she is not given a voice to do so. As Gibson states, â€Å"whatever authority Cholly possesses accrues not because it comes to him by nature, or because he is male, but because Morrison chooses to give it to him. She grants this black male a voice† (Gibson 169). Morrison does not allow Mrs. Breedlove to have a voice; rather, she allows Cholly to have one to further exploit the weaknesses and state of despair of his wife. She cannot voice her opinions out loud because she is not given the means to do so. Like Mrs. MacTeer, Mrs. Breedlove has an invisible audience. However, her audience is literally invisible—nobody listens to her thoughts but herself. She is not given a voice in society, so she feels she cannot do anything. To her, it is not worth it to try to express her thoughts to anyone but herself. By keeping to herself, she is only trapped in her unhappiness further. Undoubtedly, the thoughts and opinions of Mrs. MacTeer and Mrs. Breedlove in Toni Morrison’s The Bluest Eye are essential to demonstrating the messages of societal oppression within the novel. Both women exhibit the concept of members of society being oppressed due to factors they cannot change, such as gender, level of wealth, race, beauty, or even lost dreams. Mrs. MacTeer’s fussing soliloquies reach out to an invisible audience of her children and Pecola, explicitly discussing her unhappiness with her own role in society, as well as the hierarchical roles in society and her daily life. Additionally, Mrs. Breedlove’s silent interior monologues allow readers to see the result of silence within society. Her monologues also allow readers to see the effect of giving up on one’s own happiness and dreams in life. Together, the voices of Mrs. MacTeer and Mrs. Breedlove inevitably come together to convey the effect of societal oppression within the novel. Without their respective fussing soliloquies and interior monologues, the meaning of the novel would be lost within the pages. The thoughts and opinions of Mrs. MacTeer and Mrs.

Social Function and Classification essays

Social Function and Classification essays In the high middle ages, what a person did for a living did not always determine there social classification. There were three different social classes, but they were not always so boldly separated. There were those who fought, prayed, and worked; and under these were more subclasses. For the workers, there were two subclasses, serfs and slaves. They were both hard workers on the farm except that one could achieve freedom and one could not. Serfs only had one way to buy their way out; giving money to a third party to buy them only to let them go free, although most serfs could never get their freedom. Slaves, on the other hand, could not be, they could only work. Priests and monks fall under the clergy class. Priests were sometimes considered peasants and were often poor. Many times the priests would help the peasants work the field. There were, however, the high-priests who lived in nobility. There were also the monks who had a life mission to serve and pray. And the highest class was those who fought. The nobles were the knights, although not all the knights were nobles. The knights were those leading the army; however you also need the foot soldiers. The foot soldiers were not as wealthy as the knights, or as high in class, but were considered in the noble class all the same. So there were three social classes but many social functions. People back in the high middle ages did not believe they were categorized into three social classes. Even though there were many subclasses were not widely separated, function did determine social classification; all with the exception of some of the lower clergy, which blend with the peasants. ...

How Learning Strategies Have Changed and May Continue to Change in Essay - 1

How Learning Strategies Have Changed and May Continue to Change in Relation to the Application of Information Technology (IT) in Schools - Essay Example This report stresses that information technology continues to change to achieve the objective of simplicity. These changes are brought about by the need to change leadership in learning institutions as it relates to strategic planning and the role of information technology. This paper makes a conclusion that application of information technology in schools has changed the teaching and learning strategies of students and teachers. Traditional learning strategies such as classroom instructions were dropped and use of communication technologies to transfer information has been adapted in most schools. Changes in information technology have also made it possible to learn through e-learning. Communication between instructors and students has been made possible through use of information technology devices such as computer-aided instructions. Digital libraries also make it possible for students who school through e-learning to access large volumes of information. Information technology continues to change so that it can become simpler. Complexities in technology make use difficult for a number of individuals. Simplicity will ensure technology will be accepted into more learning institutions. Application of information technology can therefore raise personaliz ation of learning strategies and still ensure labor costs are kept at a minimal. This will have positive impacts as it will motivate students and improve the education system.