How Does John Steinbeck Present the Character of Crooks Essay Example for Free

How Does John Steinbeck Present the Character of Crooks Essay Crooks (named for his crooked back) is the stable buck who works with the ranch horses. He lives in the harness room by himself because of the segregation law set by Jim Crow; he is also the only black man on the ranch. Crooks likes to read books this shows he is cleverer than the other men on the ranch and likes to keep his room neat, but he has been so beaten down by loneliness and prejudicial treatment of that he is also starting to treat people with hatred. His Physical disability is one of the many ways that he suffers on the ranch. John Steinbeck tries to make the novel realistic by showing how black people were treated and isolated in 1930s America. Crooks may not be the main character in the novel, he is important because he fitted in the society at the time of the novel in 1930s America. Steinbeck uses Crooks to show how life was for black people in 1930s America. The Character is firstly introduced when candy was showing George and Lennie around and when he was talking about how angry the boss was when George and Lennie were late to work. Candy tells them that the boss takes his anger on crooks,† Ya see the stable bucks a nigger†, â€Å"the boss gives him hell when he is mad†. White People in 1930s America had no discomfort in using derogatory language, this was normal for people it was the local language in 1930s. Candy says â€Å"nice fella too† and â€Å"he reads a lot† Proving he is intelligen t and nice guy. People show hatred towards him because of the colour of his skin. He and many coloured people were separated from the whites in 1930, because of the Jim Crow laws. George asks Candy ‘‘what kind of man is the boss’’ he quickly brings up that the boss had brought whisky for them at Christmas, he also explains what happened when they let crooks in, Crooks got into a fight one Christmas with a white man. Steinbeck presents the character of Crooks in a detailed description; John Steinbeck tells us that Crooks’ room is in the harness where all the horses sleep, this shows that he is segregated from all the other men on the ranch.

What makes an effective teacher?

What makes an effective teacher? David Camerons Conservative Party recently stated that the Tories will be brazenly elitist about candidates entering the teaching profession as they believe that qualifications make a good teacher. [REF]. However, research shows that a teachers personal characteristics and teaching styles can also be attributed to effective teaching. In 1992, Professor Caroline Gipps, Vice-Chancellor at the University of Wolverhampton and leading expert in educational assessment and learning, published What We Know About effective Primary Teaching. The document suggests that a successful primary teacher: Focuses on the whole class rather than individuals Teaches the whole class while offering help to individuals, or co-operative work where children help each other Teach one subject at a time Praise children as much as possible Have high expectations Encourage challenging talk rather than quiet busy work Use a variety of teaching styles Allow children some independence and be democratic rather than autocratic about work and discipline Matches work to a childs ability Effective teaching is a subject that is repeatedly researched and studied. More recent research shows that good teachers demonstrate a number of characteristics, but there are certain characteristics that underlie the effectiveness of teachers such as empathy and a willingness to work hard. Some people are described as being born to teach, but the personal and moral characteristics needed to be an effective teacher can be developed through practice, watching other effective teachers and learning from their technique. A study carried out by Santrock [2001] identified the main characteristics of effective teachers: CHARACTERISTICS OF EFFECTIVE TEACHERS Characteristic Total % 1. Has a sense of humour 79 2. Makes the class interesting 73 3. Has knowledge of their subject 70 4. Explains things clearly 66 5. Spends time to help students 65 6. Are fair to their students 61 7. Treats students like adults 54 8. Relates well to students 54 9. Are considerate of students feelings 51 10. Dont show favouritism towards students 46 Santrock, J. (2001) An Introduction to Educational Psychology, London: McGraw Hill, (p.10) Although subject knowledge is ranked third, the study overall shows that personal characteristics are key to effective teaching rather than qualifications. Classroom management is also an important factor as an average school week only provides 25 hours of teaching time with students. An effective teacher organises their students, time, environment and resources in a way that maximises learning opportunities. Effective teachers also motivate and encourage their students to work hard. Through regular assessment and looking closely as what a student is learning and what has been learnt, lessons can be planned accordingly. Teachers need to cater for the skills, abilities and interests of each student by matching work to the needs of the individual. This avoids giving tasks that are impossible to complete and to avoid giving tasks so easy that students learn nothing. Pedagogy: shared working atmosphere; awareness of the needs of each pupil; purposeful well organised classroom; celebration of successes. Need to know the needs of individuals and groups as well as how children learn. Most teachers teach facts, good teachers teach ideas, great teachers teach how to think. (Jonathon Pool). Teachers have to be facilitators: they cannot do the learning for the student. (Carl Rogers). A teacher who likes to explore a subject by using lots of activities can achieve the same success as one who prefers one activityà ¢Ã¢â€š ¬Ã‚ ¦ There is one aspect of personality that no teacher can do without: a willingness to learn and to reflect on teaching. (The Effective Teacher, p.10). Failing teachers often lack self awareness and do not quite know what they are doing or if what they are doing is right or wrong. They are defensive about their teaching methods and cannot take criticism, however constructive it is. [Ref] Define learning 250 Learning can be defined as The process of accumulation and change that marks our growing sense of knowledge. (p.14 The Effective Teacher). Different factors can affect learning and these include the child, the family, society, economy and social structure. Brofenbrenner looked at how children grow up and how that affects the learning process, then linked all of these factors together into his Ecological Systems Theory [1979]. His theory suggests that a childs development is influenced by the social contexts in which they live, with the three main contexts being a childs family, peers and school. The parent and child are placed at the centre of learning. 2. 1.Who the child spends most of their time with is identified and what positive and negative factors that has. 3. The general external factors that influence the learning environment are looked at. Constructivist approach to learning Recall; ability to remember information Understand the information Use or apply knowledge in new situations Break down and interpret information Putting things together; developing new ideas Assess effectiveness of whole concepts; critical thinkingBlooms Taxonomy is a classification of the levels of learning. The cognitive process identifies 6 levels of thought. Based on this theory, the learner has to reach one level before moving on to the next. When used correctly, Blooms Taxonomy can accelerate learning and elevate student interest and achievement, especially for slower learners. [Sousa, D. 2001] How the brain learns What makes an effective learner? 500 Understanding and thinking about how a person learns can enhance motivation and increase achievement. [REF ] A persons learning style is the way he or she concentrates on, processes, internalises and remembers new and difficult academic information or skills. Styles often vary with age, achievement level, culture, global versus analytic processing preference, and gender. [Shaughnessy, 1998]. It is often looked at in terms of a learners preference for visual, auditory and kinaesthetic ways of working. [Burton, 2007]. Encourages a learner to think about how he or she learns. Novice learner: Do not evaluate their comprehension Do not examine their comprehension Do not examine the quality of their work Do not make connections Expert learner: What is the relationship between teaching and learning? 500 Consider which is more important. Actual learning or actual teaching? Support argument with literature and wider reading. 500 There have been many arguments as to which side of the teaching and learning processes are more important. Child centred education the teacher gives the child opportunities to learn. Teacher centred stand and present what they know. Teacher centred education is a traditional approach to teaching where the teacher presents facts to the student by direct instruction. The teacher is at the centre and in charge. Student centred education is a more modern approach where the learner is at the centre of learning and the teacher acts as a facilitator, guiding the student and giving opportunities to learn. Bennett, 1976 Clinical Reasoning Case Study: Knee Osteoarthritis Clinical Reasoning Case Study: Knee Osteoarthritis Abstract Clinical reasoning is the thinking process that escorts clinical practice, it is a multifaceted skill. The aim of this report is to use clinical reasoning to comment on a case of medial compartment one-sided knee osteoarthritis. Using clinical reasoning, an outline of management and manual therapy are designed. Introduction Mendez and Neufeld (2003) defined clinical reasoning as a cognitive process aiming to understand the implications of patient data. It also aims to recognize and diagnose present concrete or latent patient problems, to make clinical well-judged choices to help in problem solving, and to result in encouraging patient outcomes. Factors affecting the outcomes of clinical reasoning can be internal factors linked to health professionals (knowledge, acquaintance with a particular case and their reasoning skills). Patient factors need skills to transfer facts, and explanation of disease condition and treatment alternatives. External factors include health institution potentials, profession-specific structure of treatment, and intricacy of the case (Mendez and Neufeld, 2003). Edwards and others (2004) suggested the following practices of clinical reasoning for a physiotherapist. Diagnostic reasoning, developing a diagnosis based on disability and its impact considering accompanying pain, pathological changes, and contributing factors to the disease. Descriptive reasoning is to understand the patients description and experiences about the disease. Procedural reasoning involves treatment decision making, while communication collaborative reasoning involves setting up a patient-therapist relationship and setting goals for treatment based on interpretation of investigations results. Predictive reasoning is foreseeing the treatment results, and ethical reasoning which needs understanding of the ethical questions about the conduct and goals of treatment. Possible causes and processes of the patients recent complaint: Based on the patients occupation, and history, knee Joint injury herald osteoarthritis in individuals who are in their 30s or 40s, osteoarthritis becomes obvious nearly in every other subject with a previous history of knee injury. A proper interpretation of the existing data infers that at 10 years after suffering an injury to the knee, an average of one third of patients display joint space narrowing on x-ray examination. Twenty years post injury, about half the individuals with history of injury shows similar changes (Roos, 2005). Arthroscopic procedures may cause postoperative knee pain and swelling enough to delay rehabilitative physiotherapy. This should not persist more than two weeks otherwise the patient will be at risk of complications mainly prolonged knee stiffness. (Reuben and Sklar, 2000). Many believe that changes in the knee joint in osteoarthritis reproduce the collective effects of mechanical stress rather than senile degeneration alone. Therefore, it is an occupational disease (Radin, 2004). Patients occupation activities are aggravating factors to develop knee osteoarthritis (Loomis, 2008). Based on the patients symptoms and physical examination findings, the patient may have had a cruciate ligament rupture or added meniscal injury. Because of negative ligament tests, tenderness over medial TFJ joint line, no tenderness of patella tendon, quads tendon, hams tendons insertions, MCL attachments or LCL attachments, and data suggesting positive McMurray manoeuvre. Besides the presence of mild effusion, it is most likely the patient suffers a meniscal injury (Dascola, 2005). Roos (2005) provided a model for the processes responsible for pain and development of osteoarthritis. He assumed the disease needs, being mechanically determined, increased or altered joint load as a precondition to its development. Therefore, joint injury, occupation and aging lead to development and progression of osteoarthritis in one of two possible pathways. First, deconditioning of the musculoskeletal, increased joint loads occur with pain and progression of osteoarthritis. Alternatively, joint instability, misalignment and defective proprioception result joint related changes leading to increased joint loads with pain and disease progression. The patients irritability: At this point, the patient anxiety is because of worsening of pain and movement limitation and worry that he will not be able to continue working or doing everyday activities without significant discomfort. Jinks and others (2007) suggested that a therapist should look at the first onset of joint pain as sign to try preventing future disability. Reasoned identification of need for caution and need for adjustments: Three cardinal patients findings call for caution and adjustment of assessment as they may need change in the plan of manual therapy. These are persistent pain for four months, reduced right knee extension in standing with slight varus deformity. Besides pain limiting knee movement in active and passive flexion and extension with pain and stiffness limiting lateral rotation and stiffness without pain limiting medial rotation. Plain radiography was done following Ottawa knee rules (Jackson and others, 2003) and showed the same findings as the one done two years earlier. The use of MRI in addition provides better prediction of the need for added treatment. Indication of MRI, in this case, is to evaluate pain as it persisted for more than 3-6 weeks (Oel and others 2005). In case MRI is not available, or not covered by insurance, knee ultrasonography can be helpful to assess knee effusion, integrity of tendon and MCL injuries and to rule out minimally displaced patellar cracks (Lin and o thers, 2000). Arthroscopy can be diagnostic and therapeutic for meniscal or ligaments injuries, removal of loose pieces of cartilage or bone. Besides intra-articular steroid injection can be given to manage pain, viscous supplementation, and arthroscopic debridement and washout can ease the mechanical symptoms (Gidwani and Fairbank, 2004). Factors that may be contributing to the patients presenting problems: The slowly developing knee swelling is matching with meniscal injury however, the therapist must consider associated mild ligament sprain. The absence of locking is against meniscal injury, but the giving way points to possible ligament injury or patellar sublaxation. The presence of anterior crepitus may point to ligament injury or patellar problems, however, the active and passive limited range of movement suggest an intra-articular problem (Smith, 2004). This calls to consider the possibility of having combined lesions on top of osteoarthritis. Three more points need communication with the patient, adjusting occupational activities (Loomis, 2008), return to swimming sport practice or perform water exercise being a low knee load exercise (Grainger and Cicuttini, 2004). Also, tell the patient with the potential side effects of NSAID and advice to use topical preparations with safer analgesics as paracetamol (Derbyshire County NHS, 2008). Developing a working hypothesis: According to the patients current situation, expectations, worries and good general health, and knowing the case is most likely to be knee medial compartment osteoarthritis the objectives of manual therapy should be (Technical Committee Physiotherapy Profession, 2003): Minimize pain Decrease disability and enhance functional ability, muscle strength, joint flexibility. Patient education to encourage better work activities, and regain interest in swimming sport. When to start manual treatment and what is the plane: Manual therapy portrays the physical therapist applying passive movements aiming to enhance joint motion and minimize stiffness. It includes passive range of movements, and muscle stretching techniques (Fitzgerald and Oatis, 2004).As this particular case needs a multidisciplinary approach that may involve surgery, manual therapy should start once the process of diagnosis and possible surgical interference finish. It may start in conjunction with pain relief physical therapies as thermotherapy, cryotherapy and transcutaneous electrical nerve stimulation. The general rules of static stretching range of motion manual therapy are (Technical Committee Physiotherapy Profession, 2003): Twice weekly when pain and stiffness are least in 20-30 minutes sessions (Hoeksma and others, 2005). Better to be preceded by warm compresses. To be performed slowly and the range of motion extended to the limit of least subjective pain and resistance. Advice the patient to breath slowly during passive exercise. Hold the terminal stretch for 10-30 seconds. Passive exercises are continuously adjusted according to pain and the duration of holding the static position. Measuring the outcome: The Western Ontario and McMaster University Osteoarthritis Index (WOMAC) test is a self-report specific measure to assess pain and physical function. Validity of the test was investigated in many studies and showed high levels of consistency and test-retest reliability consistent with clinical practice (Stratford and Kennedy, 2004). The 6-minutes walk test is primarily endurance test originally developed to measure exercise capacity in cardiac and pulmonary patients. Test-retest reliability and responsiveness index (measures improvement after therapy) have been examined and found highly reliable (King and others, 2000). Patients perform these tests at baseline, on the 5th week, and later every 12 weeks of therapy (Hoeksma and others, 2005). Prognosis and expected improvement rate: Jinks and others (2007) stated the outcomes of osteoarthritis are poor quality of life, limited daily activities and disability. However, we know little about the primary influence of joint pain on disability in the older population; also we know little about if such influence is reversible if the pain improves. According to their results, Jinks and others (2007) inferred that decreased physical functions among knee osteoarthritis patients with pain shows how important this symptom is as a possible launching cause to decline of physical activities. Even those whose pain improves are occasionally able to regain their experienced levels of physical activities. The Ottawa Panel (2005) advised the combination of manual therapy and therapeutic exercises especially muscle strengthening exercises to achieve better improvement of pain and function in patients with osteoarthritis knee. Conclusion Clinical reasoning is on of the methods of applying evidence based practice in physiotherapy. A case of medial compartment right knee osteoarthritis presented with pain after minor exercise is subjected to clinical reasoning critical thinking. The case turned to be a multidisciplinary case that needs further investigation and possibly orthopaedic surgeon interference before manual physiotherapy begins. Using clinical reasoning skills and principles, the patients history and clinical findings were analysed, designing principles of a plane of manual therapy, measuring the outcome, and foreseeing prognosis and improvement rate were explained. References Dascola J S, 2005. Injury-related causes of acute knee pain. JAAPA, 18(7), 34-40. Derbyshire County NHS Primary Care Trust, Medicine Management Update, February 2008. Reviewing Non Steroidal Anti-Inflammatory Drug (NSAID) Prescribing-an update on current issues [Online]. No 3. Available from: http://www.derbyshirecountypct.nhs.uk/content/files/key%20messages/NSAID%20UPDATE%20Feb%2008.pdf, [cited 11/07/2008] Edwards I, Jones MA, Carr J, et al, 2004. Clinical reasoning strategies in physical therapy. Physical Therapy, (84), 312-335. Fitzgerald G K and Oatis C, 2004. Role of physical therapy in management of knee osteoarthritis. Curr Opin Rheumatol, (16), 143-147. Gidwani, S and Fairbank, A. 2004. Clinical review: The orthopaedic approach to managing osteoarthritis of the knee. BMJ 329: 1220-1224. Grainger R and Cicuttini F, 2004. Medical management of osteoarthritis of the knee and hip joints. MJA, (180), 232-236. Hoeksma H, Dekker J, Ronday H at al, 2005. Manual therapy is more efficient than exercise therapy for osteoarthritis of the hip. Arthritis Care and Research, (51), 722-729. Jackson J L, OMalley, P G and Kroenke, K, 2003. Evaluation of Acute Knee Pain in Primary Care. Ann Intern Med, (139), 575-588. Jinks C, Jordan K and Croft, P, 2007. Osteoarthritis as a public health problem: the impact of developing knee pain on physical function in adults living in the community: (KNEST 3). Rheumatology, (46), 877-881. King M B, Judge J O, Whipple R and Wolfson L, 2000. Reliability and Responsiveness of Two Physical Performance Measure Examined in the Context of a Functional Training Intervention. Phys Ther, (80), 8-16. Lin, J, Fessell, D P, Jacobson, J A et al, 2000. An Illustrated Tutorial of Musculoskeletal Sonography: Part 3, Lower Extremity. AJR, (175), 1313-1321. Loomis D, 2008. Work in brief: Combining new tools with training may enhance ergonomic interventions. Occup. Environ Med., (65), 1. Mendez L and Neufeld J, 2003. Clinical Reasoning: What is it and why should I care? Ottawa, ON, Canada: CAOT Publications ACE. Oel, E H G, Nikken, J J, Ginal A Z, et al, 2005. Acute Knee Trauma: Value of a Short Dedicated Extremity MR Imaging Examination for prediction of Subsequent Treatment. Radiology, (234), 125-133. Ottawa Panel, 2005. Ottawa Panel Evidence-Based Clinical Practice Guidelines for Therapeutic Exercises and Manual Therapy in the Management of Osteoarthritis. Phys Ther, (85), 907-971. Radin E L., 2004. Who Gets Osteoarthritis and Why? The Journal of Rheumatology, (31)), (Supplement 70), 10-15. Reuben S S and Sklar J, 2000. Pain Management in Patients Who Undergo Outpatient Arthroscopic Surgery of the Knee. J Bone Joint Surg Am, (82), 1754-1765. Roos E M, 2005. Joint Injury Causes Knee Osteoarthritis in Young Adults. Curr Opin Rheumatol, 17(2), 195-200. Smith, C.C, 2004. Evaluating the Painful Knee: A Hands-on Approach to Acute Ligamentous and Mechanical Injuries. Adv Stud Med, (4(7)), 362-370. Stratford P W and Kennedy D M, 2004. Does parallel item content on WOMACs Pain and Function Subscales limit its ability to detect change in functional status. BMC Musculoskeletal Disorders, (5), 17-25. Technical Committee Physiotherapy Profession, 2003. Physiotherapy Care Protocol-OA Knee [Online]. Available from: http://www.mpa.net.my, Malaysian Physiotherapy Association.

Online Communities :: Internet Technology Computers Papers

Online Communities The Internet...the most exciting, mysterious and phenomenal form of communication to date. It allows people to enter a world where they can explore far off places they would not dare to venture into in the tangible world. It gives people the opportunity to communicate with other human beings from all over the world using nothing but a keyboard. It is an information highway, a place where research can be gathered on any topic capable of entering into the imagination. My exposure to the world of Cyberspace began six years ago when I entered college at California State University, Chico. I obtained a school-based e-mail account. In addition to writing to friends at other colleges, I was able to chat with other people on campus using a "talk" command. Throughout my two-year experience at Chico, I never ventured far out of the school-based e-mail system and never once went surfing on the "net." It wasn’t until I transferred to California State University, Northridge that I began my exploration of the Internet. Since I was commuting from home where I had a computer with no modem, it was at the school library where I did my e-mail. It was on these library computers that I became familiar with the Internet. I was now exposed to a whole new aspect of being online. I began using the Internet to research topics for both papers and recreation. In fact, when I moved back home and started going to CSUN, I became very involved in swing dancing. I wanted to know the "where, when and how" of the swing dancing scene in Los Angeles. The Internet became my source of information. I became part of an online community of swing dancers. I joined a forum where people gathered to post announcements and talk about nothing more than swing dancing. The Internet provided me the opportunity to get hooked into the dancing community via an online community. After the first couple of years at CSUN, upon my graduation in Deaf Studies, I obtained a personal computer with a modem and signed up for America Online. I was now able to have both e-mail and access to the Internet from the comfort of my own home. And now, for the last two years, I have been using this AOL account almost exclusively for e-mail. I never use the Internet unless absolutely necessary and find myself getting impatient and agitated when I can’t find what I am looking for or when I come to a screen saying "Page Not Found.

The Chinese Intelligentsia during the Hundred Flowers and Anti-rightist

The Chinese Intelligentsia during the Hundred Flowers and Anti-rightist Movement After the coming to power of the CCP and the formation of the People’s Republic of China, thorough and drastic changes began to take place in China. A country which had been founded on a mixture of Confucianism and a very spiritual lifestyle, with ancestor worship and even praying to the god of a particular object, which had went through various revolutions and changings of the guard, began to follow the influence of a Red Giant. The theories of Communism which were developed through a collaboration of Marx and Engels began to penetrate China through the Soviet influence. The sweeping changes that were introduced by Mao Zedong and his party would influence China in every aspect, and attempt to eradicate the old ways, which were consider to be corrupted and no longer represented what was right for the country as a whole. The CCP changed the way the government was set up, changed the way foreign relations were handled, re-evaluated the economic policies of the country, and, possibly more drastically, attempted, arguably successfully, to control and change the way people thought. The anti rightist movements of the 50s and 60s attempted to do just that. These movements followed on the heels of what was known as the Hundred Flowers. The Hundred Flowers slogan was â€Å"Let a hundred Flowers Bloom, a Hundred Schools of Thought Contend†. The movement which had started in the spring of 1956 was a movement that was began by the party to do several things. The main theme behind the movement was to welcome criticism of the party by the intellectuals of the country, and was considered a good way for the party to prove that it cared about the people, was interested, and listening to what they had to say. According to Teiwes: Lu (Ting-i) argued the victory of socialist transformation and a fundamental change in the political outlook of intellectuals created conditions for the Hundred Flowers. He held that free discussion and independent thinking were necessary to avoid academic stagnation and declared the imposition of narrow, doctrinaire restrictions on intellectual life the â€Å"bitter enemy† of true Marxism Leninism. (219) Mao was under the impression that Communism was so perfect that intellectual criticism would not be hurt, but benefit the attitudes in the country. This was a major chan... ... to keep their opinions to themselves. It would take years for them to find their voice again. Not, only did this movement silence millions, but it was also the moment for many Chinese, when the cracks in the party started to show. The man who had been revered as a god, had made a mistake, and people started to question themselves and their beliefs. Jung Chang’s mother was one of these individuals who began to question the Communist party and its methods, however not openly. Her husband however would not question it. Their relationship is a microcosm of the country. The people who saw the fissures forming were afraid to say anything, but the blind followers of the party where afraid to listen: One day, when she ventured some critical comments about the situation and got no response from him, she said bitterly, â€Å"You are a good Communist, but a rotten husband!† My father nodded. He said he knew. (Chang, 219) Works Cited Chang, Jung. Wild Swans: Three Daughters of China. New York: First Anchor Books, 1992. Fu-Sheng, Mu. The Wilting of the Hundred Flowers. New York: Frederick A. Praeger, Inc, 1963. Teiwes, Frederick. Politics and Purges in China. New York: M.E. Sharpe, 1979.

African American & Societys Influence Essay -- essays research papers

I. Introduction We can begin to draw comparisons and highlight distinctions about the meaning attached to youth violence, from the modern era to present day. Based on this meaning, we are able to understand the myriad of ways delinquent juveniles are affected by certain policies. Specifically, African Americans are over-represented in the juvenile justice system of Cook County, Chicago. Thus, they are a vulnerable population that is singled out by the system, and this further exacerbates and stigmatizes them. II. Historical Background: Children As Villains In Modern America Until the late 19th century, children were tried in criminal courts with adults. According to common law, the law regarded children under the age of seven, as still in the infancy stage of moral development, while those over the age of fourteen, were morally developed and thus responsible for criminal offenses. An early response, to the reasoning of juvenile delinquency, was that the blame was directed at the child. Children faced harsh punishment, such as prison and death. Eventually, reform efforts were established to provide a more acceptable approach. The Society for the Reformation of Juvenile Delinquents, viewed delinquents as needing a place to rehabilitate, and punishment was built in (Shepherd). As a penalty, the children worked an 8-hour day at trades and attended school for another 4 hours. Records reveal that many of them had not committed any criminal act, and a number of juvenile delinquents could be categorized as committing status offenders (Shepherd). Juveniles were susceptible to court hearings that were informal, and the ideology was based on the principle that judges will act as a parental guide, and provide an approach to guide children. In addition, another response to the growing concern of youth delinquency was with the establishment of the first juvenile court system created in Cook County, Chicago. This act was unique, since it attempted to reduce the stigma of juvenile crime and create a new approach for the process of offenders. They philosophized that children were not to be treated as criminals but in need of encouragement. III. Current View of Juvenile delinquency Over the decades, the perspective of juvenile delinquency has seemed to intensify, as it has been regarded as an epidemic. Youth violence has appeared to proliferate in some ar... ...are inadequately being taken care of. Consequently, there is the possibility that America’s poor children will grow up in a socially disorganized neighborhood, and ultimately they will be exposed to violence. As they grow up, they will attach meaning to the surroundings and people around them, and depending on the resource in their life they will eventually become molded. References Bennet, J. and Fraser, L. (2002) â€Å"Urban Violence among African American Males: Integrating Family, Neighborhood, and Peer Perspectives†. 1-2. Chicago Gangs. Retrieved December 13, 2004 from http://gangresearch.net Collins, J.W. and Hawkes, E.K. (1997) â€Å"Pathways to Juvenile Detention Reform: Reducing Racial Disparities in Juvenile Detention†. 21-24. Dumke, M. (2000, September. Race, Poverty, & defining failing schools. The Chicago Tribune. Retrieved December 5, 2004, from http://www.chicagotribune.com. Sheney, R. (2004). Armed and Dangerous. The Chicago Tribune. Retrieved December 12, 2004 from www.chicagotribune.com Shepherd, R. Jr. â€Å"The Juvenile Court at 100 Years Back: A Look Back†. Retrieved Decmber 13, 2004 from http://www.ncjrs.org/html/ojjdp/jjjournal1299/2.html

Faulkner’s Religious Views in a Rose for Emily Essay

Introduction A. General words about William Faulkner and his A Rose for Emily B. The definition of gothic fiction C. The development of gothic fiction in modern time II. The gothic characteristics in A Rose for Emily A. The topic is mainly about murder, dead, violence and necrophilia, which is the â€Å"gothic topic† B. The character of Emily is stubborn, eccentric and mysterious, who is involved in â€Å"gothic form† C. The description of environment adopts the typical â€Å"gothic style† D. The flashback in A Rose for Emily expresses the mysterious atmosphere III. Conclusion: The perfect combination of the gothic form with realistic content in A Rose for Emily Abstract: This paper discusses the creative purpose of A Rose for Emily on the angle of the traditional gothic elements of European and American literature. It points out that William Faulkner uses the gothic characteristics in many aspects, such as topic, hero, environment and plot, etc. Meanwhile, he fills it with fresh air, symbolic meaning and his own emotion. All of these make A Rose for Emily rise at a perfect peak—the combination of gothic form and realistic content, so that the short storyis not only superior to the traditional â€Å"Black Romanticism†, but superior to the â€Å"Realism† in Victoria Age. Key words: William Faulkner, A Rose for Emily, gothic characteristics. I. Introduction A. General words about William Faulkner and his A Rose for Emily William Faulkner is one of the most distinguish writer in American literature. He was born in the South, and he wrote people, background and cases in the South. As the appearance of Faulkner, the South appeared the literary glories of â€Å"the South Renaissance†, which ever was called â€Å"the literary desert. â€Å"(Yu Jianhua, 2004: 460) Maybe there is never an American writer such as Faulkner who catches so many eyes of professors and critics. Even his short story, A Rose for Emily, some writers have discussed and explored it in many ways. However, this essay tries to discuss Faulkner’s creative purpose in the gothic style, which had a great influence on European and American literature. And it is to discover something new to give the reader enlightenment and thinking. B. The definition of gothic fiction The word â€Å"Goth† came from the name of a Germanic trap. The gothic people were famous for their brutal and uncivilized qualities. They ever lived in north Europe , then invaded in Rome Empire around the third AD century to the fifth AD century, and set many kingdoms in Italy, Spain, south part of France and north Africa. A thousand years later, after the Rome Empire died out, Italian Vasari (1511–1574) used the â€Å"Goth† for the first time to refer to an architectural style in middle age, which was â€Å"tall sharp pointed, vaulted roof or tower ,narrow windows, colorful glass, darkness houses, gloomy ladders. â€Å"(Xiao Minghan, 2001: 9) The so-called â€Å"Gothic Revival† appeared in aspects of architecture and literature during eighteenth century to nineteenth century, which was the gloomy and depressed tone in middle age. Meanwhile, some literary works enjoyed the same tone with â€Å"Gothic fiction† in the time. Take Horace Walpole for example, his â€Å"The Castle of Otranto† set an example for early classic gothic fiction. The birth of â€Å"Gothic fiction† is not only related with the â€Å"Gothic feeling† of the cemetery poetry of England, but related with the â€Å"Gothic style† aesthetic standard of Edmund Burke (1729–1797) as well. C. The development of gothic fiction in modern time The gothic style became prevail and spread quickly from England to the whole Europe and the U. S in the eighteenth century. And it had a great influence on American literature to some certain extent. Charles Brown (1771–1810), the most famous American representative in this field, vividly portrayed the terrified psychology of his hero in a gloomy tone and mysterious environment. II. The gothic characteristics in A Rose for Emily Faulkner lived in the South for a life long, and the field of south fertilized him and shaped his character. â€Å"Therefore, his habit, thinking way and life attitude closely related with this unfortunate field. â€Å"(Jay Parinier, 1989:2031) As the representative of the American traditional thinking,† the most important and unconscious content† had deeply precipitated in the deep of his heart. That is why he showed his love to his hometown in such an unusual way–exposed the faults and gloomy aspects of the South. Maybe gothic characteristic in A Rose for Emily is the best way to express his emotion. A. The topic is mainly about murder, death, violence and necrophilia, which is the â€Å"gothic fiction† First of all, the topic is mainly about murder, death, violence and necrophilia. It â€Å"vividly pictures a terrified story of an old virgin. Emily is the last member of the Grierson. She is a slim and gentle lady, but she almost loses her beauty when she appears again in her 30’s, â€Å"She looks bloated, like a body long submerged in motionless water, and of that pallid hue. â€Å"(para6) She dies in her 74 years old finally. â€Å"Alive, Miss Emily had been a tradition, a duty, and a care; a sort of hereditary obligation upon the town. â€Å"( para3) As long as Emily is dead, all the proud and dignity of gentle lady is dead out. Even in order to give her a hand, the premayor Colonel Sartoris only uses an excuse to avoid hurting her. Emily has been separated from the outside for nearly forty years after her father’s death and after the missing of her fiance. â€Å"Daily, monthly, yearly we watched the Negro grow grayer and more stooped, going in and out with the market basket. â€Å"(para33) Sometimes, people could see her through the window, only find her â€Å"like the carven torso of an idol in a niche†. (para33) It is until the end of her funeral that the people discover the secret which they find Homer’s skeleton in a locked room. Obviously, the gentle lady deliberately performs and covers a murder. Critics regard that Emily retaliates by killing the north man with poison because he refuses to marry her. However, on another angle, Emily is too empty to comfort herself. In order to make a man accompany with her, she has no choice but kills him–in the way, she can stay with him forever. But this â€Å"gain† just is the forever â€Å"lost†. The moment she kills him, she is dead in spirit. The grief, desolation and sadness fill in her inner heart forever. Emily can not stand the fact that a south lady courts a north worker but fails. It is a perfect satire under the history condition in that time. Even like this, she still â€Å"carried her head high enough–even when we believed that she was fallen. † (para21) In a word, the topic of A Rose for Emily is the â€Å"Gothic topic†, which describes about murder and dead. B. The character of Emily is stubborn, eccentric and mysterious, who is involved in â€Å"gothic form† The character of Emily is involved in â€Å"Gothic form†. She is stubborn, eccentric and mysterious. She has been isolated from the outside world for forty-year since her father is dead and Homer’s missing. Her door remains closed all the year round and refuses all the visitors. Actually, she is an unrealistic stubborn woman. She does not want to dispose of her father’s body, and â€Å"She told them that her father was not dead. † (para15) Despite the law, she refuses to pay the taxes and repeats that â€Å"I have no taxes in Jefferson. â€Å"(para8) Moreover, she asks the officials to get explanation from Colonel Sartoris, who ever remit her taxes. It seems that she dose not know Colonel Sartoris was dead before ten years. † It can be believed that her refusal to pay the taxes symbolizes the refusal to accept the changed society to some extent. â€Å"(Zhu Zhenwu, 2003:34) She takes pain to keep her superior, dignity and the southern fair lady impression. Emily is a typical example of the dead south. † The failure of the Civil War brought corruption and decline to the South, which was very obvious in economy and politics. â€Å"(Zhang Kuiwu, 2002:74) However, it is imperceptible in moral and psychology. The South originally had their own unique economic form, cultural style, life way and moral standard, even their own language. All of these elements â€Å"easily stimulated the southerner rise a feeling of the nostalgia, which had solidified for the failure of the South in the Civil War. â€Å"(Yu Jianhua, 2004: 460) Therefore, the war led to a strange contradictory phenomenon: the old South â€Å"die† as long as the failure of the war, but it more obstinately â€Å"survive† than any other times. The South â€Å"died† in society and economy, but it is still â€Å"alive† in the culture and mental. Pitiable Emily is solidified by time. She falls into the past glories and honors of the South, but can not be brave enough to face the real life. Faulkner vividly pictures the southerners’ subtle, complicated and contradictory psychology through Emily. Emily only is the epitome of the southern declining aristocracies. As the famous critic Malcolm Cloy says â€Å"The southern people lived under so heavy pressure that they almost lost their rational behavior, but responded mechanically. â€Å"(Yu Jianhua, 2004: 460) Thus, they broke out some uncontrollable violence and unreasonable behaviors occasionally. On the other hand, they tightly clung on the luxury and glories in the past to escape the reality, which seems extremely unrealistic and ridiculous. In this way, Faulkner criticizes the southerners who live in a new time but keep outdated mind. And this distorted psychology is exactly the spiritual essence of the collapsing old south. Standing on a new angle, Faulkner re-examines closely and explains all of these, and sympathizes the southerners’ thinking way and moral standard. C. The description of environment adopts the typical â€Å"gothic style† Besides the topic and â€Å"character are the gothic elements, the description of environment in A Rose for Emily adopts the typical â€Å"Gothic style†. Emily’s house and both inside and outside environment are gothic ones. Emily’s house is a special style building made of wood. When her parents are alive, the house is noble style, which â€Å"had once been white, decorated with cupolas and spires and scrolled balconies in the heavily lightsome style of the Seventies. â€Å"(para2) As the time passes, however, the house still keeps its outdated style and â€Å"lifting its stubborn and coquettish decay. â€Å"(para2) We could feel an incompatible atmosphere with the age. Several years later, the deputation has a chance to go into Emily’s house for the first time. They went into â€Å"a dim hall from which a stairway mounted into still more shadow. † (para5) Moreover, there was â€Å"a dust and disuse–a close, dank smell†(para5) in the air. The parlor was â€Å"furnished in heavy, leather–covered furniture. â€Å"(para5) Faulkner describes a dim and mysterious picture for us. It was really shocking what the town people see in Emily’s base room. â€Å"A thin, acrid pall as of the tomb seemed to lie everywhere upon this room decked and furnished as a bridal. â€Å"(para39) Homer’s skeleton â€Å"had apparently once lain in the attitude of an embrace. â€Å"(para40) The second pillow which in the same bed was the indentation of a head. It is clearly that it was Emily’s â€Å"long strand of iron–gray hair. † (para41) Homer had been missed for forty years, and Emily had been slept with his skeleton for forty years. A sepulchral atmosphere spreads the air. It is shocking and absolutely terrified. But it is not Faulkner who originally adds the terror element in fiction; it is the traditional style of â€Å"gothic fiction. † Faulkner not only uses this style in A Rose for Emily, but exaggerates several details such as murder, violence, etc. D. The flashback in A Rose for Emily expresses the mysterious atmosphere Last but not least, Faulkner deliberately sets a flashback form to tell the story. At the beginning, Emily is dead at her seventy–six years old. The whole town went to her funeral for different purposes: the men have a respectful affection for a fallen monument, the women curious to see her inner house. Who is Emily? What kind of person is she? Faulkner immediately catches readers’ interest to read on. She once was beautiful and slim, but her father drove all the men who pursue her. Only after her father died, she could date with a Northerner. Unfortunately, she could not marry with him, which hurt her so deeply that she had to keep herself far from the world from then on. However, the ending is out of expectation. She was shrewd and unscrupulous. She secretly murdered her fiance by rat poison, and kept his body in her bed and slept with him for forty years. It is really tricky and surprising. The ending may be unreasonable to some extent, but it really shows Faulkner’s creativity. He adopts the flashback to add much profound meaning to the short story, which is superior to the normal narrative way of the general fictions. Actually, many signs and symbols in the story indicate that the ending is like this. Emily is a cruel murderer, she kills her fiance. But it is necessary to clasp the essence through the appearance. In Emily’s age, men had absolutely power to control women. It can be believed that it is Emily’s father who indirectly destroys her whole life to some certain extent. She is forced to kill her fiance to pursue her happiness. As the critics remark that â€Å"villain–hero in rational gothic fiction is murderer as well as victim. â€Å"(Pu Ruoqian, 2001: 47) The â€Å"villain–hero† is not the original crime. The real crime is the distorted humanity, which is formed by the hierarchy rule and moral standard. III. Conclusion All the gothic elements in A Rose for Emily present a perfect gothic fiction. However, Faulkner is not completely imitate the gothic tradition, he uses a clever method to perform a story of his own age. He is fond of gothic style which is the main literary style in Victoria time, may be because he thinks the gothic style accords with the environment of decline of the south. Besides this, he fills with the realistic content and his own emotion to the gothic style. Gothic style once was regarded as â€Å"Black Romanticism†, but Faulkner combines it with realism. Furthermore, Faulkner pours the fierce emotion and fresh air into the old form, which makes A Rose for Emily superior to the gothic fiction and the literary main stream in Victoria time. The background of A Rose for Emily is in the age when Faulkner lived, which is a new form and different from the gothic tradition, and apparently helpful to express the realistic meaning of the work. From what has been discussed, we know the gothic style was not popular in Faulkner’s time. However, A Rose for Emily exposes the real psychology of the southerner, and accepts some irrational aspects of human’s deep heart, which widens the extent of realism and the influence to human. From this, A Rose for Emily can stand out from any other American fiction forms of the time. Faulkner benefits a lot from the gothic tradition, which he improves and thus is superior at the same time. References Jay Pariniet, The Norton Anthology of American Literary, (p2031). New York and London: W. W. Norton & Company, 1989. , , : , 2002. , , , 2001/1. , , , 2001/3. , , : , 2004. , ? (P74–82), : ,2002. , : , , 2003/4.

Famous Thinkers: Steven Spielberg & Grace Hopper Essay

Famous thinkers can come from all walks of life and can be from our generation and others. Reaching goals can be done in many ways. The similarity famous thinkers is that they are all share creative minds and are all creative thinkers. Creative ideas are the foundation of creative process (Goodman & Fritchie, 2011). Famous thinkers base their ideas on searching for solutions to problem, need, or the way others think or view specific issues. When I think of famous thinkers a vast number of people come to mind. Two thinkers that genuinely stand out to me are Steven Spielberg & Grace Hopper. My article will provide more details on the influence and accomplishments of these great thinkers. Steven Spielberg Steven Spielberg had an early start on his career, even as a child he was an amateur filmmaker. Spielberg became an Academy Award-winning director and one of the youngest television directors. His opportunities became endless after the television film, Duel in 1972, which landed him a chance to direct for the cinema. Steven Spielberg has brought unique contributions to society. Ten ways he has done this is 1.Helping to create the idea of the movie â€Å"blockbuster.† 2.Bringing back our sense of wonder 3.Helping to make robot uprising the new zombie apocalypse 4.Bringing back the Saturday morning serial 5.Co-founding a successful new studio, and helping bring back animated films 6.Preserving and shaping the memory of World War II 7.Showing that video games could be a viable storytelling tool. 8.Taking on tough adaptations/re-imaginings, and making them happen 9.Keeping science fiction alive on TV 10.Being an early adopter and innovator of CGI His work has shaped viewers love for cheesy, all out, ridiculously expensive summer-fun-rides through his creative mind and continues to today. Using his creative mind he explored primeval fears, tackled literary adaptations, historical, daredevil heroes, and imaginative fantasy through his movies giving the audience something to fall in love with. Even with all of Spielberg’s success came struggles. His favorite kind of film was the  melodrama (action film). Spielberg’s passion for this melodrama films has often attracted criticism. When compared to realism or tragedy, melodrama in a sense seems childish. Some say the melodrama seems juvenile and artificial when compared to realism or tragedy. Even with their criticism Spielberg is still today is found to be America’s most well-known successful maker of cinematic melodramas. Spielberg’s films also have innocence and often portray broken families. His films show his fondness for broken families and seem connected to his own personal experiences. His parents were divorced when he was sixteen. He did not have a close connection with his father which led to some of his films about missing or neglectful fathers and lonely children. With all he had experienced, his films were filled with emotions that fell close to the heart. Without the personal emotional subconscious themes, Spielberg’s films wouldn’t have been such a success. As we all know films can be expensive. One reason a lot of his films focus on broken families and children is because the audience is easy to appeal. His idea to concentrate on melodramas was a strategy that focuses on young people and can be appreciated by both adults and children. All these factors, personal, social, and political environments have affected his creativity in his films. Today he still amazes his audience with his creativity in his films. He has three Academy Award wins, many other honors, and he also received the Irving G. Thalberg Memorial Award from the Academy of Motion Picture Arts and Sciences. He also received the Directors Guild of America Lifetime Achievement Award and the French Legion of Honor. In 2005 he was inducted into the Science Fiction Hall of Fame. Grace Hopper Grace Hopper, a computer programmer, is known for helping develop and lead the team that created the first computer language compiler, which was a precursor to the widely used COBOL language. She also became an admiral in the U.S. Navy. Grace Hopper also known as Grace Brewster Murray went to college at Vassar and Yale University to study math and received a master’s degree in mathematics. While studying at Yale Grace taught at Vassar. She was the first women to receive a Ph.D. in mathematics at Yale. Her education brought her too many opportunities including an associate professor at Vassar. She joined the U.S. Naval Reserve around World War II  and was commissioned as a lieutenant. Grace Hopper went to Harvard University and was assigned to the Bureau of Ordnance Computation Project. This is where she learned to program a Mark I computer and later worked with the Mark II and Mark III computers. The term â€Å"computer bug† had come from an experience Grace had at Ha rvard after finding a moth that shorted out the Mark II. She was not the author of â€Å"computer bug† but played her part. She also led the team that created the first compilers for computer languages. Her journey continues as she returns to the navy for active duty at the age of 60 and retires at the age of 79. Grace was one of the oldest serving officers in the service. She was not ready to retire in the sense that she would be bored if she stopped working completely. She stayed in the computer industry for a few more years and was rewarded the National Medal of Technology. She was the first female to receive this honor. Grace Hopper died at the age of 85. She had so many accomplishments and was the first for many of them. Her strong personality and creative mind kept her going and she even encouraged many young people to learn how to program. Her motivation help her creativity continues throughout her career. Conclusion Steven Spielberg and Grace Hopper are both great famous thinkers that have brought unique contributions to society. Although they are very different in the career paths and how they contribute to our society, each have their own unique way of implementing their ideas and solutions. I found both to be very interesting and their accomplishments to be amazing. Their lives as children have affected the life they live today and the career they lead. I don’t think they needed to do anything differently. They had amazing lives and accomplished so much that they set out for. They take in consideration their surroundings, environment, and audience when making decisions and developing ideas. Although Grace is no longer with us, she still has a strong presence on society. Spielberg continues to amaze his audience with his films.