Man of La Mancha :: essays research papers

"Facts are the enemy of truth!" cries Don Quixote de la Mancha. And I wonder, is this the madness of Quixote or Cervantes's inspiration? Can facts really be truth's enemy? Facts aren't adequate to explain how irrational perfection lies at the root of imperfect Aldonza. Facts have always misled us. For history and science, facts are used at all times. Yet in both areas, unprocessed facts are truth's enemy. Facts taken at face value deceive us every time. In the end, Quixote's family hauls him in and subjects him to the cure. When they force him to accept the obvious facts, it kills him. Aldonza approaches his deathbed. In his defeat, Quixote calls her Aldonza. "No," she says, "my name is Dulcinea!" She has, at last, found the truth -- the perfection -- that contradicts the facts. If Quixote's madness didn't redeem him, it did, at least, redeem her. Throughout the O.J. Simpson Case of 1991, his lawyers were attempting to convince people, most importantly the jury, that by conjuring facts which created doubts in the minds of the people, and hence concealed the truth about what happened. Fahrenheit 9/11 or Iraq War. Facts are part of the truth, but not its whole. Fact is always limited; it’s a piece of information about something. Fact is a small division of truth as interpreted by an individual. The truth emerges when there is the clear vision to see facts with their proper weight and place. It can take much research and fact-checking to determine what the facts are. It's not easy to sort out what is real and what is not. Being fully informed on every important issue is impossible; all one can do is their best with the time, resources, and inclinations they have. However, even if one has time to read extensively, it's not always possible to conclusively know the facts in the middle of the "he said, she said" of politics. In the face of contradictory versions of events, for example, whose version do we trust? We weren't there, after all. We often end up just believing what we want to believe, what fits with our views and is palatable to us. It's important to keep an open mind and recognize when we don't have enough information to be certain of the facts. Pg. 11. Taken out of context, almost anything a person does or says can be made to look bad or good.

The Perpetuation of Negative Images of African Americans through Mass M

The Perpetuation of Negative Images of African Americans through Mass Media Works Cited Not Included Why as white people have we been lulled into thinking its safe to be around other white people. Why have we been taught since birth that it’s the people of that other color we need to fear? They’re the ones that will slit your throat (Moore 57). The mass media has played and will continue to play a crucial role in the way white Americans perceive African-Americans. As a result of the overwhelming media focus on crime, drug use, gang violence, and other forms of anti-social behavior among African-Americans, the media is fostering a distorted public perception of African-Americans. Looking at past examples of African Americans treatment in the media, one can see that the media has become the main perpetrator through which oppression, discrimination and the treatment of African Americans as second class citizens is carried out. As a result of this media bias, white America has suffered from a deep uncertainty as to who African-Americans really are. The media stereotype of bad guys wearing black or that anything that is black is evil has been fostered for decades. Looking at one of the oldest sources in the media (the dictionary) you clearly see racist overtones in the definitions of any words starting with black or white. Black is defined as opposite to white, African American, soiled or stained, and evil or wicked just to name a few of the definitions (Webster 68). I believe this not only fosters a subconscious negative view of African Americans, but also makes many white people think they are some how better than blacks. The defense put on by the four white Los Angeles police officers accused of beating Rodney King in 1991, and the recent case in Ohio, are very telling of this. They claimed that they were scared and felt they might have been attacked or even killed (88). This is a legitimate excuse in a w hite American society that perpetuates negative images of African Americans. Whites have come to believe that their life is in danger every time they’re confronted with a black person and that some how their life is worth more than a black person’s life. Their fear and their bias is a manifestation of a deep-rooted media bias that anything black is bad and anything white is pure and good. This media bias has also been illustrated in the Susan Smith cas... ...image we have seen, read, heard and ultimately come to believe of Malcolm X which is far from the truth. In short Malcolm X is much more than the violent man he is made out to be. To me, he is a prophet the media should portray him that way. â€Å"The mass media is the most powerful entity on the earth. The media has the power to make the innocent guilty and to make the guilty innocent; and that’s power. They control the minds of the masses†¦ You don’t have to lie to them you just have to be selective about what you tell them-because human beings gather information and they form opinions based on the information you have given them† (Malcolm X 56). Until the spoon fed white America opens their eyes to this injustice, the media will continue to portray a self-serving negative stereotype of the African-American community. Until the public acknowledges the media’s influence in the perpetuation of negative images of African Americans, white America will continue to oppress, and African Americans will continue to be looked upon as second class citizens. In the words of rap star Chuck D. of Public Enemy, â€Å"Don’t believe the hype,† or more concretely, don’t selectively n ot believe the hype.

Yahoo! - The Internet Search Engine Essay -- Expository Essays Researc

Yahoo! - The Internet Search Engine Yahoo! is my search engine of choice. In this paper I will discuss why I personally choose Yahoo! as my search engine and what I found out about the company. First, I choose Yahoo! for several reasons. The first reason being that is my laptops' home page. I find it a lot easier to search for something without searching for a different search engine. Second, I have heard good things about Yahoo! and I know that many of my classmates also use Yahoo!. The results that I get back when doing a search are usually adequate and I will ultimately use the results. I did however, compare this search engine with MSN. I found that Yahoo! was much better in presenting facts about their company in a user friendly manner. For MSN it was difficult to even find the information requested in this assignment. For this assignment finding how the company acquires information was rather easy although it never came right out and stated how. How it organizes the information when putting in a search request was never found but I do have some...

International Student Essay

Nowadays , Education play an important role in our life . However , there are some countries which have poor education , poor teaching and learning strategies . Actually , Those students will go to higher education institutions country . It calls ‘’ International Students ‘’ . More importantly , United Kingdom is the most famous about education . The term ‘’ international students ‘’ is taken here to mean those students who have been educated in a national education system outside the UK and who on the whole are likely to be non-native speakers of English . There is a real story in the UK ‘’ Nicos Story’’ http://www.economicsnetwork. ac. uk/showcase/bamford_international Nicos was a postgraduate student at the Business School. He was diligent and conscientious and achieved good marks on his MA programme. He was expected to gain an overall distinction grade. He had excellent English language skills. An excerpt from Nicos’ email: ‘I really wanted to finish my dissertation by September so that I would not have to go back to London again, but I broke down, I suddenly felt that I could not do it. I was going crazy and could not write a word anymore. I would stand in front of the computer for hours just writing a paragraph. So on Sunday I left and came to Greece. Today I went to the airport for the flight back, so that I could see you in the morning but as soon as I had to leave my parents and go to the boarding gate, I freezed and panicked. I could not picture myself alone again in the same places for even an hour. The last few days I have started feeling a human being again. I can talk with people and they are people who care about me, I go out with friends for coffee and I want to cry. The first morning I woke up, I started crying because my mother had washed my bag, someone had done something for me. ‘ Common diffiuculties for International students. According to this story , there are clearly challenges for international students studying at higher education institutions in the UK . As University City London adds that major problems for International students They go on to say that culture shock . ‘’ As well as having to cope with a new institution and educational environment, international students are having to adjust to a different national culture with often unfamiliar social customs and conventions. They may become very homesick. Where English is not the first language, having to converse with strangers all the time in a foreign language is a strain. Some women students come from cultures where they have had a sheltered life and spent little time on their own or in the company of males outside their family. They may be vulnerable in certain social situations or upset by conventions that they do not understand ‘’. Secondly , ‘’ Students for whom English is a second language may struggle with their courses, International students are often under considerable pressure to succeed academically and their expectations of themselves may be unrealistic. The transition to a different educational system and new approaches to study is often more challenging than to home students. For example, students from abroad are sometimes unaccustomed to active learning situations, such as participating in discussion and working on a team project. They may have had a much more formal relationship with their teachers and thus be less inclined than home students to seek help from their personal tutors ‘’ Thirdly, ‘’ The number of students experiencing financial difficulties has increased significantly in recent years and is likely to continue doing so. Some students are more or less permanently hard up; others create short-term difficulties for themselves by managing their money badly . It is expensive to come to university ‘’. More exactly , According to J. K Bamford ( 2008 ) ,’’ The first of the these challenges concerns English language ability, or rather consideration of the fact that many international students are non-native speakers of English. This has two aspects to it. Firstly, there is a minimum language requirement for entry for all overseas students and secondly, even if students have more than met this entry requirement they may not be familiar with technical terminology for a specialist subject area. For some students who have only just met the criterion for language, studying in English particularly at Masters level can prove onerous and stressful. In this case study this aspect of language ability , that is those students who had just met the language entry requirement, covered half of the students and the levels of independent study required at a very early stage of the course caused a lot of stress. Secondly, there are those that are confident in their language ability and who feel that language support classes do not meet their needs as the classes are too generic and what they are seeking is further explanation of specialised terminology, little time is spent in addressing the more specialist support required by these students. As a consequence, there is frustration expressed by these students as lecturers can mistake their lack of knowledge regarding technical or even political or cultural terminology as the students having difficulties with language, which is not the case. In addition the students have different levels of English, which can hinder the educational experience of the whole group. One student commented in a focus group that ‘there are some people who come from different backgrounds – I don’t know enough about how people are taught in China but we have different levels of English and different backgrounds – some people just receive and not give’. Not speaking up in class can also make it difficult for tutors to gain a clear picture of the levels of English language ability and the understanding of the students. ’’ The second issue is that of the social and cultural adjustments of the students. Volet and Ang (1998) comment that ‘tertiary institutions have a social responsibility to design learning  environments which foster students’ developments on intercultural adaptability’ (1998:21) While students did not feel that a lack of social and cultural knowledge of the UK had affected their ability to study, there was a feeling that lecturers should incorporate the knowledge of the students’ native cultures into their class discussion as this could benefit everyone. Class contribution can also be a traumatic experience but this can be facilitated by tutors who make the students feel more comfortable in discussing subjects with other students that they don’t know. The importance of class interaction for overseas students is reinforced by Jackson (2003) who comments on the necessity for building a ‘considerable rapport’ with the group. This rapport is seen as one of the most effective learning and teaching techniques for overseas students. As De Vita (2001) observes, different discourse styles create tensions that affect a students’ performance. Groupwork may also be an issue and the cultural diversity of groups requires students to use intercultural skills which require training. Understanding the International Student Experience. Moreover , Catherine Montgomery ( 2010 )has written a clear, small study of international students at one UK university, how they network and how they change. Its value lies in the depth of insight into student thinking. She has not drawn her conclusions from a one-off survey, which is the main research tool used to study international students. In surveys of students from non-English-speaking backgrounds, the prior assumptions of the researcher define the issues and pre-set the potential for discovery, the voices of the students are muted and anything different or unexpected is screened out in advance. In contrast, after a tour through part of the literature, Montgomery uses participant observation of the daily lives of seven networked students from China, India, Nepal, Indonesia, Italy and the Netherlands over a period of six months. The resulting picture challenges conventional thinking about international students. International students are often typecast as slow learners with poor English, limited class-participation skills, inability to think critically and a dodgy approach to referencing. In short, they are in learning deficit – if not social deficit. It is no wonder they are studying abroad, goes the thinking, because their home systems are of a poor standard. They badly need our help. Montgomery turns all of this on its head. Her students are mature, curious and quick to respond and to learn. They are high achievers – and a couple are truly exceptional within their milieu. After an initial period of academic adjustment, they learn to intervene and they power past the locals. They are conspicuously better motivated, focused and more aware of the benefits of higher education. These students are studying in an English-speaking country not because its culture is intrinsically superior but because English is the global language of business, professions and knowledge. They do not need to abandon the educational backgrounds and cultural identities that they brought to the UK, but they are eager to layer new learning and new identities on top. The effects of being a foreign student ‘’ Usually becoming a foreign student in order to study in another city can change your life in many aspects. Living in a city far away from home can bring many consequences and effects which almost always change a student’s form of life. When I became a foreign student, many things changed or had to change. You do not live with your family, so usually you have to learn how to live in harmony with others, how to do things by yourself, how to move to other places, etc. Being a foreign makes you learn a lot of things, but at the beginning it can be somewhat difficult, as it happened to me. That is why the purpose of this paper is to discuss the three main effects of being a foreign student. The main effect and the one that affects you most is the fact that you do not live with your parents and in your house, which means that you will not enjoy its commodities. It was so good when your mom cooked for you, and when the house maid used to make your bed. Your dad took you to school, and when classes finished, you returned to your room and made yourself completely comfortable. But becoming a foreign student implies that you will live in a dormitory or that you will rent an apartment . Usually you have to take care of dirty dishes, messy rooms, and cooking. This means you have to learn many new things, like how to cook several dishes. In a few words, you have to learn how to be independent. Another effect is that you have to find your way around the city, so you have to know the main parts of the city. If you have a car, it may be easier to explore the city. You can just get lost and see where each street takes you, and then find a way back home. But if you don’t have a car, you need to learn how to get around by walking, in buses, or with taxis. For this you may find out about bus routes or find out how much costs to use taxis, and in this way you can plan the time it will take you to get from your house to school, for example. This will force you to plan your time better, and maybe you will have less available time along the day. This may decrease the time you have to make homework or to hang out with your friends, for example. But over time, you learn how to plan your activities in a better way. A foreign student may also find himself feeling somewhat lonely, since arriving in a new city means you don’t know anyone. You may be lucky if another friend from your city comes with, but usually you are alone. It is important to start meeting people and making friends. In this way it will be much easier to get used to being a foreign student. You will have new people with who to hang with, with whom to go to parties. Besides you won’t have to be quiet all the time in classes like when you don’t know someone. Sometimes friends can also help you in a lot of situations, like when you have problems about running out of money, when you need to go to your house quickly but you don’t have a car, or when you need to get something that is not easily found. But most of all, with friends you can have a great time and learn a lot of things. Leaving your house and going to another city to study is an experience in your life that cannot be compared to any other experience in your life. You learn how to be independent, and you get to meet tons of people. It may be somewhat difficult to live without your parents and in another city, but this makes you learn how to live your life better and how to appreciate what you have, like your parents and your belongings. Besides, you get to appreciate the things you achieve during your life because you learn that your goals are not achieved easily, but that they cost a lot of work and effort. In conclusion, being a foreign student is great! ‘’

Part One (Olden Days)

Trespassers 12.43 As against trespassers (who, in principle, must take other people's premises and their occupiers as they find them) †¦ Charles Arnold-Baker Local Council Administration, Seventh Edition I Pagford Parish Council was, for its size, an impressive force. It met once a month in a pretty Victorian church hall, and attempts to cut its budget, annex any of its powers or absorb it into some newfangled unitary authority had been strenuously and successfully resisted for decades. Of all the local councils under the higher authority of Yarvil District Council, Pagford prided itself on being the most obstreperous, the most vocal and the most independent. Until Sunday evening, it had comprised sixteen local men and women. As the town's electorate tended to assume that a wish to serve on the Parish Council implied competence to do so, all sixteen councillors had gained their seats unopposed. Yet this amicably appointed body was currently in a state of civil war. An issue that had been causing fury and resentment in Pagford for sixty-odd years had reached a definitive phase, and factions had rallied behind two charismatic leaders. To grasp fully the cause of the dispute it was necessary to comprehend the precise depth of Pagford's dislike and mistrust of the city of Yarvil, which lay to its north. Yarvil's shops, businesses, factories, and the South West General Hospital, provided the bulk of the employment in Pagford. The small town's youths generally spent their Saturday nights in Yarvil's cinemas and nightclubs. The city had a cathedral, several parks and two enormous shopping centres, and these things were pleasant enough to visit if you had sated yourself on Pagford's superior charms. Even so, to true Pagfordians, Yarvil was little more than a necessary evil. Their attitude was symbolized by the high hill, topped by Pargetter Abbey, which blocked Yarvil from Pagford's sight, and allowed the townspeople the happy illusion that the city was many miles further away than it truly was. II It so happened that Pargetter Hill also obscured from the town's view another place, but one that Pagford had always considered particularly its own. This was Sweetlove House, an exquisite, honey-coloured Queen Anne manor, set in many acres of park and farmland. It lay within Pagford Parish, halfway between the town and Yarvil. For nearly two hundred years the house had passed smoothly from generation to generation of aristocratic Sweetloves, until finally, in the early 1900s, the family had died out. All that remained these days of the Sweetloves' long association with Pagford, was the grandest tomb in the churchyard of St Michael and All Saints, and a smattering of crests and initials over local records and buildings, like the footprints and coprolites of extinct creatures. After the death of the last of the Sweetloves, the manor house had changed hands with alarming rapidity. There were constant fears in Pagford that some developer would buy and mutilate the beloved landmark. Then, in the 1950s, a man called Aubrey Fawley purchased the place. Fawley was soon known to be possessed of substantial private wealth, which he supplemented in mysterious ways in the City. He had four children, and a desire to settle permanently. Pagford's approval was raised to still giddier heights by the swiftly circulated intelligence that Fawley was descended, through a collateral line, from the Sweetloves. He was clearly half a local already, a man whose natural allegiance would be to Pagford and not to Yarvil. Old Pagford believed that the advent of Aubrey Fawley meant the return of a charmed era. He would be a fairy godfather to the town, like his ancestors before him, showering grace and glamour over their cobbled streets. Howard Mollison could still remember his mother bursting into their tiny kitchen in Hope Street with the news that Aubrey had been invited to judge the local flower show. Her runner beans had taken the vegetable prize three years in a row, and she yearned to accept the silver-plated rose bowl from a man who was already, to her, a figure of old-world romance. III But then, so local legend told, came the sudden darkness that attends the appearance of the wicked fairy. Even as Pagford was rejoicing that Sweetlove House had fallen into such safe hands, Yarvil was busily constructing a swath of council houses to its south. The new streets, Pagford learned with unease, were consuming some of the land that lay between the city and the town. Everybody knew that there had been an increasing demand for cheap housing since the war, but the little town, momentarily distracted by Aubrey Fawley's arrival, began to buzz with mistrust of Yarvil's intentions. The natural barriers of river and hill that had once been guarantors of Pagford's sovereignty seemed diminished by the speed with which the red-brick houses multiplied. Yarvil filled every inch of the land at its disposal, and stopped at the northern border of Pagford Parish. The town sighed with a relief that was soon revealed to be premature. The Cantermill Estate was immediately judged insufficient to meet the population's needs, and the city cast about for more land to colonize. It was then that Aubrey Fawley (still more myth than man to the people of Pagford) made the decision that triggered a festering sixty-year grudge. Having no use for the few scrubby fields that lay beyond the new development, he sold the land to Yarvil Council for a good price, and used the cash to restore the warped panelling in the hall of Sweetlove House. Pagford's fury was unconfined. The Sweetlove fields had been an important part of its buttress against the encroaching city; now the ancient border of the parish was to be compromised by an overspill of needy Yarvilians. Rowdy town hall meetings, seething letters to the newspaper and Yarvil Council, personal remonstrance with those in charge – nothing succeeded in reversing the tide. The council houses began to advance again, but with one difference. In the brief hiatus following completion of the first estate, the council had realized that it could build more cheaply. The fresh eruption was not of red brick but of concrete in steel frames. This second estate was known locally as the Fields, after the land on which it had been built, and was marked as distinct from the Cantermill Estate by its inferior materials and design. It was in one of the Fields' concrete and steel houses, already cracking and warping by the late 1960s, that Barry Fairbrother was born. IV In spite of Yarvil Council's bland assurances that maintenance of the new estate would be its own responsibility, Pagford – as the furious townsfolk had predicted from the first – was soon landed with new bills. While the provision of most services to the Fields, and the upkeep of its houses, fell to Yarvil Council, there remained matters that the city, in its lofty way, delegated to the parish: the maintenance of public footpaths, of lighting and public seating, of bus shelters and common land. Graffiti blossomed on the bridges spanning the Pagford to Yarvil road; Fields bus shelters were vandalized; Fields teenagers strewed the play park with beer bottles and threw rocks at the street lamps. A local footpath, much favoured by tourists and ramblers, became a popular spot for Fields youths to congregate, ‘and worse', as Howard Mollison's mother put it darkly. It fell to Pagford Parish Council to clean, to repair and to replace, and the funds dispersed by Yarvil were felt from the first to be inadequate for the time and expense required. No part of Pagford's unwanted burden caused more fury or bitterness than the fact that Fields children now fell inside the catchment area of St Thomas's Church of England Primary School. Young Fielders had the right to don the coveted blue and white uniform, to play in the yard beside the foundation stone laid by Lady Charlotte Sweetlove and to deafen the tiny classrooms with their strident Yarvil accents. It swiftly became common lore in Pagford that houses in the Fields had become the prize and goal of every benefit-supported Yarvil family with school-age children; that there was a great ongoing scramble across the boundary line from the Cantermill Estate, much as Mexicans streamed into Texas. Their beautiful St Thomas's – a magnet for professional commuters to Yarvil, who were attracted by the tiny classes, the rolltop desks, the aged stone building and the lush green playing field – would be overrun and swamped by the offspring of scroungers, addicts and mothers whose children had all been fathered by different men. This nightmarish scenario had never been fully realized, because while there were undoubtedly advantages to St Thomas's there were also drawbacks: the need to buy the uniform, or else to fill in all the forms required to qualify for assistance for the same; the necessity of attaining bus passes, and of getting up earlier to ensure that the children arrived at school on time. Some households in the Fields found these onerous obstacles, and their children were absorbed instead by the large plain-clothes primary school that had been built to serve the Cantermill Estate. Most of the Fields pupils who came to St Thomas's blended in well with their peers in Pagford; some, indeed, were admitted to be perfectly nice children. Thus Barry Fairbrother had moved up through the school, a popular and clever class clown, only occasionally noticing that the smile of a Pagford parent stiffened when he mentioned the place where he lived. Nevertheless, St Thomas's was sometimes forced to take in a Fields pupil of undeniably disruptive nature. Krystal Weedon had been living with her great-grandmother in Hope Street when the time came for her to start school, so that there was really no way of stopping her coming, even though, when she moved back to the Fields with her mother at the age of eight, there were high hopes locally that she would leave St Thomas's for good. Krystal's slow passage up the school had resembled the passage of a goat through the body of a boa constrictor, being highly visible and uncomfortable for both parties concerned. Not that Krystal was always in class: for much of her career at St Thomas's she had been taught one-on-one by a special teacher. By a malign stroke of fate, Krystal had been in the same class as Howard and Shirley's eldest granddaughter, Lexie. Krystal had once hit Lexie Mollison so hard in the face that she had knocked out two of her teeth. That they had already been wobbly was not felt, by Lexie's parents and grandparents, to be much of an extenuation. It was the conviction that whole classes of Krystals would be waiting for their daughters at Winterdown Comprehensive that finally decided Miles and Samantha Mollison on removing both their daughters to St Anne's, the private girls' school in Yarvil, where they had become weekly boarders. The fact that his granddaughters had been driven out of their rightful places by Krystal Weedon, swiftly became one of Howard's favourite conversational examples of the estate's nefarious influence on Pagford life. V The first effusion of Pagford's outrage had annealed into a quieter, but no less powerful, sense of grievance. The Fields polluted and corrupted a place of peace and beauty, and the smouldering townsfolk remained determined to cut the estate adrift. Yet boundary reviews had come and gone, and reforms in local government had swept the area without effecting any change: the Fields remained part of Pagford. Newcomers to the town learned quickly that abhorrence of the estate was a necessary passport to the goodwill of that hard core of Pagfordians who ran everything. But now, at long last – over sixty years after Old Aubrey Fawley had handed Yarvil that fatal parcel of land – after decades of patient work, of strategizing and petitioning, of collating information and haranguing sub-committees – the anti-Fielders of Pagford found themselves, at last, on the trembling threshold of victory. The recession was forcing local authorities to streamline, cut and reorganize. There were those on the higher body of Yarvil District Council who foresaw an advantage to their electoral fortunes if the crumbling little estate, likely to fare poorly under the austerity measures imposed by the national government, were to be scooped up, and its disgruntled inhabitants joined to their own voters. Pagford had its own representative in Yarvil: District Councillor Aubrey Fawley. This was not the man who had enabled the construction of the Fields, but his son, ‘Young Aubrey', who had inherited Sweetlove House and who worked through the week as a merchant banker in London. There was a whiff of penance in Aubrey's involvement in local affairs, a sense that he ought to make right the wrong that his father had so carelessly done to the little town. He and his wife Julia donated and gave out prizes at the agricultural show, sat on any number of local committees, and threw an annual Christmas party to which invitations were much coveted. It was Howard's pride and delight to think that he and Aubrey were such close allies in the continuing quest to reassign the Fields to Yarvil, because Aubrey moved in a higher sphere of commerce that commanded Howard's fascinated respect. Every evening, after the delicatessen closed, Howard removed the tray of his old-fashioned till, and counted up coins and dirty notes before placing them in a safe. Aubrey, on the other hand, never touched money during his office hours, and yet he caused it to move in unimaginable quantities across continents. He managed it and multiplied it and, when the portents were less propitious, he watched magisterially as it vanished. To Howard, Aubrey had a mystique that not even a worldwide financial crash could dent; the delicatessen-owner was impatient of anyone who blamed the likes of Aubrey for the mess in which the country found itself. Nobody had complained when things were going well, was Howard's oft-repeated view, and he accorded Aubrey the respec t due to a general injured in an unpopular war. Meanwhile, as a district councillor, Aubrey was privy to all kinds of interesting statistics, and in a position to share a good deal of information with Howard about Pagford's troublesome satellite. The two men knew exactly how much of the district's resources were poured, without return or apparent improvement, into the Fields' dilapidated streets; that nobody owned their own house in the Fields (whereas the red-brick houses of the Cantermill Estate were almost all in private hands these days; they had been prettified almost beyond recognition, with window-boxes and porches and neat front lawns); that nearly two-thirds of Fields-dwellers lived entirely off the state; and that a sizeable proportion passed through the doors of the Bellchapel Addiction Clinic. VI Howard carried the mental image of the Fields with him always, like a memory of a nightmare: boarded windows daubed with obscenities; smoking teenagers loitering in the perennially defaced bus shelters; satellite dishes everywhere, turned to the skies like the denuded ovules of grim metal flowers. He often asked rhetorically why they could not have organized and made the place over – what was stopping the residents from pooling their meagre resources and buying a lawnmower between the lot of them? But it never happened: the Fields waited for the councils, District and Parish, to clean, to repair, to maintain; to give and give and give again. Howard would then recall the Hope Street of his boyhood, with its tiny back gardens, each hardly more than tablecloth-sized squares of earth, but most, including his mother's, bristling with runner beans and potatoes. There was nothing, as far as Howard could see, to stop the Fielders growing fresh vegetables; nothing to stop them disciplining their sinister, hooded, spray-painting offspring; nothing to stop them pulling themselves together as a community and tackling the dirt and the shabbiness; nothing to stop them cleaning themselves up and taking jobs; nothing at all. So Howard was forced to draw the conclusion that they were choosing, of their own free will, to live the way they lived, and that the estate's air of slightly threatening degradation was nothing more than a physical manifestation of ignorance and indolence. Pagford, by contrast, shone with a kind of moral radiance in Howard's mind, as though the collective soul of the community was made manifest in its cobbled streets, its hills, its picturesque houses. To Howard, his birthplace was much more than a collection of old buildings, and a fast-flowing, tree-fringed river, the majestic silhouette of the abbey above or the hanging baskets in the Square. For him, the town was an ideal, a way of being; a micro-civilization that stood firmly against a national decline. ‘I'm a Pagford man,' he would tell summertime tourists, ‘born and bred.' In so saying, he was giving himself a profound compliment disguised as a commonplace. He had been born in Pagford and he would die there, and he had never dreamed of leaving, nor itched for more change of scene than could be had from watching the seasons transform the surrounding woods and river; from watching the Square blossom in spring or sparkle at Christmas. Barry Fairbrother had known all this; indeed, he had said it. He had laughed right across the table in the church hall, laughed right in Howard's face. ‘You know, Howard, you are Pagford to me.' And Howard, not discomposed in the slightest (for he had always met Barry joke for joke), had said, ‘I'll take that as a great compliment, Barry, however it was intended.' He could afford to laugh. The one remaining ambition of Howard's life was within touching distance: the return of the Fields to Yarvil seemed imminent and certain. Then, two days before Barry Fairbrother had dropped dead in a car park, Howard had learned from an unimpeachable source that his opponent had broken all known rules of engagement, and had gone to the local paper with a story about the blessing it had been for Krystal Weedon to be educated at St Thomas's. The idea of Krystal Weedon being paraded in front of the reading public as an example of the successful integration of the Fields and Pagford might (so Howard said) have been funny, had it not been so serious. Doubtless Fairbrother would have coached the girl, and the truth about her foul mouth, the endlessly interrupted classes, the other children in tears, the constant removals and reintegrations, would be lost in lies. Howard trusted the good sense of his fellow townsfolk, but he feared journalistic spin and the interference of ignorant do-gooders. His objection was both principled and personal: he had not yet forgotten how his granddaughter had sobbed in his arms, with bloody sockets where her teeth had been, while he tried to soothe her with a promise of triple prizes from the tooth fairy.

Measure for Measure by William Shakespeare Essay

â€Å"I am always directed by you† – Mariana â€Å"I am directed by you† – Isabella. Both these lines are addressed to the Duke. What do they suggest about women status in this play? What other evidence can you find to support your view? Measure for Measure is a play written by William Shakespeare in the seventeenth century which crucially presents the role of women. Women were viewed as pure and were not expected to be promiscuous, but dependent on men with few options or choices. Shakespeare’s interpretation of women in Measure for Measure very much reflects society’s opinion of women at the time, where men had more freedom and should be given more respect than women. The society at that time was a patriarchal one, where a male was a considered a God like figure and ultimately the leader, and below him was the king and then the nobles. However, although the society gave men more rights than women, Measure for Measure demonstrates that men also had more responsibilities. This is shown through the situation with Claudio and Juliet, as although they are both equally to blame for Juliet’s pregnancy, it is Claudio facing the death penalty. The women of Measure for Measure are generally quite low in the ranks of importance and respect; they are not spoken of with any importance. Juliet is the object of Claudio’s sexual release and Mariana is the long lost forgotten fiancee of Angelo, who was abandoned by him when she lost her dowry in a shipwreck. The only woman who kind of breaks the trend of the lowly women is Isabella, who has the courage to stand up to Angelo for her chastity. In the first half she is pushed between Angelo and Claudio while she decides what to do and refuses to respond Angelo’s advances, then in the second half, she takes her orders from the Duke which shows that on the other hand she is still obedient toward the Duke, following all of his instructions. In Act V, Scene 1, the Duke shows his opinion of women when talking to Mariana, he says: â€Å"Why, you are nothing then: neither maid, widow nor wife†. According to the Duke’s point of view, the other woman who truly is free is Mistress Overdone as she earns her own money and is able to get some freedom; at least she doesn’t have to stay at home cooking. The main female character in Measure for Measure is Isabella; she represents a very pure female character. This is first seen at the start of the play by the fact that she is training to become a nun and by the strong Christian values she appears to have. This is then emphasized later when she is told her brother’s life will be saved if  she agrees to sleep with Angelo. She refuses this offer, placing her chastity and her Christian values above her own life. This illustrates that a woman’s purity is highly valued, while a woman being promiscuous is not accepted. Mariana is another female character in the play and she is quite different to Isabella. None of these three men, Angelo, Claudio or the Duke, seem to think that her CHOICE matters- her body is to be bargained for whether for lust, life or love. When the duke asks Mariana to allow him a private discussion with Isabella, she replies, â€Å"I am always bound to you†, as if she is speaking to an old friend. And again, when the duke tells her he respects her, she answers that she knows it and has found it to be true, suggesting a long-term relationship. This statement also shows that she is his subject. The adjective ‘bound’ means that she is obliged to do as he wishes and also compelled to do so. She uses the adverb ‘always’ to him which shows that she will always follow his example and will do his will in any condition. Her absolute trust is manifested when she agrees to entrust her chastity as the Friar asks. In the Jacobean society Shakespeare lived in, women would have always done as they were bid by order of men, but especially if the order was given by a man of religion. These words show the absolute compliance that the Duke is able to gain through becoming a disguise (pseudo-)friar. The Duke abuses this religious power to gain insight into people’s souls for his own ends. He knows that Angelo wishes Isabella to ‘give up the treasures’ of her body and uses the two women to gain more power over Angelo. The same applies to when Isabella says to the Duke, â€Å"I am directed by you†, this statement also shows how women respected men and how men were above in authority. As mentioned above, there are no independent women in Measure for Measure, this is not strange, considering the setting and Shakespeare’s own era; there are prostitutes and nuns who are given no chance to control their own lives most of all they seem to have no choice in any matter.

Reasons for a Dysfunctional Family Essay

Reasons for in case of dysfunctional families/child abuse + neglect * Drugs/alcohol * Parents leaving kids to fend for themselves * Less belonging to churches + moral life lessons * Parent separation + divorce * Baby bonus may encourage people to have children for the wrong reasons What are the positive effects of a positive (good) self-esteem? ]Positive outlook Positive thoughts Good self-esteem level Good confidence Self Confidence 1. Self-confidence is the belief or feeling that a person has about themselves, which assists them to achieve in life. The development of self-confidence may be influenced by culture, environment, age, ability, life experiences, gender, parenting expectations. 2. The factors that may contribute to the positive or negative development is a poor outlook, poor body image, dysfunctional family. Your culture, environment, age, ability, life experiences, gender, parenting expectations. 3. The perceptions of femininity and masculinity on an individual’s development of self-confidence is strong gender classifications and stereotypes can make –girls in particular- feel less than boys. In some cultures, even in our own, females are pushed into a lesser mental state, not being able to achieve as much. 4. A) Achieves poor academics – negative B) Struggles to make friends – negative C) Takes on new challenges – positive D) Feels good about their achievements – positive Heredity 1. Heredity is the variation in individual growth and development is partly a result of heredity or genetic factors. Genes contribute to differences between males and females and between individuals of the same gender. They also contribute to the similarities between people. Accepting physical appearance and difference, along with other inherited traits, is an important part of development. Genes directly determine an individual’s hair, skin and eye colour, and certain health conditions. Heredity also has a strong influence on other individual characteristics, including height, weight, and even personality. Body shape is largely controlled by genetic characteristics and, although it may be altered by factors such as diet and exercise, it cannot be dramatically changed. 2. The factors that may impact positively or negatively on an individual’s development through heredity are: Positive – olive skin doesn’t blush, good health, tall, fast metabolism Negative – inherited disorders/illnesses, fair skin burn easily, very short, slow metabolism – prone to weight gain easily, drug/alcohol – negative traits (e.g. foetal alcohol syndrome), physical appearance that draws negative attention from peers, allergies (e.g. beestings, peanuts, grasses etc.) Environment Environment refers to the external (pressures) factors that influence an individual’s development. Environmental influences on individuals change as they move through their life cycle. Example – Baby is influenced by family, a child is influenced by child care/grandparents/carers, kid/teenager is influenced by peers and teachers at school. * Low socio-economic household * Unhappy/unsatisfied parents (angry household, lack of attention, child may be scapegoat, low esteem) * Loving, secure, stable household