The Scarlet Letter: The Use Of Hester :: essays research papers

In The Scarlet Letter, Nathaniel Hawthorne makes Hester Prynne the central figure in the story much like Susanna Rowson does with Charlotte in Charlotte Temple. The plots of the books are centered on these women; the storylines occasionally move elsewhere to inform the reader of the happenings of other characters, but always returns to their respective female protagonist. The authors’ use of their leading ladies differs when providing a theme, however.Susanna Rowson uses Charlotte Temple as an example for the reader. By taking the reader on a journey through Charlotte’s life of perpetual misery, Rowson’s narrator is able to point out where Charlotte makes poor decisions. With the reader now aware of the misdirected choices of Charlotte, the narrator warns the reader that any young girl could end up in the same type of predicament. She then teaches the young female reader how she should react in a similar situation and the â€Å"sober matron† reader how to prevent such a dilemma from happening to her daughter. In summary, Charlotte Temple’s actions are used to directly teach the theme as Rowson wishes.Nathaniel Hawthorne uses his main character in a completely different way. It is common for a reader of The Scarlet Letter to determine that the theme of the story is that adultery is bad, but that is not the case. Hawthorne is not promoting adultery; that is true: As Darrel Abel states in his essay, â€Å"Hawthorne’s Hester,† â€Å"Although we are expected to love and pity Hester, we are not invited to condone her fault or to construe it as a virtue.†1 Hester Prynne and her lecherous sin are Hawthorne’s means of conveying a different message; Hawthorne is more interested in uncovering the flaws of puritan society and the hypocrisy of their reactions to Hester. The character of Hester Prynne is created as to exploit these flaws indirectly.The Puritan culture is one that recognizes Protestantism, a sect of Christianity. Though a staple of Christianity is forg iveness for one’s sins, this has long been forgotten amongst the women of Boston: â€Å"Morally, as well as materially, there was a coarser fibre in those wives and maidens of old English birth and breeding, than in their fair decendants.†2 When Hester is first brought out of her prison cell, the gossiping goodwives recommend much harsher punishments, from a brand on her forehead to death. Hester, who had done little wrong prior to this sin of adultery, is no longer seen as a human being, but merely as a symbol of evil and shame upon the town.

Florida- Blind, Deaf, and Dumb Essay

Coleman already knew one thing for sure about his future, and that was that he wanted to make educating children his life’s work. Coleman knowing about the lack of educational decrees in Florida decided to take the opportunity to advantage, by writing to Governor William D. Bloxham asking for a sum of $20,000 minimum appropriation to start a school for the deaf and blind. Coleman’s hopes came true when in 1883 Florida’s legislature establishes an institution for blind and deaf children for two years at $20,000. The location of the school was put to a biding between the towns in Florida. Captain Edward E. Vaill offered St. Augustine the biggest bid of $1,000 and 5 acres. The original three wood buildings were erected by contractor William A. MacDuff at $12,749. The school was completed in December 1884. The first class entered in 1892 with 62 students. The two first graduates were both deaf, their names were Artemas W. Pope of St. Augustine and Cora Carlton of Island Grove. The two later married and became parents of Florida Senator Verle A. Pope. The first blind student graduated in 1908. The first African American graduates were Louise Jones a blind student in 1914, and Cary White a deaf student in 1925. The school originally only had 5 trustees in 1905, until 1963 were there were 7. Taylor Hardwick began construction on new dormitories in late 1958 and opened in 1959. The school is now the largest of its type in the U. S. The school now has 47 buildings and 72 acres. The school’s annual budget is over $30 million dollars. The schools no longer an boarding school but, now a public school. It’s the only school in Florida that is pre-school through 12th grade. It also has a post-secondary program. The school is accredited by the Southern Association of Colleges, and Schools. The Conference of Education Administrators serving the deaf, and the National Accreditation Council for Agencies Serving the Blind and visually handicapped. The school has two departments: the Deaf department, and the Blind department. The school also has outreach programs for parents, teachers, and other staff in small and rural school districts in Florida. The also has a healthcare center on campus for students, as well as two well-appointed auditoriums. The school boasts the Copeland recreation and fitness center, which is specially designed and constructed for the blind. The center is the site of the annual USABA’s youth national goalball tournament. Not only that but blind high school students get state of the art sound system within the school. The school has 11 sports you can join at the school: Football, Soccer, Volleyball, Basketball, Little League Baseball, Track, Cross Country, Swimming, Goalball, Wrestling, and Cheerleading. They have preforming arts groups, the deaf department has a traveling dance troupe, and the blind department has a band known as the OuttaSight. The school also has several clubs: the blind skier, academic bowl team (competitive), and a traveling math club called MathCounts. -Notable Alumni- * Ray Charles- He learned to read braille here. When he went to the school it was known as the Institute for the Blind, Deaf and Dumb. * Ashley Fiolek- A very well-known rider in motocross racing. * Marcus Roberts- A famous Jazz pianist. -My Perspective- I really enjoyed researching and writing this essay. Originally the essay was supposed to be about all deaf culture related things in Florida but, as I started one of the things that kept popping up was the Florida school for the Deaf and Blind. Since it kept popping up I clicked on it and was amazed that it was in St. Augustine (which is where I was going to go for spring break), and that it was the oldest school for the deaf in Florida. All of a sudden I knew that I wasn’t doing my project on the deaf culture in Florida but instead a certain school for the deaf in Florida. Then I realized I had to make a decision; the schools name is the school for the Deaf and Blind. Meaning I would have to decide if I wanted to do my project on the school as a whole which means the Deaf and Blind, or just the Deaf department. As you already know (because hopefully you read the essay) I choose to both. The reason I choose to do both is because if I’m writing (or typing) this essay about the school than I’m going to write about the school in a whole. When I saw the school in person was when I finally realized just how big 47 buildings and 72 acres is. the school is huge and looked like it could swallow are school times two. I wasn’t able to go into the school. I was also surprised that I didn’t see that many people who were either deaf or blind from what I could tell at least. I do remember seeing this one girl who was deaf a couple times, I think she might have been a tourist though because I saw her at a tourist spot. The first time I say her we were sitting across from each other at a restaurant. My dad kept telling me to go say hi, and I swear I told him a million times that I couldn’t and that it would be considered rude. All in all I feel extremely pleased with what I came up with for this essay, and I hope you are too.

‘Manifesto of the Communist Party’ by Karl Marx

Karl Marx developed theoretical concepts of society and its development explaining the workings of market economies and class relations. One of his main works, ‘Manifesto of the Communist Party’, vividly describes the main concepts and strategic vision of Communism, socialism and class struggle. Karl Marx was concerned with how income was shared among the three great social classes: workers and capitalists. A major concern of nineteenth-century social thinking was to identify the nature of industrialization and to trace its social and political effects. Social and economic environment led to development of ‘Manifesto of the Communist Party’. The era of Marx and the following decades were the era of Liberalism. During the years 1830 to 1930 the world was fast becoming an industrial society, yet its laws were based on an ideal of an agrarian society. During the second half of nineteenth century the world changed economically and socially. The book ‘Manifesto of the Communist Party’ consists of four sections: Bourgeois and Proletarians, Proletarians and Communists, Socialist and Communist Literature, the Opposition parties. Each section identifies and analyzes the main concepts of new industrial and social relations and gives historical examples of these events. In this book, Marx creates the economic, social and political theory and practice, develops capitalism theory explaining the role of a class in society. What is emphasized is the market as a system of exchanges rather than as an arena of compe ­tition; the persistent association of political particies and the pacification of economic relations relies on this emphasis. In the section ‘Bourgeois and Proletarians’, Marx introduces new materialist method in contrast to idealistic one. He examines the role of labor and labor relations, explains the struggle over the division of output and wage system. According to Marx capitalism is class struggle. Increasing polarization of the population divides it into two great classes, the bourgeoisie (capitalist) and the proletariat (workers). Marx states that â€Å"The bourgeoisie, by the rapid improvement of all instruments of production, by the immensely facilitated means of communication, draws all, even the most barbarian, nations into civilization† (Marx n.d.). In this situation, classes not only are the links be ­tween levels rather tight; they are unidirec ­tional, the causal flow going from economic structure through consciousness to action. Marx portrays that over time the two great classes directly facing each other defined by how they stand to the relations of production, gradually conso ­lidate under capitalism, absorbing other classes within them, developing class consciousness and industrial and political organizations, and in due course fight out a revolutionary conflict (Marx, n.d.). Marx explains the role of â€Å"the means of production† and â€Å"exchange† of goods in market economy. Marx states: â€Å"The productive forces at the disposal of society no longer tend to further the development of the conditions of bourgeois property† (Marx n.d.). The class struggle is explained as opposition between working class and the class of capitalists. Also, it is struggle of lower socioeconomic classes with higher socioeconomic classes. Given the irreconcilable conflict of interests between capital and labor, the outstanding feature of capitalist society is struggle based on historical development and new production modes. Also, Marx describes the relations and interconnection between capital and labor wages, the nature of competition and a revolutionary class. The second section of the book describes relationships between communists and the working class. Marx gives an overview of a communist society free from oppression, antagonism and exploitation. According to Marx, an ideal society should be classless. Marx states: â€Å"communism deprives no man of the power to appropriate the products of the society; all that it does is to deprive him of the power to subjugate the labor of others by means of such appropriations† (Marx n.d.). He criticizes land ownership and supports the state ownership. The main points of his program for the classless society are: abolition of property in land; progressive or graduated income tax; confiscation of emigrants’ property, importance of the centralized state bank, centralization of communication and transport, all should be equally obliged to work, leveling the differences between the town and country, free education for children (Marx, n.d.). Marx underlines that the differences between classes should be diminished in order to reach classless community. Moreover, and in consequence, there is no overall story of a development through time from class structure through class conscious ­ness to class action, nor any underlying theory of ‘class interests' that could explain such a development: the historical possibilities are far more open and indeterminate. â€Å"When, in the course of development, class distinctions have disappeared, and all production has been concentrated in the hands of a vast association of the whole nation† (Marx n.d.). The focus at each class is also much broader: at the structural level, it encompasses not only productive relations but also the sphere of circulation and market positions; and at the levels of consciousness and action, and the spheres of consumption and distri ­bution as well as work and politics. Marx states that ‘political power’ should be used as ‘the organized power’ which protects â€Å"one class for oppressing another† (Marx n.d.). Also, Marx defines classes by their modes of collective action and shows how rights to productive resources, credentials, party membership, lineage, etc., can all be distinct bases for social closure in the struggle. Marx identifies the way of the transition from socialism to communism and advantages of the classless society. In the third section, â€Å"Socialist and Communist Literature†, Marx describes the differences between socialist and communist literature. He criticizes socialist trends and approaches such as Feudal Socialism, Petty-Bourgeois Socialism, Critical-Utopian Socialism, etc. This section is based on historical examples and analysis of social development and driven forces of class development. For instance, he explains the emergence of ‘petty bourgeoisie’ as a new class â€Å"fluctuating between proletariat and bourgeoisie† (Marx, n.d.). But their generally determinist attitude led them into a certain political passivity. Most of them anticipated socialist consciousness originating outside the working class. Marx underlines that German socialism is based on the struggle â€Å"against feudal aristocracy† (Marx, n.d.). A major concern of this thinking is to identify the nature of these relations and to trace their social and political effects. Speaking about Conservative or Bourgeois Socialism Marx states: â€Å"The bourgeoisie naturally conceives the world in which it is supreme to be the best† (Marz, n.d.). They distinguish society by its characteristic modes of production and economic life. However, what is thought to distinguish the society is not solely a new mode of production, but a new social imperative – the changing distribution of economic and social resources. Marx criticizes Critical-Utopian Socialism stating that such philosophers and economists as Fourier, Saint-Simon and Owen make a mistake taking into account only the ‘early undeveloped period’. This historical and social vision limits their understanding of the historical process and forces them †to consider themselves far superior to all class antagonisms† (Marx, n.d.). These theories can be thought of as ranged along a continuum whose poles can be neatly seen as occupied by the classical posi ­tions respectively. Not only are the links be ­tween levels rather tight; they are unidirec ­tional, the causal flow going from economic structure through consciousness to action. The fourth section gives overview of communist struggle and its impact on workers consciousness. Marx gives examples of four countries: France, Switzerland, Poland and Germany as the main countries where communism flourishes. The visible change in the attitudes to parties constitutes progress towards democracy and classless society. â€Å"In short, the Communists everywhere support every revolutionary movement against the existing social and political order of things† (Marx, n.d.). Accordingly, Communism presupposes the continued political significance of integrated patterns of thought whose outlines follow the historical doctrines of different parties. To understand Communism and its relations with working class it is necessary to take account of the institutions and parties involved, their ideologies and motives; it is necessary to consider not only the legal dimensions but also the behavioral dimensions of classes. Marx restates: â€Å"Let the ruling classes tremble at a Communistic revolution† (Marx, n.d.). In sum, the book documents in detail how the economic position of classes have been developed. Given the irreconcilable conflict of interests between capital and labor, Marx vividly portrays that the outstanding feature of capitalist society is class conflict. One of the sharpest contradic ­tions of capitalism was precisely that between the social character of production and the individualist basis of ownership. Marx underlines that social conflict was a feature of the transition between older and newer social orders, world perception and values, and materialistic understanding of the world. Communism was professed by the major tendencies which emerged during the nineteenth century, and the most common classification schemes for ideologies build upon this historical material. References 1.  Ã‚  Ã‚  Ã‚  Ã‚   Manifesto of the Communist Party (n.d.). Retrieved from http://www.marxists.org/archive/marx/works/1848/communist-manifesto/index.htm [accessed 1 Dec 2006]   

Greenhouse Gasses

Greenhouse Gasses Greenhouse Gases The results from the accumulation of greenhouse gases in the atmosphere are the cause of global warming. To make the world more habitable for humans and animals, the greenhouse effect is a naturally occurring part of the earth's climate. There is a natural balance in the incoming solar radiation that heats up the earth, which in turn emits an infer-red radiation. The maintenance of this natural balance, which keeps tempatures at a necessary level to support life, depends on continual process of generation and removal of greenhouse gasses in the atmosphere.Increased levels of greenhouse gases have come from the changes in living standards, industrialization and population growth. Most of the anthropogenic greenhouse gases have a long lifetime and they are accumulating in the atmosphere faster then they can be naturally removed. Due to the increased greenhouse gases from the earth ecosystem not being able to soak the gases up fast enough lead to the changes in climate patterns.Absorptions bands in the Earth's atmosphere create...The change that occurs will not be uniform around the world such that the raise in temperature will be smaller at the equator and greater at the poles and will be accompanied by an increase in average rainfall. Potentially serious changes have been projected such as floods, extremely high temperatures, and droughts. Projections also include less severe floods and droughts. With the variability of the regions other environmental consequences have occurred such as increased fires, pest outbreaks and changes to the spread of disease as well as the changes in the ecosystem composition, structure and functioning.The greenhouse gases are radioactively active gases that comprise on average less then one percent by volume of the atmosphere. The largest natural greenhouse gas is the water vapor that varies in concentration over short time frames. Carbon dioxide, methane, nitrous oxide and...

The Complete List of High School Classes

The Complete List of High School Classes SAT / ACT Prep Online Guides and Tips Are you wondering which classes to take in high school? Do you want to find out what courses may be offered for each subject? We’ve compiled a complete list of high school classes for you to see all the possible course options high school students may have. We'll cover everything from science and math to electives and the humanities. How to Use This List This list was created by researching the classes offered at numerous high schools, both public and private, across the country. Classes are alphabetically organized by subject. While there is a separate section for AP classes at the bottom of the list, other varying levels of difficulty for the same class, such as "honors" or "introductory", were not included in order to make reading the list easier. This list’s purpose is to show you all the possible class options you may have as a high school student. You can use it as a starting point for doing a more in-depth study of your own school’s course offerings. Read through the list below, making note of any courses that you may want to take in the future, then look to see if your school offers them. To find out which classes your own high school offers, look through your school’s course catalog, check the school website, or speak with your academic adviser. What If Your School Doesn’t Offer One of the Classes Listed Below? It would be impossible for any single school to offer every course in this list; there are simply too many. Schools decide which classes to offer based on multiple factors, including student interest, school location, and teacher expertise. If you are interested in one of the courses listed below but don’t see it offered in your school’s course catalog, first talk to your guidance counselor or the department head. Your school may, in fact, offer the course, but under a different name. If there is no comparable course and you are really interested in the subject, you may be able to do an independent study or take the course at a local community college for credit. Ask your guidance counselor for more information on pursuing this option. Complete List of High School Classes Business Accounting Business law Business management Consumer education Entrepreneurial skills Introduction to business Marketing Personal finance Computer Science/Information Technology Animation App development Audio production Computer programming Computer repair Film production Graphic design Media technology Music production Typing Video game development Web design Web programming Word processing English American literature British literature Contemporary literature Creative writing Communication skills Debate English language and composition English literature and composition Humanities Journalism Literary analysis Modern literature Poetry Popular literature Rhetoric Technical writing Works of Shakespeare World literature Written and oral communication Family and Consumer Science Chemistry of foods CPR training Culinary arts Early childhood development Early childhood education Family studies Fashion and retail merchandising Fashion construction Home economics Interior design Nutrition Foreign Language American Sign Language Ancient Greek Arabic Chinese French German Hebrew Italian Japanese Korean Latin Portuguese Russian Spanish Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Math Algebra 1 Algebra 2 Calculus Computer math Consumer math Fundamentals of math Geometry Integrated math Math applications Multivariable calculus Practical math Pre-algebra Pre-calculus Probability Quantitative literacy Statistics Trigonometry Performing Arts Choir Concert band Dance Drama Guitar Jazz band Marching band Music theory Orchestra Percussion Piano Theater technology World music Physical Education Aerobics Dance Gymnastics Health Lifeguard training Pilates Racket sports Specialized sports Swimming Weight training Yoga Science Agriculture Astronomy Biology Botany Chemistry Earth science Electronics Environmental science Environmental studies Forensic science Geology Marine biology Oceanography Physical science Physics Zoology Social Studies Cultural anthropology Current events European history Geography Global studies Human geography International relations Law Macroeconomics Microeconomics Modern world studies Physical anthropology Political studies Psychology Religious studies Sociology US government US history Women’s studies World history World politics World religions Visual Arts 3-D art Art history Ceramics Digital media Drawing Film production Jewelry design Painting Photography Printmaking Sculpture Vocational Education Auto body repair Auto mechanics Building construction Computer-aided drafting Cosmetology Criminal justice Driver education Electronics FFA (Future Farmers of America) Fire science Heating and cooling systems Hospitality and tourism JROTC (Junior Reserve Officers' Training Corps) Metalworking Networking Plumbing Production technology Refrigeration fundamentals Robotics Woodworking Advanced Placement Classes AP Capstones AP Research AP Seminar Arts AP Art history AP Music theory AP Studio art: 2-D design AP Studio art: 3-D design AP Studio art: drawing English AP English Language and Composition AP English Literature and Composition History Social Science AP Comparative government and politics AP European history AP Human Geography AP Macroeconomics AP Microeconomics AP Psychology AP United States Government and Politics AP United States History AP World History Math Computer Science AP Calculus AB AP Calculus BC AP Computer Science A AP Computer Science Principles AP Statistics Sciences AP Biology AP Chemistry AP Environmental Science AP Physics C: Electricity and Magnetism AP Physics 1: Algebra-Based AP Physics 2: Algebra-Based World Languages and Cultures AP Chinese Language and Culture AP French Language and Culture AP German Language and Culture AP Italian Language and Culture AP Japanese Language and Culture AP Latin AP Spanish Language and Culture AP Spanish Literature and Culture What's Next? Now that you know all the possible high school classes out there, which ones should you take? Read our guide to get expert advice on the classes you should take in high school. Wondering which classes you will need to take in order to graduate high school and get accepted into college? Check out our guide on the standard high school curriculum, as well as the classes college admissions officers are looking for. Trying to decide whether to take the ACT or the SAT? Read our guide to figure out which test will get you a better score! Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Course Work Coursework Example | Topics and Well Written Essays - 250 words

Course Work - Coursework Example This is due to what is known as protective factors. This are influences that a person can have which will increase their ability to deal with certain stressors which can increase their ability to influence their mental health. Protective factors lead to a person developing resilience to certain stressful situations. 2) Decriminalization of illicit drugs like marijuana, cocaine will increase drug related social problems. Drugs are not regarded as being dangerous because they are illegal; they are illegal since they are dangerous. Decriminization of illicit drugs help in not regulation of illicit drugs. Decriminization is actually part of a back door effort that will help easy society into accepting the use of addictive drugs; this will include the use of drug related social problems. 3) Children are very sensitive to the issue of HIV/AIDS. Children have many fears regarding this disease. F children are taught about HIV/AIDS they c n make their health choices (Dyk 87). If children are taught about HIV/AIDS this will be an indication that people care about their wealth. At the age of 8 to 10 you can start to teach a child the basic of HIV/AIDs and how it is

Teamwork Essay Example | Topics and Well Written Essays - 2000 words

Teamwork - Essay Example However, when there is a team of say 5 members, there is again one goal but 5 minds to discover and handle the same work with 5 times the effort and time which of course will give better and more innovative results. The more awareness that surrounds the human brain, the more it widens and functions towards its goal. Shaina, age 25, works in a large telecom service provider company. She was always in charge of billing funds and employees' salary distribution part. She always came to office the same time of the morning and left at the same usual hour of the afternoon. The eight hours of her stay were mostly with her computer making estimates and doing calculations and the day would end with all reports being sent to the supervisor. Often he had to spend hours going through the details sent by her and sorting out differences between reports generated by all departments. All was fine and life went on until one day the supervisor realized the work was increasing and they must hire another person with Shaina. And, in the next two months, the work done by both of them together was much more than anticipated earlier. Also, the striking difference observed that not only did the daily, weekly and monthly reports reach his desk but Shaina and her teammate visited him often to discuss over billing details and any discrepancies in funds. Work was going on at a much faster rate and moreover, he had to no more spend time re-checking all calculations and fighting with billing discrepancies as everything was discussed and sorted out before the final report was sent to him. This was an example which depicts very clearly how teamwork can enhance not only work but the enthusiasm towards work and also generate comradeship between peers which in turn gives better results. Not only was his work redused but the bond shaared by the members made it easier to complete any work. There are various factors related to teamwork viz. How should teamwork be assessed, how can one develop and benefit from personal team skills and team awareness, what role does communication play in teamwork etc. Team performance assessment can be done by first checking whether they followed the right approach towards work. The characteristics of effective teams that were identified by Larson and LaFasto in their book titled Teamwork: What Must Go Right/What Can Go Wrong (Sage Publications 1989) are that the team must have a clear goal, results-driven structure, competent team members etc. Now to assess whether team member are competent, it is first required to assess the individual members. Personal team skills play important role. For example, for a team that works together in a construction based company, the individual members should all have a graduate degree in civil engineering or any equivalent. In case few members are more involved with the topic than the others, the others can build their awareness about the team and its activities. Any organization always works at its best if the employees work in teams and have mutual awareness about their peers. Getting any work accomplished with quality and efficiency is possible with maintaining competitive air around the employees. Another example that we can see is of the floods that happened in county