Thursday, September 3, 2020
Book Review of The Founding Conservatives free essay sample
Preceding the American Revolution, thirteen Colonies were established. A few settlements were established dependent on financial aspects, while others were established on strict opportunity. As time went on the Colonies created various economies. he New England Colonies had fabricating enterprises, for example, shipbuilding; Middle states had hide sending out and producing Industries, for example, Iron; Southern Colonies had manor agribusiness. By the night before the American Revolution, most settlements were regal states, under the immediate control of the King.According to David Lifer, obviously, numerous other authentic crystals offer knowledge into the Revolution too. America was isolated by local contrasts, western land claims, populace sizes, sex, age, and race. These divisions ought to be and have been considered, and the reality this book centers around one kind of contention doesnt mean others didn't exist (5). Understanding this, Im not certain what kind of contention the creator Is alluding to. We will compose a custom paper test on Book Review of The Founding Conservatives or on the other hand any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page You have to make the setting for the citation clear. What struggle does Lifer center around? Before the American Revolution, Britains French and Indian War prompted war debt.The British Parliament passed charges on American Colonies to recuperate obligation: the Sugar Act (Bibb Currency Act (1764), Stamp Act (Bibb Quartering Act (1765). Pilgrims dissented and pressure among England and America prompting doubt. At that point the parliament passed the Townsend Revenue Acts (1767), and sent Brutish soldiers In Boston (1768), prompting the Boston Massacre (1770). In Boston Harbor, American dealers crushed HAMS Gasped (1 772), to which Parliament reacted by passing the Molasses Act (1773) and Tea Acts (1773).Colonist further fought with the Boston Tea Party Protest (1770). Once more, the British Parliament passed more duties: Coercive/awful Acts (1774). This prompts the American Founders as the First Continental Congress (1774) to meet in Philadelphia to examine activity and pass the Declaration of Rights. Britain pronounces American Colonies In disobedience and passes New England Restraining Act (1775). A great many people discovered that the American Founders were joined in a free viable government. As indicated by David Lifer, in the years following World War II, American students of history settled on a cognizant choice to make light of any trace of hardship among the Founding The American Founders were In a war, with financial emergency, radical thoughts, and strife over riches, common freedoms, banks, and enterprises. This was the American Revolution. As indicated by Lifer, the split among left and right stays one of the most significant that the organizers were Just as politically isolated as we are today holds a specific reasonable appeal(5).The Founders were part among preservationists and dissidents. Generally, political progressivism underpins government rights, and ecological, exchange, and business programs, and solid guideline. Customarily, political conservatism underpins private enterprise, low expenses, and states rights over government rights, and solid military, yet contradict natural, exchange, and business guideline, and social conservatism indicate moral obli gation and conventional Jude-Christian qualities. Today, individuals are part between two fundamental ideological groups, Democrats and Republicans. Current Democrats are viewed as political and social dissidents. Radicalism identifies with both political and social progressivism. Todays Democrats for the most part bolster expert decision, LBS. rights, women's liberation, basic entitlements, exacting firearm control, and government run government assistance, national social insurance, joblessness benefits, retirement benefits, and contradict controlled movement, and capital punishment. Present day Republicans, are viewed as strategically and socially traditionalist. Conservatism identifies with both political and social conservatism.Todays Republicans by and large help star life, directed migration, capital punishment, however restrict LBS. rights, women's liberation, basic entitlements, severe firearm control, and government run government assistance, joblessness benefits, retirement advantages, and national medicinal services. In The Founding Conservatives: How A Group of Unsung Heroes Saved The American Revolution, as the primary proposition of the book, David Lifer, expresses, This book makes three fundamental contentions. In the first place, the establishing moderates spared the American Revolution Second, the establishing preservationists brought present day private enterprise o America.. .What's more, third, we should no longer seek Britain for the inceptions of American conservatism (6). Great distinguishing proof of the books postulation. This book investigates the job of the Founding Conservatives who had confidence in private enterprise, including natural, exchange, and without business of guideline, solid military, and low duties. Lifer contends that preservationists, for example, John Dickinson (Pennsylvania-Delaware), James Wilson (Pennsylvania), Sills Deane(Connecticut), Robert Morris (Pennsylvania), John Jay (New York), John Rutledge (South Carolina), James Duane(New York), Robert Livingston(New York), Edward Rutledge(SouthCarolina), Edmund Randolph (Virginia), Carter Brannon (Virginia), and Governed Morris (New York) helped spare the American Revolution. Extend here. How could they spare the insurgency? The creator, David Lifer, is a student of history and educator at the New York University Polytechnic Institute. A large portion of the books sources are auxiliary. The sources incorporate different history specialists, for example, Samuel Eliot Morison, Leonard Labret, David Hackett Fischer, Richard Hovercrafts, Alfred Young, Edward Countryman, Gary Nash, Clinton Roister, Edwin Burrows, and Mike Wallace to pass on his contention. For example,Samuel Eliot Morison accepted that the Fort Wilson Riot would be the comparable to would have changed if preservationists were not included (2). Lifer likewise, utilizes essential sources to show what the American Founding traditionalists had confidence in their own words. John Dickinson stated, Bribery is so basic in England and the settlements (22). As an antiquarian, Lifer utilizes an assortment of sources to back up his contention, however left out any counter-claims. The Founding Conservatives: How A Group of Unsung Heroes Saved the American Revolution is one-sided, concentrating chiefly on one establishing moderate John Dickinson and his activities, during the American Revolution. John Dickinson helped draft the Articles of Confederation. Part 2: None Shall Make Them Afraid, depicts the life of John Dickinson before the American Revolution. As a youngster, he experienced childhood with a Delaware estate and who considered law in England, yet as a grown-up he got inspired by open assistance. Furthermore, Chapter 3: The Rise of Radicalism portrays the Boston Tea Party. Americans were separated after the Boston Tea Party. John Adams supported the Boston Tea Party, while Benjamin Franklin dismissed it.John Dickinson, in the same way as other Americans, was offended by Englands response to the Boston Tea Party. While Quakers and rich shippers were uninterested in helping Massachusetts, while helpless craftsmans bolstered Massachusetts. Radicals looked to Dickinson to help and he concurred (40). Part 24, We the People closes with John Dickinson declining to sign the Declaration of Independence and George Read getting paperwork done for him (323). Lifer utilizes John Dickinson as the fundamental moderate that impacted the other conservatives.David Lifers contention that the establishing traditionalists spared the American Revolution is unconvincing (6). Great examination of the content. Lifer contends that the American Independence war exertion was poor and the radicals needed a quick autonomy. David Lifer contends that Philip Schuler (New York) lead to the American Victory in the Battle of Saratoga in New York and John Rutledge (South Carolina), who energized the military after the British had won in South Carolina. The Battle of Saratoga is viewed as the defining moment of the American Revolution. The moderates reacted by concentrating on the war effort.They balanced out the economy, concentrated on the economy, and found support from France. Robert Morris (Pennsylvania) financed the American Revolution and Sills Deane (Connecticut) helped America acquire help from France. Furthermore, he contends that Robert Morris (Pennsylvania) composed a large portion of the Constitution, including We the People (317). A great many people discover that the Constitution is generally a collective endeavor of John Rutledge (South Carolina), Edmund Randolph (Virginia), Nathaniel Gorham (Massachusetts), Oliver Ellsworth (Connecticut), James Wilson (Pennsylvania), William S. Johnson (Connecticut), Alexander Hamilton (New York), James Madison (Virginia), Rufus King (Massachusetts), and Governed Morris (New York) (The National Archives). Truly I would be intrigued to know how he underpins his cases. David Lifers contention that we should no longer seek Britain for the birthplaces of American conservatism is unconvincing (6). Section 1, Court and Country, starts outright force. Parliament revolted and King Charles I was executed. Individuals considered King Charles I a dictator not a ruler, on the grounds that a ruler would share power between the people.Oliver Cromwell, Lord Protector, cleared out obstruction, and later, government was reestablished under, Charles II (Charles Xis child). Lord Charles II didn't do much for England. At that point King James II (Charles Siss sibling) came to power and attempted to do a similar thing as Charles l. William of Orange took over with the Parliaments help and carried free enterprise to England. Here is the place two gatherings, Whig (bolstered republicanism) and Tories (upheld the King) battled in Parliament. In the long run, Whig won, yet split between Country (radicals) and Court (conservatives).The Court Whig won in Parliament, however in spite of the fact that, the Country Whig always lost, yet they affected America (19). Lifer expresses that the vast majority accept that Edmund Burke didn't set up American conservatism, yet the American Founding Fat
Saturday, August 22, 2020
How the Brain Impacts Learning Essay
The cerebrum is a perplexing and astonishing organ that comprises of two significant parts. The correct side of the equator and the left half of the globe, both of these impact how we learn and process data. Much of the time we have a command side whether it be the left or right side. Sometimes it is discovered that there are entire brained scholars pulling data from the two sides of the mind. Let’s spread how the cerebrum functions, what subjects each side realizes and how it forms data, showing methods for the right, left and entire brained students. The mind is comprised of two parts, or halves of the globe †the left cerebrum and the correct mind. The mind is isolated into two unmistakable and separate parts by an overlap that runs from the front to the back. These parts are associated with one another by a thick link of nerves at the base of each mind, called the corpus collosum. A decent relationship is that of two discrete, unbelievably quick and monstrously amazing PCs, each running distinctive program from a similar info, associated by a system link, or the corpus collosum. The left side of the equator of our cerebrum is â€Å"wired†to the correct side of our body and the other way around. This even applies to our eyes, with data from our correct eye heading off to one side half of the globe and data from our left eye taking care of the privilege hemisphere†(Eden, Left cerebrum right mind) The left and right half of the cerebrum have various approaches to process how they learn and learn various subjects. Let’s start with the correct side of the mind and perceive how it functions along these lines. The correct half of the globe procedure the data best with exhibited guidelines, searching for designs, similitudes, open finished inquiries, drawings and is free with its emotions. â€Å"Right-mind understudies are the visionaries. They can be extremely astute and profound thinkersâ€so much so they can become mixed up in their own little universes. They make incredible understudies of the sociologies and expressions of the human experience. †(Fleming, 2011) The Left side sees things uniquely in contrast to the correct side leaning toward verbal guidelines, sensible reasoning, talking and composing, different decision testing and controls emotions. Prevailing left mind understudies will be progressively sorted out, they’ll watch the clock, and they’ll break down data and procedure it consecutively. They are regularly mindful, and they adhere to rules and calendars. Left mind understudies are solid in math and science, and can address questions rapidly. †(Fleming, 2011) The entire brained students or center brained students, are the ones that can utilize the two sides to forms the distinctive data which is an extraordinary advantage to their accomplishment throughout everyday life. They can take a gander at a circumstance and pick which side would best fathom the circumstance. Understudies who are center mind arranged can have solid characteristics from either side of the equator. Those understudies can profit by rationale from the left and instinct from the right. †(Fleming, 2011) We are for the most part unique in the manner we think carefully; some having an overwhelm side and some using the two sides. In this way leaving the subject of how training methods can invigorate the two sides? Instructors have an extraordinary duty training our kids and they should educa te in a manner that can invigorate the two sides of our mind or even better the entire cerebrum. It is imperative to comprehend what sorts of masterminds you have in your homeroom so they can be better educated. The models above should give you a thought of how the right, left and center brained scholars take in the data so let’s push ahead to how you can help encourage them better. â€Å"For numerous understudies, especially the individuals who are â€Å"right-brained,†a visual, for example, an image or 3-D model, can assist them with bettering comprehend an idea. Another approach to help â€Å"right-brained†understudies is to combine music with learning. Have understudies make up a tune about history realities and sing it to the tune of a natural melody, for example, â€Å"On Top of Old Smoky. †Let these understudies see, feel, and contact things. â€Å"Right-brained†understudies likewise appear to flourish when doing gathering or hands-on exercises. †(Quantum Learning, 1999, p. 31) Activities ought to incorporate shared learning, bunch conversations, pretending and trials. These learning methods will significantly profit our privilege brained students. To help â€Å"left-brained†understudies, give data in sensible sequencesâ€for model, make (numbered) records for them. Another approach to assist understudies with a left-mind inclination is to give them composed or printed bearings. Let these understudies accomplish their work bit by bit. â€Å"Left-brained†understudies appear to flourish when following plans and having structure with exercises. †(Quantum Learning, 1999, p. 31) Activate s ought to incorporate examination, inquire about, practical undertakings and worksheets. These learning methods will profit the left brained masterminds. Remembering however, that many encouraging procedures can profit the entirety of your understudies; it is likewise imperative to utilize both of these methods to profit the understudies that utilization both the left and right half of their cerebrum. As a teacher you have to see how your understudies learn best whether it is a; command left or right brained understudy or the entire brained student that loves a blend of the two procedures. Another incredible advantage you can discover utilizing these methods in your exercises is to get a rule brained understudy to use there less utilized side of reasoning. Through this we have figured out how the mind functions, how we process and learn data utilizing the two sides of our cerebrum and how encouraging procedures are significant in learning in general. We as a whole learn new things every single day so utilize this as it is fundamental data to assist you with figuring out how to your maximum capacity. Today, in more than years past, we are utilizing these examinations to enable understudies to learn as much as possible. Instructing educational plans are consistently comparable to the best innovation out there and the more that we find out about the contrasts between the two parts of the cerebrum the more our youngsters can learn.
Friday, August 21, 2020
Urban Outfitters Continuing Case Study Essay Example | Topics and Well Written Essays - 1000 words
Urban Outfitters Continuing Case Study - Essay Example Notwithstanding, independent companies are an advantage for any nation and truly upgrade the general GDP. Constrained assets are a test as they directly affect the development of the business in light of the fact that there is strain to take care of obligations and focus on development is low. Indeed, even once the underlying venture is made, there probably won't be sufficient money to continue with the every day activities, and thus, capital is consistently the fundamental concern. The area is of most extreme significance particularly on account of the retailer. For the situation study Urban Outfitters chose to center their store openings close to schools with the goal that the understudies looking for astounding plans and utilized garments can without much of a stretch buy in nearness. Area regarding bunches and target showcase are components to be thought of. The closeness and interesting dispersion makes selectiveness and helps organizations with their specialty promoting strateg ies. Utilizing effective human asset is fundamental for making an effect on buyers. For the situation study, Richard and Belair, had entrepreuniral abilities and a real enthusiasm for maintaining their business, along these lines they worked superbly. Q2) Define what a specialty item is. Give in any event three instances of specialty products.â An) A specialty item is the one made and promoted for a little however beneficial market. It is made for a high potential market which is little in size however productive to provide food. The particular item includes structured are planned to fulfill a particular market (Advantages of Niche Marketing 2009). So as to tap this kind of a potential market, the hole in the market must be distinguished. These can be altered things too for instance a cake shop modifying cakes for each person as indicated by their decision. Events are constantly lit up with some delicacy and taking into account a redid market can be gainful. Taking into account th e first class by solely making something can likewise be known as a specialty item for instance a Rolls Royce. Taking into account a specific socioeconomics, class and character all make specialties. An a valid example can be sites that offer types of assistance for explicit classes for instance finding your ideal match on the web, connections and dating. Such administrations satisfy the necessities of thousands of individuals however are constrained in its administration and not mass promoted. Q3) Explain why a specialty organization may have a bit of leeway in a market. Would cost fundamentally be a preferred position? Clarify why or why not.â A) Customization and eliteness makes the significance of a specialty advertise. Other than these elements, fulfilling the requirements of explicit socioeconomics in itself is a bit of leeway in light of the fact that the client feels his/her particular needs are been provided food as well. For the situation study, the stores were situated close to universities and the understudies were being focused on, thusly, the offer of utilized garments was recognized as the missing hole for undergrads that have an efficient financial plan. Along these lines, the specialty advertise permits the organization to apply out vitality on connecting with the ideal individuals. assets are not squandered in mass showcasing however are rather centered around serving the little fragment of faithful clients. Cost may not really be a bit of leeway as observed unmistakably for this situation study. Richard and Belair recognized the necessities of undergrads and afterward further expanded their product offering so as to synchronize the novel feel and look of each store. Numerous organizations on the planet that work in specialty markets do have a favorable position over cost, for example, Lexus that produces restricted vehicles and acquires
Friday, June 12, 2020
English progressive form - Free Essay Example
Does English progressive form denotes subjectivity in written and oral production of the language for Mara College Banting students as English L2 learners; and how does it differs in terms of gender, educational background, and English proficiency level? INTRODUCTION              In daily conversations and writings, it seemed that English second language (L2) learners have more tendencies to write and speak while considering the grammatical construction and aspectual meaning of verb rather than it attitudinal meaning. However, grammarians have agreed that English progressive form is a genuinely emotive language device[1] where it will denote subjectivity in it usage. Subjective, in this case, means that the language user shows attitudinal meaning and put emotional colouring in the sentence while using the language. There were several studies by universities or institutions on the subjectivity of English progressive form, however, does English progressive form denotes subjectivity among Mara College Banting students as English L2 learners and how it will differ in term of gender, educational background, and English proficiency level? The study on the second language learner seemed to be missed out to formulate whether the English L2 learners view the progressive form as an indication to attitudinal meaning and subjectivity whether in written and oral production of the language.              As grammarians suggested that English progressive form is a genuinely emotive language device, therefore it is an important feature that can be applied in writing newspapersà ¢Ã¢â€š ¬Ã¢â€ž ¢ report, political speeches, and other writings in which the language feature can be used in order to influence the readers or the listeners more. The progressive form can be used by people in writings or conversations to show more sincerity and true feelings of the person involved. However, to what extent this is expected to be true to the English L2 learners is not proven yet. As most of the study proven to the native speakers, however, there is no study to specify whether the result of the study is similar to those non-native speakers. Therefore, this study is important to suggest whether English progressive form may contain similar feature as an emotive language device to the English L2 learners. If the result is positive, therefore it shows that the usage of English progressive form may have subjective emotional impact on both the users (writers and speakers) and the receivers (readers and listeners), therefore it will make different in emotional value when using it in writings or conversations.    AIM OF THE STUDY.              This essay is based on the study of English progressive form or the so-called à ¢Ã¢â€š ¬Ã¢â‚¬Å"ing form. Throughout the study, the aim is to identify whether verbs in progressive form will denote subjectivity in the sentence; in which emotion is involved; for Mara College Banting students as English L2 learner. In other mean, the study focuses on the way in which emotion affect the language used; while in this case it will focus on the usage of verbs in progressive. Besides that, the intention of the study is also to investigate whether the subjectivity of the sentence will change when the verb is being written or spoken. Further study will include the discussion on how other factors: gender, educational background, and English proficiency level will affect the hypothesis. The study will seek out the answers of the following research question: 1) Does the usage of verb in progressive form will denote subjectivity in the sentence for English L2 learners? 2) Does the subjectivity of the phrase changes when it is written or spoken? 3) How does the subjectivity differ among students of different gender? 4) How does the subjectivity differ among students of different educational background? 5) How does the subjectivity differ among students of different English proficiency level? METHODOLOGY 1) Questionnaires Questionnaires were distributed to 40 MCB students. In the questionnaires, respondents were determined their gender, educational background, and IELTS[2] result. They were asked to answer several questions to see whether the usage of progressive form has different mean of applications to them. 2) Interviews 15 students who prefer the progressive form the most were interviewed to observe whether there were shifting of preference. Several questions were being asked according to module while some were spontaneous to trigger conversation. The students was also being asked on their views whether they are aware of other mean of applications of the English progressive form in the production of the language Below are the indicator used in determining the studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ preference: Preference percentage (%) Preference 0à ¢Ã¢â‚¬ °Ã‚ ¤x20 Non-progressive 20à ¢Ã¢â‚¬ °Ã‚ ¤ x40 40à ¢Ã¢â‚¬ °Ã‚ ¤x60 Mix 60à ¢Ã¢â‚¬ °Ã‚ ¤x80 Progressive 80à ¢Ã¢â‚¬ °Ã‚ ¤x100 FINDINGS AND ANALYSIS              From the research carried out[4] In this case, students were required to make simple decisions whether to apply progressive form or attempting to use non-progressive form.              The questions given could be regarded as emphasising the respondentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ attitude. Therefore, progressive could be seen as expressing the respondentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ feelings about the situation. However, some students may opt for other options depending on the studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ commitment in producing the language too. à ¢Ã¢â€š ¬Ã‹Å"Non-progressive form appeared to be a better option with less personal commitment or less prominence on temporality. The neutral choice by more fact-oriented students would be the non-progressive.à ¢Ã¢â€š ¬Ã¢â€ž ¢[5] Thus, it depends on the verb form preference of the students too rather than depending solely on the studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ implicit and explicit knowledge. The result of the research has proven to be positive on the research question. About 24 students out of 40, which is more than half prefer to use English progressive form in most cases while 10 students are consistently prefer non-progressive form while 6 students mix their preference of using progressive form in their question papers. This not only shows that most MCB students are aware of the subjectivity of English progressive form in its usage, but also prefer to use it in most situations. But, there is also a possibility that the respondents may also not aware of the subjective meaning of progressive form of verb, but rather choose the first thing that came into their mind. Since the students are young, they may be influenced by new or extended use of the progressive. Many learners fail to understand that there are many other possible reasons of using the progressive[7] Short interviews were conducted with some of the respondents to see whether they might shift from using progressive to non-progressive or vice versa while using the language in speaking. However, the result showed that the respondents tend to use non-progressive form rather than the progressive while producing the language orally[8]. Out of 15 respondents, 13 of them prefer the progressive form in most cases than the non-progressive in their English oral production. They tend to use simple tense when speaking or making decision spontaneously at the time of speaking. If they are not sure about something, they also tend to use the phrase à ¢Ã¢â€š ¬Ã…“I think à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬? rather than à ¢Ã¢â€š ¬Ã…“I am thinking à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬?. All 15 respondents for the speaking test were taken from those who answered the questions with more than 80% of using the progressive form during the written test. This indicates that most students are likely to shift from using the progressive form in English written production to the non-progressive form in the oral production of the language. It is because they have used to write in English since childhood but not speak and therefore, encounter difficulties in placing emotional colouring or using the progressive form in the orally-produced sentences at instant. These phrases were used the most by the respondents when answering questions orally: à ¢Ã¢â€š ¬Ã…“I think à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬?, à ¢Ã¢â€š ¬Ã…“I hopeà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬?, and à ¢Ã¢â€š ¬Ã…“I doà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬?. In some cases, the students also made mistakes or incorrect usage of grammar while replying to the questions orally. Even though some questions being asked were in the progressive form, the respondents somehow use the simple verb in their replies. While producing the language orally, they tend to make flaws while putting aside grammatical construction in conversation. The translation of words in their mind have been the only priority in time of verbalising an instant reply such as in conversation as English L2 learners rather than undergoing the process of translating from first language, arranging words, and checking grammar, then only producing a reply.Â à ¢Ã¢â€š ¬Ã…“Variability in learner language is determined by a variety of factors such as linguistic context, situational contexts, and the availability of planning time.à ¢Ã¢â€š ¬?[9] When respondents were being asked about the usage of progressive form, most respondents have a vague idea and mostly claimed that it has something to do with an ongoing event or verb. When being asked about how they choose whether to use the progressive or non-progressive forms to denote subjectivity, they simply cannot explain the reason of why did they use either forms. That means the idea of progressive form as an emotive language device is still not widely recognised by MCB students as English L2 learners. Therefore, it can be deduced that most of Mara College Banting students prefer the usage of the English progressive form to denote subjectivity in English written production. While in the oral production of the language, the students prefer using the non-progressive form the most in which they shift from their preference from the written production. Even though they are not really exposed into the function of progressive form as an emotive language device, however, they made their decision based on how they define the usage of the form itself to denote subjectivity.   EFFECT OF GENDER              Referring the data acquired[10], there is noticeably a marginal difference between the usages of progressive form among students of different gender except from 40% to 60%. It is apparently shows that female students have the higher tendency to use progressive form compared to the male students. However, more female students do not prefer using progressive form than male students and is shown by its preference from 40% and below. It is shown that there is significant difference in the number of students who prefer using progressive form 40% to 60% in their questions. However, there is still lot of male and female students prefer more than 60% of using progressive form in written production.              My early hypothesis is that gender does affect the usage of English progressive form in written production because generally women have a more soft feeling or what is called feminine compared to men. Therefore, I assume feminism may have some effect the subjectivity of the language used. However, the result indicates an opposite outcome. Among both genders, the usage of English progressive form is almost similar. The most probable reason that leads to this outcome is the treatment and gender equality within the education system in Malaysia. Mostly, students in Malaysia were taught according to syllabus regardless of gender. Even though some respondents who previously came from all-female schools or all-male schools, however, most of them were taught using similar syllabus, consistent with any students over the country.              Besides that, it cannot be denied that some students may have used to be using progressive form in their writings and therefore gender factor is irrelevant in affecting the usage of progressive form in written production. The least number of female has the preference in using the progressive form from 40% to 60% compared to the male. This shows that female respondents are interested whether to prefer progressive form consistently or non-progressive form consistently and do not prefer to mix both progressive and non-progressive.              When interviews were conducted[11], there were 13 out of 15 who used more of the progressive form than simple form. And the other 2 students were from the female group in which they tend to use progressive form in oral production. These two students stay firm on using the progressive form to denote subjectivity whether in written or oral production. However, most of the respondents interviewed shifted their preference from progressive form in the written production to non-progressive form while speaking. The possible explanations are due to the reasons that have been explained before and there is nothing to do with gender. This is because most of the respondents shifted their usage preference regardless of gender. Only two female respondents stay on using the progressive form, however, this is too insignificant to develop an inference.              Therefore, it can be deduced that the factor of gender do not affect the usage of the progressive form in denoting subjectivity whether in written or oral production among MCB students. So, gender has no relationship with the frequency of usage of English progressive form among MCB students as English L2 learners. EFFECT OF EDUCATIONAL BACKGROUND              Based on Sapir-Whorf hypothesis: à ¢Ã¢â€š ¬Ã…“The worlds in which different societies live are distinct worlds, not merely the same world with different labels attached. We see and hear and otherwise experience very largely as we do because the language habits of our community predispose certain choices of interpretation.[12] At first, I assumed that due to different educational background, there should be significant difference on the number of students who prefer progressive form in their sentences due to different study environment.              However, from the result obtained[13], it shows that the students previously studied in daily or boarding schools have no influence on the progressive form usage in denoting subjectivity in English written production. Looking at the percentage of 20%-40% and 60%-80%, there are huge differences between the boarding and daily schools that prefer progressive or non-progressive in their written production. I take this as my limitation due to small sample size for the experiments. The number of students previously from boarding schools is not equal to the number of students from daily schools. However, splitting those as two different results will help to display the distribution of students who prefer the usage of progressive form to denote subjectivity; however, due to marginal difference between the results and also unequal distribution of students studied in boarding and daily schools within the sample space, it is hard to make an inference from the data. But, it can be seen that the number of students previously from boarding or daily schools, both share similar feature in which more number of students prefer in the usage of progressive form in their written production to denote subjectivity. The students from boarding schools who prefer using the progressive form is 13 students which is more than 11 students who prefer using the non-progressive form. For previously daily school students, those who prefer using the progressive form is 5 students which is more than 3 students who prefer using the non-progressive form.              During the interview[14], most students from daily schools can speak English better than those from boarding schools. From my point of view, for English L2 learners to speak very well, they may have been in the environment where most people around them speak in English. Daily schools usually have well-mixed races environment where there are Malay, Chinese, Indian, and the others. From my personal observation, Chinese and Indian students are likely to speak English at home and at school. When more people engage and interact in English, it will develop and improve the speaking skill of the people involved. Students from boarding schools usually live in an environment where all people are interacting by using the first language. Thatà ¢Ã¢â€š ¬Ã¢â€ž ¢s the reason of some boarding schools students cannot engage in English very well. Due to that, even they want to express their emotion or opinion by using the second language, they might have some difficulties in placing certain words to show an attitudinal meaning in what they want to express. Rather than placing emotional colouring in the sentences verbalised, they are more susceptible to deliver it by placing more emphasise on pronunciation and vocabulary of words. This explanation can be also applied to some of the daily school students.              In general, even though daily school students usually engage in English, depend on to whom they speak, however, their case is similar to those studied in boarding schools. It seemed that most of them didnà ¢Ã¢â€š ¬Ã¢â€ž ¢t know the function of the progressive form as an emotive language device and theyà ¢Ã¢â€š ¬Ã¢â€ž ¢d rather mix the usage of progressive and non-progressive or else constantly use the non-progressive since the construction of the sentences would be easier and simple.              From the experiment conducted, it can be deduced as a general that educational background has nothing to do with the application of English progressive form to denote subjectivity, be it in written or oral production among MCB students. OFICIENCY LEVEL Most MCB students are at intermediate or high level of English proficiency since they have been selected from many students who had going for the sponsorship interview before entering the college. Their English result in the General Certificate Examination is at least 4B. Categorisation is made into 3 groups according to their first IELTS result: Competent, Good, and Very Good.              My early prediction is most students of better English proficiency will prefer the usage of progressive form in the written production while those with intermediate and competent level of English proficiency will prefer either to mix or use the non-progressive form. This is because students with higher English proficiency should have the knowledge and used to using the progressive form to bring attitudinal meaning or emotional emphasis in the language. Good users might rather choose whichever does suit them while competent users had rather to make the sentences using the simple form because they had rather make it simple and very straightforward.              It is clearly shown that students of high level of proficiency mostly prefer the usage of progressive form to denote attitudinal meaning with 10 students chose more than 60% in their written production than 2 students used less than 40% of the progressive form.[15] This might be due to the exposure and recognition of progressive form to denote subjectivity. Analysing the data for Good users of the language, most students have a high preference in using à ¢Ã¢â€š ¬Ã¢â‚¬Å"ing form of the verb in their written production to show subjectivity. There are 12 students preferring the usage of progressive form than 2 students mixed the preference of progressive and non-progressive form and 2 other students less prefer the usage of the progressive form. 2 Competent users of the language are in the preference of the progressive form while 6 students preferred the usage of non-pr ogressive in their written production while 4 students mix their preferences.              Therefore, it can be suggested that Good and Competent users of the language do not view the progressive form to denote subjectivity in written production. This is due to the fact that their formal learning in school had never introduced the students on the association of English progressive form with showing attitudinal meaning and emotional value in the utterance of words. As for learning English at secondary schools, some students claimed not to have learnt grammar thoroughly and even so, they do not grasp much of the grammatical rules. The choice of word forms they based on is only the form that they think appropriate.              Even though there are more likely students that possess better command in English to prefer the progressive form in the written production, however, they changed into using more of the non-progressive while speaking[17] According to Elina Ranta: à ¢Ã¢â€š ¬Ã…“à ¢Ã¢â€š ¬Ã‚ ¦the à ¢Ã¢â€š ¬Ã‹Å"attractivenessà ¢Ã¢â€š ¬Ã¢â€ž ¢ of the progressive resides in the grammatical form itself à ¢Ã¢â€š ¬Ã¢â‚¬Å" that L2 speakers have realised its à ¢Ã¢â€š ¬Ã‹Å"communicativeà ¢Ã¢â€š ¬Ã¢â€ž ¢ value in interaction. à ¢Ã¢â€š ¬Ã‚ ¦adding the ending à ¢Ã¢â€š ¬Ã¢â‚¬Å"ing to a verb gives the verb more prominence and salience in the speakerà ¢Ã¢â€š ¬Ã¢â€ž ¢s utterance. It makes the verb stand out, so to speak, and draws the interlocutorà ¢Ã¢â€š ¬Ã¢â€ž ¢s attention as a à ¢Ã¢â€š ¬Ã‹Å"heavierà ¢Ã¢â€š ¬Ã¢â€ž ¢ periphrastic structure.à ¢Ã¢â€š ¬?[18] The studentà ¢Ã¢â€š ¬Ã¢â€ž ¢s preference in using the progressive form might be due to this even if they do not have the knowledge of the subjectivity of the progressive; it is still reasonable to choose à ¢Ã¢â€š ¬Ã¢â‚¬Å"ing form as an à ¢Ã¢â€š ¬Ã‹Å"attention-catchingà ¢Ã¢â€š ¬Ã¢â€ž ¢ form.              Therefore, it can concluded that the English proficiency level do affect the studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ decision whether English progressive form denotes subjectivity in written and oral production of the language for MCB students. LIMITATIONS              Throughout the study, the biggest limitation is that the sample size (number of respondents) is not large, in which some data might be biased since it does not represent the whole college population. Time is a factor of limitation because the respondents took a longer time to hand in their answers back and interviewing the students would never been easy. Therefore, it is quite hard to obtain more data or to increase the sample size of students due to time limitation. The sample size for the interview and the questions are also quite small; however, due to majority of preference, conclusion can still be made. Increasing the number of respondents and questions would be a great help to develop a more significant conclusion. The number of respondents should be increased more so that the distribution of the data is more towards normal.[19] Other than that, book reference o n subjectivity of English progressive form is hard to find, but previous researches from the internet have helped a lot as academic readings to justify certain things.              Besides that, the respondents might be confused with the rural, developing, and urban areas in which they lived in. Some places have the look of developing areas, but in fact it is not in the process of developing. Furthermore, biasness might happen if the respondents do not answer the questions according to their own judgement, but rather follow friendsà ¢Ã¢â€š ¬Ã¢â€ž ¢ answers especially for general questions. Hence, future studies should consider these limitations and seek for other better option to categorise the respondents and make effective use of resources and the respondents. CONCLUSION              In general, English progressive form denotes subjectivity in written production for MCB students as English L2 learners; however it does not apply in oral production of the language. This is displayed from their shifting in preference of using more of progressive form in written production while non-progressive in oral production.              It is stated that gender of the students does not affect the view of subjectivity as an indication of subjectivity in written and oral productions among MCB students as English L2 learners. This is displayed from the minor difference in the data between male and female students in the written production while for the oral production; it shows no correlation between gender and the usage of progressive form to denote subjectivity.              Educational background has been also concluded showing no correlation to the indication of English progressive form to denote subjectivity among MCB students. This is displayed from the distribution of the data that is quite similar between previously daily and boarding schools students.              However, English proficiency level does affect the view of English progressive form to denote subjectivity in written and oral production of the language. This is shown by large difference between those who possess better command in English language than those who does not. BIBLIOGRAPHY Catherine J. Doughty and Michael H.Long, 2003: The Handbook of Second Language Acquisition; published by Blackwell Publishing. Rod Ellis, 1997: Oxford Introductions to Language Study: Second Language Acquisition; published by Oxford University Press. Linda Duvsten from LuleÃÆ' ¥ University of Technology, Department of Languages and Culture. Masterà ¢Ã¢â€š ¬Ã¢â€ž ¢s Thesis: The Subjective Progressive in Everyday Written English (A study on Pragmatics) (https://epubl.luth.se/1402-1552/2007/087/index.html 12/11/2009) Margareta Westergren Axelsson and Angela Hahn: The Use of Progressive in Swedish and German Advanced Learner English à ¢Ã¢â€š ¬Ã¢â‚¬Å" a corpus based study (https://icame.uib.no/ij25/axelsson.pdf 13/11/2009) Elina Ranta from University of Tampere: The à ¢Ã¢â€š ¬Ã‹Å"Attractiveà ¢Ã¢â€š ¬Ã¢â€ž ¢ Progressive à ¢Ã¢â€š ¬Ã¢â‚¬Å" Why Use the à ¢Ã¢â€š ¬Ã¢â‚¬Å"ing in English as Lingua Franca (https://gupea.ub.gu.se/dspace/bitstream/2077/3150/1/5-2-Ranta.pdf 9/12/2009) Daniel Chadler: à ¢Ã¢â€š ¬Ã…“The Sapir-Whorf Hypothesisà ¢Ã¢â€š ¬? (https://www.aber.ac.uk/media/Documents/short/whorf.html 17/1/2010) 8.0 APPENDICES 8.1 Appendix 1 Table of the number of students in refer to the percentage usage of progressive form in 20 questions Percentage usage of progressive form Number of students / Frequency 0 à ¢Ã¢â‚¬ °Ã‚ ¤ x 20 3 20 à ¢Ã¢â‚¬ °Ã‚ ¤ x 40 7 40 à ¢Ã¢â‚¬ °Ã‚ ¤ x 60 6 60 à ¢Ã¢â‚¬ °Ã‚ ¤ x 80 17 80 à ¢Ã¢â‚¬ °Ã‚ ¤ x 100 7 8.2 Appendix 2 Table of the effect of gender on the number of students in refer to the percentage usage of progressive form in 20 questions. Percentage usage of progressive form Male students Female students 0 à ¢Ã¢â‚¬ °Ã‚ ¤ x 20 1 2 20 à ¢Ã¢â‚¬ °Ã‚ ¤ x 40 3 4 40 à ¢Ã¢â‚¬ °Ã‚ ¤ x 60 5 1 60 à ¢Ã¢â‚¬ °Ã‚ ¤ x 80 8 9 80 à ¢Ã¢â‚¬ °Ã‚ ¤ x 100 3 4 8.3 Appendix 3 Table of the effect of educational background on the number of students in refer to the percentage usage of progressive form in 20 questions. Percentage usage of progressive form Boarding schools Daily schools 0 à ¢Ã¢â‚¬ °Ã‚ ¤ x 20 4 3 20 à ¢Ã¢â‚¬ °Ã‚ ¤ x 40 7 0 40 à ¢Ã¢â‚¬ °Ã‚ ¤ x 60 4 4 60 à ¢Ã¢â‚¬ °Ã‚ ¤ x 80 10 3 80 à ¢Ã¢â‚¬ °Ã‚ ¤ x 100 3 2 8.4 Appendix 4 Table of the effect of English proficiency level on the number of students in refer to the percentage usage of progressive form in 20 questions. Percentage usage of progressive form Level of English user Number of students / frequency 0 à ¢Ã¢â‚¬ °Ã‚ ¤ x 20 Very Good 2 Good 1 Competent 0 20 à ¢Ã¢â‚¬ °Ã‚ ¤ x 40 Very Good 4 Good 1 Competent 2 40 à ¢Ã¢â‚¬ °Ã‚ ¤ x 60 Very Good 4 Good 2 Competent 0 60 à ¢Ã¢â‚¬ °Ã‚ ¤ x 80 Very Good 2 Good 7 Competent 8 80 à ¢Ã¢â‚¬ °Ã‚ ¤ x 100 Very Good 0 Good 5 Competent 2 8.5 Appendix 5 Result for interview questions Respondents Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Total 1 ÃÆ'– ÃÆ'– ÃÆ'– ÃÆ'– ÃÆ'– 5 2 ÃÆ'– 1 3 ÃÆ'– ÃÆ'– 2 4 ÃÆ'– 1 5 ÃÆ'– 1 6 ÃÆ'– ÃÆ'– ÃÆ'– 3 7 ÃÆ'– ÃÆ'– 2 8 ÃÆ'– ÃÆ'– 2 9 ÃÆ'– ÃÆ'– 2 10 ÃÆ'– 1 11 ÃÆ'– ÃÆ'– ÃÆ'– 3 12 ÃÆ'– 1 13 ÃÆ'– ÃÆ'– 2 14 ÃÆ'– ÃÆ'– ÃÆ'– ÃÆ'– ÃÆ'– ÃÆ'– 6 15 ÃÆ'– 1 Indicator: Total questions involved in progressive form feedback Preference 1 to 3 Non-subjective 4 to 6 Subjective 8.6 Appendix 6 CATEGORISATION OF ENGLISH PROFICIENCY LEVEL BY IELTS              IELTS stands for International English Language Testing System, which is an internationally recognised standardised test of English language proficiency level. IELTS is mainly divided into two categories: the Academic version and the General Training Version. It is generally acknowledged that the reading and writing tests for the Academic Version are more difficult than those for the General Training Version, due to the differences in the level of intellectual and academic rigour between the two versions.[20]              For MCB students, since they are doing preparation programme (International Baccalaureate) before going overseas, it is a must for each students to take the IELTS- Academic version to identify their English proficiency level for university placement requirement. IELTS consists of 4 tests: speaking, writing, listening, and reading and all modules have to be completed before the test report is printed out.              Besides that, each module also has a range of band from 0 to 9 which indicate the English proficiency level of the students for each module. The overall band is the total average band level which places the English proficiency level of the students in average. However, mostly students in Mara College Banting obtain a result ranging from 6.0 to 8.0 only for the overall band while the lowest band for each separate module is 5.5 and the highest is 9.0.              Taking the overall band as the main indicator for the English proficiency level, the range of band is therefore only from 6.0 to 9.0. IELTS has also classified the result into several classes as tabulated in the following page:[21] Band Level Description 9 Expert user Has fully operational command of the language: appropriate, accurate and fluent with complete understanding. 8 Very Good User Has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complex detailed argumentation well. 7 Good User Has operational command of the language, though with occasional inaccuracies, inappropriacies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning. 6 Competent User Has generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly complex language, particularly in familiar situations. 5 Modest User has partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes. Should be able to handle basic communication in own field. 4 Limited User Basic competence is limited to familiar situations. Have frequent problems in using complex language. 3 Extremely Limited User Conveys and understands only general meaning in very familiar situations. Frequent breakdowns in communication occur. 2 Intermittent User No real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet immediate needs. 1 Non User Essentially has no ability to use the language beyond possibly a few isolated words. 0 Did not attempt the test No assessable information provided. 8.7 Appendix 7 Below are the abbreviations used throughout the essay: Abbreviations Meaning L2 second language MCB Mara College Banting IELTS International English Language Testing System Appendix 8 Sample of Questionnaire Part 1 Answer the question with more than 8 words. Make your sentences to be reflective of whatà ¢Ã¢â€š ¬Ã¢â€ž ¢s happening. 1. You just went back from UK. Express your current feeling when you get back home. 2. Your aunt just died. You pay a visit to her house and express your condolence to her family. 3. Express your feeling of sorry to your friend who got a bad result in SPM. 4. You met your best friend coincidentally at the shopping mall. Express what do you feel after meeting him/her. 5. You felt stressed. How do you say to a friend who annoyed you at that time, threatening with a punch if he/she wonà ¢Ã¢â€š ¬Ã¢â€ž ¢t stop talking? Part 2 Fill in the blank with any possible answer. The suggested root word given might help. You may have more than one word per entry. 1. The first time I had to sit for an oral examination, I was all tensed up a day before the actual examination. I ___________________ (worry) about how should I they behave in front of the examiners. 2. There is an old Indian couple who lives opposite my house. Both of them are retired and they __________________ (spend) their twilight years pottering around their little garden. 3. I once read somewhere that the present living population on Earth is more than combined population of all the people who had ever lived in history! The population of the human species on Earth that had increased tremendously over the past few decades ___________________ (become) a serious problem. 4. Crime rates have been rising sharply nowadays. If we do/are not ________________ (prevent) this scenario from going on continuously, we have to do something! 5. Communists are still free out there. A Chinese man claimed that they have encountered the communists setting up their camps in the forest. The police speaker said that they are/will _______________(go) to the forest next week to assault the communists. Part 3 Circle the suitable word to be placed in the blank. Consider no wrong answer provided. 1.                           Have you already forgotten                           What are you waiting for 2.                              you should be doing                                       have to do 3.                 Was beginning                                       began 4.                    I am going to punish you now                          I have to punish you now 5.                 was shrinking                                                    shrank 6.                  crowded                                                    were crowding Part 4 Choose the best option that you will use when you are in that situation. There is no wrong answer. 1. What is your back-up plan if the football match is cancelled today? A) If that really happen, I am going to go to Golden Screen Cinema to watch movie. B) If that really happen, I will go to Golden Screen Cinema to watch movie. 2. What time is it now? You always be the last person before I close the door every time. A) Ià ¢Ã¢â€š ¬Ã¢â€ž ¢m sorry to be late today, teacher. B) Ià ¢Ã¢â€š ¬Ã¢â€ž ¢m sorry for being late today, teacher. 3. Darling, what promise do you want to say before our marriage next week? I am kind of nervous. A) Haha donà ¢Ã¢â€š ¬Ã¢â€ž ¢t worry my dear. I will not call off the wedding. B) Haha donà ¢Ã¢â€š ¬Ã¢â€ž ¢t worry my dear. I am not going to call off the wedding. 4. How do you feel today? A) Ià ¢Ã¢â€š ¬Ã¢â€ž ¢m feeling very well. B) I feel very well. [1] Masterà ¢Ã¢â€š ¬Ã¢â€ž ¢s Thesis: The Subjective Progressive in Everyday Written English (A study on Pragmatics) by Linda Duvsten from LuleÃÆ' ¥ University of Technology, Department of Languages and Culture. (https://epubl.luth.se/1402-1552/2007/087/index.html 12/11/2009) [2] Refer to Appendix 6 [3] Refer Appendix 1 [4] Catherine J. Doughty and Michael H.Long, 2003. The Handbook of Second Language Acquisition, 326; Blackwell Publishing [5] The Use of Progressive in Swedish and German Advanced Learner English à ¢Ã¢â€š ¬Ã¢â‚¬Å" a corpus based study; by Margareta Westergren Axelsson and Angela Hahn (https://icame.uib.no/ij25/axelsson.pdf 13/11/2009) [6] ibid [7] The à ¢Ã¢â€š ¬Ã‹Å"Attractiveà ¢Ã¢â€š ¬Ã¢â€ž ¢ Progressive à ¢Ã¢â€š ¬Ã¢â‚¬Å" Why Use the à ¢Ã¢â€š ¬Ã¢â‚¬Å"ing in English as Lingua Franca; by Elina Ranta from University of Tampere (https://gupea.ub.gu.se/dspace/bitstream/2077/3150/1/5-2-Ranta.pdf 9/12/2009) [8] Refer Appendix 5 [9] Rod Ellis, 1997. Oxford Introduction to Language Study: Second Language Acquisition, page 28; Oxford University Press [10] Refer Appendix 2 [11] Refer to Appendix 5 [12] à ¢Ã¢â€š ¬Ã…“The Sapir-Whorf Hypothesisà ¢Ã¢â€š ¬? by Daniel Chadler (https://www.aber.ac.uk/media/Documents/short/whorf.html 17/1/2010) [13] Refer to Appendix 3 [14] Refer to Appendix 5 [15] Refer to Appendix 4 [16] Refer to Appendix 5 [17] The à ¢Ã¢â€š ¬Ã‹Å"Attractiveà ¢Ã¢â€š ¬Ã¢â€ž ¢ Progressive à ¢Ã¢â€š ¬Ã¢â‚¬Å" Why Use the à ¢Ã¢â€š ¬Ã¢â‚¬Å"ing in English as Lingua Franca; by Elina Ranta from University of Tampere (https://gupea.ub.gu.se/dspace/bitstream/2077/3150/1/5-2-Ranta.pdf 9/12/2009) [18] ibid [19] Statistical term to describe data that cluster around the mean of data in which it produce data distribution that closer to the population distribution. https://en.wikipedia.org/wiki/IELTS 12 January 2010) [21] ibid
Sunday, May 17, 2020
Jane Eyre Good vs. Evil - Free Essay Example
Sample details Pages: 4 Words: 1111 Downloads: 8 Date added: 2019/05/17 Category Literature Essay Level High school Tags: Jane Eyre Essay Did you like this example? If people were always kind and obedient to those who are cruel and unjust, the wicked people would have it all their own way: they would never feel afraid, and so they would never alter, but would grow worse and worse. (Bront. 54) Jane does not agree with Helens belief that turning the cheek is the right thing to do, and will get you into heaven. Jane is so used to growing up in an environment when she had to speak up for herself whenever someone wronged her. But now she is shown another way to respond to an argument, but she is unfamiliar with it. Jane listen to Helens point, but it is virtually impossible for her to understand how Helen has the kindness not start an argument with Miss. Scatcherd. Therefore she will always result back in what she knows, fighting for what she thinks is right and not telling people run her over. Don’t waste time! Our writers will create an original "Jane Eyre: Good vs. Evil" essay for you Create order I somewhat agree with both Janes and Helens perspective of how to carry yourself during a disagreement. For me I know when it is time to stop an argument and turn cheek because the discussion is going nowhere, and at the same time I know when I have to stick up for myself. Sometimes letting someone think they have won an argument is the best thing to do, so it does not cause a big feud that could result in losing a loved one. But also when you look at Janes perspective, you dont want to be peoples doormat. When you let someone take advantage of you once, they are going to think it is okay to do that over again because you were fine with it the first time. I had once vowed that I would never call her aunt again: I thought it no sin to forget and break that vow now. (Bront. 217) After Jane had left her whole family at Gateshead to go to school, she promised herself never to call Mrs.Reed her Aunt again. She had suffered an awful childhood because of the way Mrs.Reed treated her, making Jane never want to go back to her home. But after the years passed, giving her time to rethink her relationship to her Aunt, she realized that her anger had faded away. There is no doubt that Jane hated Mrs.Reed throughout her childhood years, but as soon as she experienced the real world and grew as a person she cut the ties of hatred that had towards her Aunt for so many years. I believe the transition from anger to neautraitly that Jane experienced towards Mrs. Reed is something that all humans go through. Once you have been hurt by someone you immediately feel anger towards them and do not want to be around them, just like Jane wanted to leave Gateshead. But once you have the time and space to recover from what happened or what was said you being to think if holding a grudge against them is really worth it. Letting go of a grudge is not through the path of forgiveness, but rather loving yourself. If you find out how to love yourself, then you focus on making yourself a better person and you realize that hold grudges will only tie you down from being truly happy. Fearful and ghastly discoloured face red eyes and fearful blacked inflation of the lineaments also lips swelled and dark. She looks to Jane like the foul German spectre, the vampire (Bront.326) When exploring foils in class Bertha Mason and Jane Eyre catch my attention. These two women both feel like they do not fit into the society that they live in. Bertha is physically oppressed while Jane is mentally restrained. These two characters have many contrasting traits that prove to the reader that Bertha and Jane are completely different, but it is more important to focus on their comparable situations at Thornfield. Bertha is literally trapped in the attic while Jane feels figuratively tied down to Thornfield. When Jane is feeling stressed out and does not know what to do, she goes up onto the attic floor and paces back and forth, which is how Bertha spends her day. These two characters are connected in so many ways other than being Rochesters wife and soon to be wife. This relation between Bertha and Jane shows that it is not only external characteristics that make one person resemble the other, but also internal. Without analysing the internal conflict that these women were going through, we would have never notice their similarities. This situation can also be applied to real life. Most of the time when things arent going the way you like, people think they are alone. But that is not entirely true, which is what we see in Jane Eyre. Jane and Bertha do not fit into the social norms of the society that they are a part of, therefore making them feel lonely. You are my little friend, are you not? I like to serve you, sir, and to obey you in all that is right. (Bront. 139) Jane and Rochester share this unconditional love for one another, but they are truly never going to be equals. Society prevents them from being on the same level because of their different social statuses. Rochester tries every hard to make him and Jane equal by respecting her point in a conversation, but at the same time social norms kick in and he wants to doll up his soon to be wife. Rochester tries to contain Jane in a small box, which all the other women in the British society are experiencing as well. Jane is not okay with the way she is being treated, so she begins to keep this conflict to herself. She internally bottles everything up, until she cant take it anymore. Social norms like this are still applied to our day and age. Even though we try not to label people when we first meet them, it is virtually impossible for the human brain not to. We are wired to put everyone into a specific category and then to have a tight knit box about the rules those people have to follow. Although these boxes women are put into have been expanding over time, they are not nearly the same size the men have. Jane Eyre is a perfect example of the daily struggle women experience, except she is wise beyond her years. Social class is another societal problem we still encounter today. Treating someone different from the rest just because of their amount of income has been an issue for decades, and has not greatly improved at all.
Wednesday, May 6, 2020
Theme Of Revenge In The Cask Of Amontillado - 706 Words
Greed, curiosity, hate, envy, and jealousy are all very powerful emotions that compel people to act with evil intent or self-satisfaction in mind. Vengeance is one of those evil acts in which people look to when they believe they need retribution. Throughout history, there are many instances where revenge is used to justify a wrong that was been done to them. In Edgar Allan Poe’s short story, â€Å"The Cask of Amontillado,†The theme of revenge is seen through Montresor’s reason for revenge, its creation, and at the expense of life. To seek vengeance, a person must have a reason for seeking it. In the case of Montresor’s reason, he seeks revenge for the times Fortunato hurt him (Poe 1). This was one of the reasons he states for his†¦show more content†¦Fortunato’s curiosity compels him to move forward. This clues in on what Montresor’s intent is with the chances he is giving to Fortunato. Vengeance is a not an act that one per son can carry out by themselves. They need another party to inflict that revenge upon. Therefore, if Fortunato chooses to stop pursuing the Amontillado, then Montresor would have no reason to carry out his revenge. Because of Fortunato’s greed and curiosity, it leads to his impending doom. At the expense of Fortunato’s life, Montresor’s fulfills his thirst for revenge. Montresor chains Fortunato up and walls him into the room (Poe 5.) After he puts the final stone in place and hearing Fortunato’s pleas become quiet, Montresor says, â€Å"My heart grew sick; it must have been the cold (Poe 5).†This implies that this is as far as he can go when it comes to killing someone. He cannot bear the burden of outright taking their life. It develops his character and gives insight on what kind of personality he has. As of result, these clues show that Montresor wants to have little to do with killing Fortunato. Further supporting this fact is what Mo ntresor says at the beginning, â€Å"I must not suffer as of a result for taking my revenge (Poe 1.)†Concluding that this means he does not want to feel guilty for Fortunato’s death. Undoubtedly, Montresor’s acts and behaviors prove the element of revenge and notShow MoreRelatedThe Theme of Revenge in â€Å"The Cask of Amontillado†Essay1629 Words  | 7 PagesEdgar Allan Poe’s â€Å"The Cask of Amontillado†is a frightening and entertaining short story about the severe consequences that result from persistent mockery and an unforgiving heart. Poe’s excellent use of Gothicism within the story sets the perfect tone for a dark and sinister plot of murder to unfold. â€Å"The Cask of Amontillado†simply overflows with various themes and other literary elements that result from Poe’s Gothic style of writing. Of these various themes, one that tends to dominant the storyRead MoreTheme Of Revenge In The Cask Of Amontillado7 32 Words  | 3 PagesRevenge is one of the main reasons someone will commit a murder. They have a burning hatred for another person, which results in violent actions to be taken. In â€Å"The Cask of Amontillado,†a short tale by Edgar Allen Poe, there are two characters by the names of Montresor and Fortunato.While at a carnival they coincidentally meet one another and decide to go have a taste of some of Montresor’s wine down in his cellar. However, what Fortunato doesnt know is that he is slowly walking closer and closerRead MoreTheme Of Revenge In The Cask Of Amontillado947 Words  | 4 PagesThe Cask of Amontillado written by Edgar Allan Poe is about a man named Montresor who seeks revenge on another man named Fortunato. Montresor meets Fortunato at a carnival and lures him away using wine, because he knows Fortunato can’t resist wine. Fortunato is anxious to try the wine so he goes into Montresor’s vault. While in the vault, Montresor begins to bury Fortunato alive. As Fortunato begins to sober up, he realizes what Montresor was doing. The central idea of the story is that revenge isRead MoreTheme Of Revenge In The Cask Of Amontillado709 Words  | 3 PagesRevenge is one of the main reason someone will commit a murder. They have a burning hatred for another person, which results in violent actions to be taken. In â€Å"The Cask of Amontillado,†a short tale by Edgar Allen Poe, there are two characters by the names of Montresor and Fortunato thats we one another at a carnival and decide to go have a taste of some of Montresor’s wine down in his cellar. However, what Fortunato doesnt know is that he is slowly walking closer and closer towards his deathRead MoreAnalysis Of Edgar Allan Poe s The Cask Of Amontillado 945 Words  | 4 PagesDenita Kumar Michael Frangos ENG 112 September 3, 2014 Revenge and Irony A friendship is based on trust, but do we truly know anyone in the way we think? In â€Å"The Cask of Amontillado†written by Edgar Allan Poe, a man named Fortunato is about to find out what kind of ‘friend’ Montresor really is. Montresor shows himself to be friendly with Fortunato, but deep down he feels nothing but hate for him. In different ways, both of these men are proud and appear upper class, yet both have faults whichRead MoreCompare And Contrast The Cask Of Amontillado And A Poison Tree1174 Words  | 5 Pagesâ€Å"I vowed revenge.†(Poe 1) Revenge plays one of the biggest roles in The Cask of Amontillado and A Poison Tree. Edgar Allen Poe is the author of The Cask Of Amontillado, and William Blake is the poet who wrote A Poison Tree. The authors Poe and Blake use conflict and setting to convey the theme that suppressed anger sometimes induces revenge which can result in explosive violence. The setting in A Cask of Amontillado and in A Poison Tree is used to convey the theme and reveals the chain of suppressedRead MoreThe Cask Of Amontillado And The Masque Of The Red Death Analysis1403 Words  | 6 Pagesand suspense, considering his sudden death at the age of 40. Edgar Allen Poe created a unique voice in his stories, The Cask of Amontillado and The Masque of the Red Death, through common theme, diction, and point of view. First and foremost, in The Cask of Amontillado , Poe uses the need for revenge, as a significant theme throughout the entire story. Additionally, this theme was developed when both characters, Montresor and Fortunato created tension amongst each other. Moreover, in the story, MontresorRead MoreThe Cask Of Amontillado By Edgar Allan Poe920 Words  | 4 PagesRevenge is Bitter Sweet A friend is someone that is trustworthy, but what happens when that trust no longer exists? In â€Å"The Cask of Amontillado†written by Edgar Allan Poe, Fortunato is about to find the answer to this question. On the surface, Montresor seems friendly with Fortunato, but deep down he feels nothing but hate for him. Could this hatred have an irrationality that only Montresor understands? In different ways, both of these men are proud and affluent, yet both have downfalls that willRead MoreThe Cask Of Amontillado By Edgar Allan Poe906 Words  | 4 Pages â€Å"The Cask of Amontillado†â€Å"The Cask of Amontillado†was written in 1846, by Edgar Allan Poe. Born in 1809, Poe never knew any of his parents. At the age of three, his mother died of tuberculosis, and his father deserted the family before he was born. Taking care of him was his foster parents in Richmond, Virginia. They loved Poe, but were not supportive of his decisions and kept Poe poor. Having debt and not being able to provide food and clothes for himself caused Poe to quit school. Later, heRead MoreCompare And Contrast The Cask Of Amontillado And Man In The Well959 Words  | 4 Pagesâ€Å"The Cask of Amontillado†by Edgar Allen Poe and â€Å"Man in the Well†by Ira Sher are two short stories that are alike in many ways as well as different. Both stories share the theme of confinement which is central to the stories and a trapped victim who is tricked many times. Along with their similarities, the short stories also have differences such as the mindset of the perpetrator and the social classes within which the stories are set. To begin with, â€Å"The Cask of Amontillado†is a story of revenge
How Has Modern Technology Improved Peoples Lives free essay sample
The major achievements of technology have left man spell-bound and every part of the world today is enjoying the comforts provided by technology. Thanks to technology, all the countries are interlinked and we are now living in a global village. Modern technology has greatly improved peoples lives through different fields such as medicine, work, education, industry as well as warfare. However, we cannot say that technology is all good in itself. It is a two-edged sword and we have to see to what extent it has really helped improved peoples standard of living. Technology based on life science has been of a great help in the field of medicine. This technology has led to many useful applications such as X-rays and shots among others. X-rays help in showing cavities and shots may prevent mumps and measles. With modern technology, it is possible to keep looking for new drugs and even organ transplant has been facilitated through technology. We will write a custom essay sample on How Has Modern Technology Improved Peoples Lives or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Pasteurization, vaccination and many more life-saving discoveries are all thanks to modern technology. With modern technology, we are living in an era of industrialization and modernization. This has shown man the labor-saving machines which can work better and more efficiently than man. Machines are now doing the job of man and the labor force has been considerably reduced since a machine can do the job of several people at a time. This has given man more leisure time and has freed him of working continuously for several hours. Man now has more time for his family and for relaxing himself. Mechanization, which has been due to technology, has improved mans life by giving him more time to recognize himself in this modern world. Technology has always influenced peoples lives. Mass media, which are the offspring of technology, have greatly affected peoples lives and will always have an influence on man. Mass media comprise the television (TV), radio, cinema, satellite transmission among others. The TV, as we all know, is a major source of information as well as entertainment. It plays a very important role in our lives by bringing the world news into our homes and by making us participate in almost every world event. We cannot deny the fact that the radio is an important tool for man and cinema is the most common means of a family outing or a date. Another technology which is under constant debate is that of genetic engineering and its application to food. This technology is known to have existed for thousands of years and has improved food yield, production of milk, quantity of meat and others over the years. Without this technology, modern life as we know it now would have been very different. Thanks to the increased food production, we can sustain the ever-growing population of the world and can fight famine in certain parts of the world. Nuclear technology and sophisticated gadgets are also parts of the modern technology that have improved mans life to a certain extent. With nuclear weapons and sophisticated guns, criminals and terrorists are easily punished and crime can be reduced. Other sophisticated gadgets such as mobile phones facilitate communication and computers allow distances between countries to be overcome. Sophisticated gadgets have seen the lives of people improve and we are now living in a better world. Although technology has improved peoples lives, we cannot say that it is only good. There is a limit to everything and even man has to respect this fact. But man is always bent on doing something new and ends up spoiling all. Mechanization has robbed man of his daily bread and has left him jobless. He now has no way of supporting his family. Mass media have their bad effects too. TV causes addiction and everybody seems to be much interested in watching the big box rather than having a stroll around. Sitting in front of the TV for long hours can cause obesity and the violent scenes shown on the TV greatly influence a person. Nuclear technology has also seen major death rates whereas sophisticated gadgets have their own disadvantages such as exposure to pornography and the misuse of mobile phones among others. After considering the various aspects of modern technology, we cannot say that it is all good or bad. Man has to know how to use it for his benefit and should not abuse its use. On the overall, technology HAS improved mans lives but man should not be a slave of it!
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