The Strength of Hester Prynne in The Scarlet Letter :: essays research papers

Reading the Scarlet Letter reminds me of one of my own experience. When I was a fifth grade elementary student, two of my friends and I agreed to cheat on a geography test. On the day of the test, one of my friends was caught. The teacher found the cheat sheet where it showed the handwriting of the three of us. When he was asked who the other two is, he remained silent. The teacher said that he will be punished, standing in the corner of the classroom for one straight week, and it will be lighter if only he told our name. My friend still did not say a word, so he received the punishment. What he did was similar to what Hester Prynne does. In The Scarlet Letter, by Nathaniel Hawthorne, Hester Prynne is portrayed as a woman with remarkable strength of character through direct and indirect characterization. As a punishment for her crime of adultery, Hester must wear scarlet letter ?A? for the rest of her life. We can see her strength when she bravely faces humiliation on the scaffold. When Reverend Dimmesdale asks her about the identity of the child?s father, she remains silent, although she was told that her punishment might be lighter if she confesses (Hawthorne 62). One can see that she loves the person so much that she sacrifices her own freedom in exchange of the his. After trying to persuade Hester to talk with no success, Reverend Dimmesdale says ?Wondrous strength and generosity of a woman?s heart! She will not speak!? (63). Hester does show a wondrous generosity in this chapter. Even though she realizes that her punishment will be lighter, and she will have someone to share the punishment with, she still remains silent. One of the townsmen also admired her strength, saying how ?she does not speak, that the magistrates have laid their head in vain? (57). Hester does not speak a t all cost. We can see the strength of Hester?s character through the thoughts, words, actions, and what the other?s impressions on her. We can also see her characterization through the author?s direct statement. When she shows her face to the public for the first time she since she was punished, the author commented that the people who expect to see her ?dimmed and obscured by a disastrous cloud?, find her more gorgeous, graceful and ladylike than she have ever been instead (49).

Education Dialog Essay

What does it mean to be an educated person? There is no simple, out-right, correct answer to this question. Everyone will have a slightly, if not very, different answer. â€Å"†¦ ‘What does it mean to be a liberally educated person?’—is misleading, deeply so, because it suggests that one can somehow take a group of courses, or accumulate a certain number of credits, or undergo an obligatory set of learning experiences, and emerge liberally educated at the end of the process. Nothing could be further from the truth†¦Ã¢â‚¬  (William Cronon 5) To me an education is about grasping not specific facts, but concepts as a whole, to gain knowledge of things that can be applied to not just the status quo but things in the future as well. To be properly educated one must keep an open mind, be able to take all the sides of an argument into account and be able to see where they are coming from. To be educated,, is to be free of ignorance, to not let our own emotions and experiences corrupt our view, to be able to think for yourself and think critically at that, but also to comprehend what is being said to you, or what you are reading and understand that your learning will never end. No matter the amount of knowledge you have on a certain topic there will always be more to learn, either on that topic or other topics and an educated person knows that, so they are always striving to learn more. Critical thinking is a huge part of being considered educated. You don’t just listen to hear someone talk, and you don’t read to just see letters form words on a page, you do these things so you can derive meaning from the words written in a book and the words coming from a person’s mouth. How does one measure intelligence? How would you know where you stand compared to others? This is where things get a little tricky. From my own experience in the public education system we were given facts, dates, places and names to be memorized for tests. How much you could memorize directly translated to what grade you would get on a test. Students would cram right before an exam, and their minds would only retain that knowledge for a couple days at most. In my English class my teacher spent the whole year preparing us for one test at the end of the year, one test. We were actually given the test three times before the â€Å"final exam†. You were given the correct answers and all you had to do was memorize it, if you could memorize the answers you would get an A grade. I don’t get how standardized tests are used to measure intelligence since there isn’t a standardized person. I believe standardized tests should be made with essay topics to give students a chan ce to explain their thinking, their â€Å"why’s† I can understand why certain subjects become important when trying to shape a well rounded educated person, such as: math, history, writing and composition. History would be about the only subject in which there could be too much focus on dates and facts, to where they begin to dismiss the â€Å"Why did they do that?† because they’re focusing on the fact that they did do it. We are taught history so we can do our best to prevent repeating it, the facts won’t really help all too much in that, but the critical thinking will. We need to be aware of what’s going on around us, notice when things are beginning to stir. We all must be educated to advance in our world, to learn from our mistakes, to make new mistakes and set forth a course to the ideal of a perfect world or to achieve a perfect education.

English Phonetics and Phonology

THE UNIVERSITY OF HONG KONG HKU SPACE Community College Associate Degree Programmes 2012-13 Course Document Course Title: English Phonetics and Phonology Course Code: C C 8 8 3 5 6 0 0 Aims and Objective This course will focus on articulatory phonetics and the classification of sounds in English. It will explain how English is pronounced in the context of a general theory about speech sounds and how they are organized in languages. Topics will include the speech production mechanism; the description of sound qualities and their representations; prosodic features.There will be many exercises in ear training, sound production and their written representations. Intended Learning Outcomes of the Course On completion of the course, students should be able to: ILO1. describe how speech sounds are produced; ILO2. describe sound production with reference to the articulatory track; ILO3. link perceptual descriptions with production and explain in general how perceptually different sounds diff er in their production; ILO4. distinguish the classification of speech sounds and discuss their phonological groupings and distributions in English; ILO5. ecognize English Phonetic symbols and be able to transcribe connected speech in English; ILO6. discuss the syllabic structure of English; ILO7. select relevant details and systematically organize ideas in answering questions. Syllabus 1. 2. 3. 4. 5. 6. 7. Voice production and the organs of speech The production of vocalic elements in speech — cardinal vowels and their representation English vowels – their production, perceptual qualities and representation.Long short vowels, diphthongs and tripthongs The larynx, its structure and the role it plays in speech production The phoneme – its theoretical justification, symbol representation and realization under different phonetic contexts Consonantal elements in speech. English consonants – their production, perceptual qualities, place and manner of articulat ion. Discussion of the phonemic status of some consonants The syllabic structure of EnglishAssessment Type of Assessment (Weighting) Description Test 1: Transcription of English vowels (5%) Test 2: Short questions on the first half of the course (8%) Test 3: Transcription of English (entire text) (10%) Continuous Assessment (50%) Test 4: Long questions on phonemic theory and related issues (10%) Tutorial performance, ear training exercises and homework written exercises (12%) Attendance and performance in class (5%) Examination (50%) Pre-requisite(s) Nil Required and Recommended Reading Text Book: 1. English Phonetics and Phonology – A practical course by Peter Roach, Cambridge University Press, 2000.Written Exam Other References: 1. A Course in Phonetics by Peter Ladefoged, Heinle & Heinle: Australia, Canada, Mexico, Singapore, Spain, United Kingdom, United States, 2001. 2. Practical Phonetics and Phonology by Beverley Collins and Inger M. Mees, Routleddge: London and New Yo rk, 2003. 3. Fundamental Problems in Phonetics by J. C. Catford, Indiana University Press: Bloomington, 1982. 4. Introduction to Phonetics by L. F. Brosnahan & Bertil Malmberg, Cambridge University Press: Cambridge, London, New York, Melbourne, 1976. 29. 06. 11

Parthenon Pantheon Comparison essays

Parthenon Pantheon Comparison essays The Parthenon is known to all of us as a huge structure that was built many thousands of years ago. But is that all it really is. The Parthenons construction started in 447 B.C. and the whole structure was completed in 438 B.C. (A) First for the Parthenon the emperor wanted to turn the building into a church. So it was but after much disputes over the Emperor Theodosius, the Franks, and the Turks. Finally a conclusion was made and the Parthenon became a Christian Church. (A) The reason for the Parthenon to begin with was a monument for Athena. There were two Temples dedicated to Athena before the construction of the Parthenon, but in 480 B.C. the Persians destroyed those two temples. They insisted to pay respect to the goddess they would build another temple, that is still standing to this day. Built by two architects Ictinus and Callicrates, and people say that the temple is a prime example of Doric one of three Greek architectural styles. (B) Inside the temple there were two roo ms made on was the East room which was designated to the 40 foot high statue of their goddess Athena, and a smaller room housing the Delian League Treasury. (D) Since the Parthenon was made for the Goddess Athena every four years there was a celebration of the people of Greece in honor of goddess Athena. The celebrations would last up to 12 days, and included music, dancing, and sporting events. On the peak of the celebration which was Athenas birthday there would be 100 bulls sacrificed in honor to Athena. (A) In Rome there is another beautiful building that we may not know enough about. It is know as the Pantheon. The Pantheon was built as a monument or temple to all the Gods of Rome. The Pantheon was built in 27 B.C. and is the only building in the Roman Greco world that is still in perfect condition. The Pantheon was built to replace two building that were destroyed. One was For those of you who dont know the ...

Self Critique Essay

Self Critique Essay Self Critique Essay Self Critique Essay: Get a High Grade Self-critique is always a difficult and unpleasant task to any person. Of course, who likes to be criticized. The answer is no one. However, if you treat the task of self-critique essay writing in a humorous way, it will not be so difficult for you to cope with the task, because of criticizing does not mean stating that the person is bad or good one. You do not have to enumerate just bad qualities of your personality. Self-critique does not mean presenting only poor sides of your character. You have to evaluate yourself in an objective way; that is a proper self-criticizing. Write Successful Self-Critique Essays! To succeed in completing the task of self-critique, we recommend you to speak to your parents, friends, and even teachers in order they to describe your personality. However, do not simply listen what they are going to say about you. Make notes of their words as you will find this information to be very useful while your self-critique professional essay writing online. After you have gathered enough information, it is recommended dividing it into two separate columns, which you can title, for instance, positive self-critique and negative self-critique. Write down this information according to these two columns and add your own point of view about yourself. After that, start writing your self-critique essay: However, it is not advised first to enumerate all your positive features of character and after that the negative ones, as it may seem to your professor that you either boasting or humiliating yourself. That is why we recommend you to mention several positive features of character and after that to state what you want to change in yourself and so one, and so force. The Format Of Writing Self-Critique Essay The scheme of self-critique work writing is one and the same with a scheme of all the other kinds of essays. Your essay should consist of three main parts, which are introductory part, body, and conclusion. Do not neglect any part of writing and pay proper attention to each of them. In your introductory part, write which aspects of your personality you are going to deal with in your self-critique writing. In the body, present your personality with the help of deep analysis of your features of character. In the concluding part sum up all the above-mentioned information and make a proper conclusion on the subject of which kind of person you are. Follow our pieces of advice and you will write a good self-critique work and receive a high grade for it. Popular posts: Analysis Case Studies Term Paper Editing Proofread Essay Editing Paper Term Critical Essay Editing

Early Challenges to the System Essay Example | Topics and Well Written Essays - 250 words

Early Challenges to the System - Essay Example The inception of humiliation was especially during after the utter defeat of the six-day war that completely disoriented Arab region including even the Egypt1. This even yielded to serious divisions in the region despite generally professing one creed though having other smaller sects among them. Besides the untimely passing on of the region’s informal leader Nasser, the region had serious divisions especially in Lebanon most of them fuelled by divergence in creed and small religious sects. These included Christians and Islamic sects like Shi’ites, and Sunnis, which gave foreign forces continue to divide them further2. Additionally, there were also aspect of conflicting interests characterizing the region’s leaders who due to were they originated emerged with differing voices. This is despite the entire Islamic religion seeing possibility of uniting itself as one religious bloc. However, this could not do manage for individual states prefer local autonomous

Disability and Workability with Diabetes Coursework

Disability and Workability with Diabetes - Coursework Example This research appraisal aims to broaden the awareness of the health care providers of the latest status and trends in nursing research and practice, specifically on: (1) identifying the similarities and differences of the qualitative and quantitative research designs, (2) to identify the implications of the three studies in relevance to the nursing practice particularly in the perspective of occupational health nursing, and (3) to gather information on the proper nursing management of clients with diabetes at work, their legal rights as to the limitations set forth on the Disability Discrimination Act of London (1995) in order to make their activities of daily living more meaningful in spite of having diabetes. Appraised for this purpose are the three recent research studies on diabetes conducted by the renowned medical and nursing research teams in the United Kingdom. These are: (1) Disability & Workability: Diabetes – An Occupational Health Nursing Case Study (NHS Education for Scotland, 2004, pp.21-24) – a qualitative research; (2) The Socio-Economic Factors and Outcomes in Type 2 Diabetes (Coates, et al., January 2008, pp. 1-113) – a quantitative research; and (3) Effectiveness of Self-Management Intervention in Patients with Screen-Detected Type 2 Diabetes (Thoolen, et al., November 2007, pp. 1-6) – a quantitative research. This case study highlights some of the issues to be considered in the workplace for an employee with newly diagnosed insulin-dependent diabetes. It also illustrates the need for collaborative working between the multidisciplinary professionals caring for the employee in the community and occupational health services. The implications of this study for nursing practice, particularly to occupational health nurse, are as follows: Be aware of what illnesses and disabilities are taken into account under the Disability Discrimination Act (1995) and ask your client if his or her disability affects the ability to carry out tasks at work.