Antigone vs. Pai free essay sample

Pai and Antigone were very similar characters because of the problems they faced. First, Pai and Antigone were both women who stood up to a male-led society. Second, they were both listened to by the gods while the leader was not. Finally, they were both willing to die for what they felt was right. Both Pai and Antigone stood up to something they did not believe was right. As it turns out, both the things they stood up to were male-led societies. In Antigone, the king says to his son, â€Å"And no woman shall seduce us. If we must lose, lets lose to a man, at least! Is a woman stronger than we? † (792). The king is saying that he does not want to lose to a woman. He believes that men are stronger than women and does not want to be embarrassed by losing to Antigone. In Whale Rider, Pai stood up to her grandfather and one time he got angry and said, â€Å"You have broken the tapu of this school The knowledge thats been passed down from your ancestors from my grandfather to me, to those boys Its broken! † (34) The leader is yelling at Pai for learning something only the boys are supposed to know. We will write a custom essay sample on Antigone vs. Pai or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This is because the leader is trying to find the next leader and he thinks that it can only be a boy. Although both Antigone and Pai stood up to something much bigger than them, there is something that helped them along the way. Since Antigone and Pai both stood up to something with much more power than them, they needed help. Antigone and Pai both had the gods on their side during the whole thing. Although both the leaders tried praying to the gods, they did not get a response. In Antigone, the leader tries crying to god by saying, â€Å"O God, I am sick with fear. Are there no swords here? Has no one a blow for me? † (807) The leader has just lost his wife, niece, and son and is overwhelmed by the deaths. Although he asks god to take his life to, they do not respond. In Whale Rider, the leader has just found out that none of the boys that he was training to be leader were the one and Pai said, â€Å"He was calling to the ancient ones, asking them to help him but they werent listening. So i tried and they heard me. † (38) The leader was trying to ask the gods for help but as Pai said, they did not respond. Instead, Pai tried calling to the gods and they did respond by shoring all of the whales. Since Pai and Antigone were listened to while the leaders were not, they had a great advantage. Although they had a great advantage, they were both still willing to die for what they believed in. In Antigone, Antigone is talking to her sister about what she feels she should do and says, â€Å"But I will bury him: and if I must die, I say that this crime is holy † (774) Antigone is telling her sister that although she will most likely be killed as a result of doing what she feels is right, she is willing to take the chance and do it anyways. Pai does something very similar when she says, â€Å"I wasnt scared to die. † (45) Pai was riding the largest whale back into the water in order to save it and ends up being pulled far out into the ocean. But Pai did not care. She was willing to die for the cause she believed in. Pai and Antigone were both extremely devoted to what they felt was right and the fact that they werent afraid to die for the cause makes the stories extremely meaningful in many ways. Because of the problems they faced, Pai and Antigone were very similar characters. Both stood up to a male-led society and were listened to by the gods while the leader was not. But the thing that changes it all is the face that they were willing to die for what they believed in. Supporting a cause is one thing, but devoting your life to it can change everything. The title of this essay is Some Things Never Change because even though we have these stories to tell us what we have done wrong in the past, there will always be hatred because of race, gender, religion, and so many more things. And the sad thing is that there is no way to end it all comletely. Works Cited WhaleRider. Dir. Niki Caro. Perf. Keisha Castle-Hughes, Rawiri Paratene, and Vicky Haughton. Alliance, 2002. Sophocles. Antigone. Prentice Hall Literature: Timeless Voices, Timeless Themes. Ed. Kate Kinsella, et al. Upper Saddle River: NJ, 2002. 772-808.

Narrative Essay Example College

Narrative Essay Example College Typically, narrative essays are not very popular in school and in college. You are more likely to be assigned to write evaluation, argumentative or persuasive essays. So if you feel you do not know where to start from, you might need to find a good narrative essay example college. It will give you a general idea of how your own paper should be like. If you are stuck with your paper and you cannot write a single word, if you feel frustrated because of the close deadline, do not waste time and contact us. We know what to do to save you out of trouble; we work 24/7 to provide you with qualified academic writing assistance whenever you need it. Students’ success is our main aim. Our habitual clients appreciate our efforts and come back again with the new assignments. Well, what useful ideas can you find in a good narrative essay example college? Write a story You are not required to do much research. Typically, when assigning this kind of paper, your teacher wants to evaluate your command of written English, your knowledge of grammar and punctuation. So, just think about a story you can present in your paper. Probably, if you search in your memory for a while, you will be able to recollect a lot of fascinating childhood stories. You can write a funny story about your pet, or a sad story about undivided love, or anything you find interesting. You have a chance to entertain your teacher and yourself, so why not use it? Mind your language If you want to include a dialogue in your narration in order to create a vivid picture in your reader’ mind, you can use colloquial language. However, in the rest of the paper avoid using colloquial words, slang, short word forms etc. While writing, keep at the forefront of your mind that your work is still an academic paper, so it is important to follow the rules of academic writing. Correct grammar and punctuation are very important for success of your paper. Get feedback As you see from the narrative essay example college you have found online, this task is creative writing, so it is important to get response of people whose opinion you can trust. For example, read the paper to your parents, they can probably give you some useful hints on how to improve your paper. Try to produce the best paper you possibly can; rewrite it until you see it is almost perfect. If you are deeply satisfied with the result of your thorough work, your teacher will definitely like it too.

Prevalence of Bullying among Middle School Children Consequences , Essay

Prevalence of Bullying among Middle School Children Consequences , Systemic Intervention and Policy Development - Essay Example This paper will examine the prevalence, behaviors, consequences, interventions and policy recommendation’s related to bullying prevention in middle school. Key terms: Bullying, relational bullying, behavior, consequences, policy Prevalence of Bullying among Middle School Children In the social context bullying is not a new issue, although in the last two decades bullying has taken on an additive role among school age children. The prevalence has changed in the last three decades and more studies have been completed on the prevalence, consequences, prevention and intervention strategies to decrease bullying. This has prompted policy decisions from the department of education and President Barrack Obama. The most vivid forms of aggressive behavior are seen on the evening news or in the Plain Dealer. â€Å"Bullying is defined as a form of social aggression that persists over time, characterized by imbalance of power† (Pelligrini, 2002, p. 151). The more dominant, and physi cally bigger or tougher an individual is more likely to repeatedly victimize a smaller, weaker, subordinate individual. Bullying can be found directly or indirectly. Indirect bullying is also commonly known as relational bullying.

An act of kindness that you did for someone Essay - 1

An act of kindness that you did for someone - Essay Example When I entered into high school, my parents insisted that I begin to learn how to work in order to earn extra income for things that were not covered by my allowance. It was important to them that i learn the value of money and how to spend it wisely. Since I wanted to buy myself a tablet, I decided that I would take up my parents offer and help out at our family store after school and on weekends. I was really looking forward to buying my tablet sooner rather than later. But apparently the universe had other plans for me. I had to do something for others before I could get what I wanted. Tina, our house help, approached my parents and I over breakfast one day and told us that her son was in need of medical care. She had been taking him to the free clinic in town and she was told that he a cancerous tumor on the bridge of his nose and that he needed an immediate operation that was going to cost her $570. Somehow there was something about the diagnosis that did not sit well with me. It seemed not thorough and lacking in analysis. My parents also agreed that the boy should be brought to another doctor for a second opinion. But Tina did not have the money to go to a paid doctor. I had already saved up a little money from the token salary my parents were giving me for helping in the business, a total of $100. Obviously I was inching my way closer to my dream of a tablet. But I felt that Tinas son needed the medical help more than I required the tablet. So I offered my savings to her. I told her to take it and, along with the donations of my parents, take the boy to a specialist for a second opinion. It turned out that the boy was misdiagnosed. The second opinion revealed that he did not have a cyst or tumor at the bridge of his nose. A simple x-ray, according to Tina, showed that the boy had a protruding forehead bone. From the outside, it did look and feel like a cyst because it had a cavity between the forehead and the boys nose, muscle

Teenagers and Gang Violence in Connecticut must be in the last 5 years Research Paper

Teenagers and Gang Violence in Connecticut must be in the last 5 years - Research Paper Example Initially, gang violence among teenagers was only prevalent in inner cities of Unites States but now it is spreading in to every part of the country. Connecticut is one such state which is following other states and seeing an increase in teenager based gang violence. The teenager involving in gang violence in Connecticut is slowly increasing and the families and government of the city has a great responsibility to fight this social evil. As per (Hearst Communications)â€Å"Connecticut is not immune to gang violence issue. According to the Department of Public Health, 10 percent of teens surveyed were in a physically violent dating relationship last year; 17 percent were in an emotionally abusive dating relationship†. The teenagers in Connecticut City are slowly getting violent and major blame could be put on the domestic violence occurring in the homes of the state. Dating violence and atrocities at colleges and universities are the major concerns for the government and parent s in the city. Teenagers can get violent for many reasons and mostly they get an affinity towards violence when they see the same at their homes. The Teenager and Gang Violence activities in Connecticut Recently gang violence have spread to many communities in United States and Connecticut is one of the city joined the group. In United States, much of the violence is caused by the youth gangs. They create violence in neighborhood and schools where they are more active and interact commonly. According to (Brown) â€Å"The police in many Connecticut cities only had to look inside the schools to see that the problem of youth violence is on the rise. There's more fights resulting in violence over little things and more violence involving girls†. It is also seen that these violent youths get access to guns as they are sold on the streets .Children as young as 14 year old possess gun and using it at unpredictable situation which give rise to injury and fatal killing. The fights amo ng teenagers start on petty things and move on to become a deadly encounter. Since they are immature to think about the consequences of their action, things get out of their hand. This is a concern among the police authorities as the age of homicide victims are getting younger than ever. There have been many shootings and stabbings happening in the state in the past years that Federal, state and local authorities are highly concerned about the security of teenagers. More of violence is especially observed in the Hartford and Manchester towns of Connecticut State. The gang violence among teenagers has taken over the nature of adult fights and local police are more active to trace the reason for such violence. The teenagers involved in gang violence perform activities like petty theft, vandalism, fights over turf, drug dealing and burglary. Since the teenagers are mostly set free they have the tendency to repeat the same action as they know that there would not be any negative consequ ences for their atrocities. The involvement of teenage in gangs is what mostly provokes them to end up in violence. In his book(Gerali,32)writes that â€Å" Teenagers who get involved with gangs may begin carrying weapons such as knives, baseball bats, pipes, brass knuckles, hammers, pipe wrenches, and guns†. In Stratford town there happens rapes, brawls and killing which is caused by the teenagers who are member of violent gangs. The police in Connecticut have found out that these teenage

English Language Requirements for International Students

English Language Requirements for International Students Academic English Requirements: University-Level Preparation Programs  for International Students Introduction The issue of English language standards and the academic preparation programs of international students who must meet them has become an increasingly complex and controversial topic in education today. This paper will explore this issue in depth, focusing on the specific needs of foreign students at University level. It will do this by exploring the current literature and theories that dominate the field, including Computer-Assisted Language Learning, or CALL. Then it will discuss issues pertinent to planning and developing an effective language preparation program to address those needs Current literature and theories A number of theories are currently competing to dominate the field today. Among these are several entry level issues. Most professionals agree that some sort of preparatory training is absolutely necessary for first year University students of non-English speaking background (NESB). However, the agreement stops there, as they seem unable to decide on which of these programs is best. One of these programs is focused primarily on teaching students only those English language concepts that are essential for them to be successful in attaining their academic degrees. Called English for Academic Purposes (EAP), this plan, as the name suggests, zeroes in on those skills that best ensure academic success. Academic success here is defined solely by completion of a degree. This raises issues of its true long-term worth as a sustainable skill (Pathways 2004, 2). Other plans include English for Specific Purposes (ESP), which focuses on teaching students those aspects of English that will be most relevant their specialised professional projects. Alternate pathways to University level education are another option; this approach focuses on integrating relevant skills learned outside the academic setting in such a way that the student is given academic credit for them. A methodology similar to this is described by Sandra Elbaum in Grammar in Context: Learning a language through meaningful themes and practicing it in a contextualized setting promote both linguistic and cognitive development (Elbaum 2005, xv). The Sheltered Instruction Observation Protocol Model, also called the SIOP Model, focuses on what the authors refer to as sheltered instruction. It is an approach that can extend the time students have for getting language support services while giving them a jump-start on the content subjects they will need for graduation (Echevarria et al. 2004, 10). Computer-Assisted Language Learning Computer Assisted Language Learning (CALL) was first used to assist in foreign language teaching in the 1960s. This was only at University level; it has since grown to include earlier grade levels as well. It has made drastic strides in development since its introduction (Warschauer Healey 1998, 58). CALL is described by Warschauer as having three primary functions: behaviouristic, communicative, and integrative. The first of these, the Behaviouristic, is the simplest model. In this mode, the computer functions primarily as a means of providing the learner with the appropriate educational materials. Essentially, this means that the computer functions in a tutorial capacity. The second mode is called the Communicative mode. It is much more interactive and allows the learner a greater degree of choice and control in the methodology and level of study. Some examples of this mode include word processing functions, spelling and grammar checkers, and stimulating games such as Sim City (Davies 2005, par. 3; Warschauer Healey 1998, 67). The Integrative phase, the final and most recent, is also the most complicated and the most rewarding of the three. It offers a far greater degree of sophistication. It does this by combining both multimedia and internet technologies to offer a wide range of control to learners and teachers. Communication can be synchronous or asynchronous, eliminating scheduling conflicts as well as time zone differences. This also helps students to pace themselves according to their own learning needs. Finally, geographic distance ceases to be a barrier, allowing individuals to expand their social horizons as they exchange ideas with other members of the global community (Davies 2005). Thus, the Integrative aspect of CALL offers such a wide range of options and challenges for second-language learners. However, the Integrative phase does invite criticism, particularly regarding foreign-language acquisition. For example, it can be said that language is basically a social activity. As such, the concept of truly learning one without face-to-face contact may seem prohibitive to some. It can also be argued that Integrative communication tends to isolate rather than draw people together, making the concept of global community seem more unattainable than ever. Proposal for Course Layout In order to plan an effective preparatory course for international students at this level of study, facilitators must be aware of the variety of material available for improving students language skill, not just one or two texts. The variety and options offered by University-level textbooks and accompanying tools seem endless. Although the standard grammar-based traditional approach still forms the core of many methodologies, few programs base their programs on a single methodology. Dana Ferris stresses the need to develop a comprehensive error-treatment plan that directly addresses key issues regarding linguistic ability in composition and writing (Ferris 2002, 105). According to Ferris, teachers need to realize that differences in students levels of L2 proficiency will affect both the number and type of errors that they make as well as their ability to process particular types of feedback (Ferris 2002, 56). It is also vitally important to know the needs of the students in the class. This is a point that cannot be stressed enough: to effectively plan the class, instructors need to know the basic makeup of individual classes rather than design a curriculum that is based on theoretical conjecture. Use of multimedia and similar resources can greatly facilitate this process. Another aspect to consider in designing a course is that fact that approaches to studying are different in different countries. For example, in the UK and most other English-speaking countries, students are expected to be very independent. International students should be made aware of the different levels of expectation, as well as strategies for learning to adjust and thrive in this environment. This theory is a key part of the theory of Lowes et al. in their guide for international students. Lowes and his partners are lecturers who have had several years experience teaching students at University in the UK. They include specific, real-life examples of the experiences they have had with students from different cultures and countries to demonstrate the relevance of their point. Conclusion It is clear that the issue of academic preparation programs for international students is complex and controversial. The trend today seems to be leaning heavily towards computer-assisted methodologies, which offer flexibility, convenience, and control for both students and instructors. There also seems to be an increasing awareness that general English-language courses need to be tailored to fit the specific needs of the students who take them, thus enabling them to concentrate on their primary courses of study. By designing a preparatory course that considers the actual levels and the specific needs of international students, the lessons will address relevant issues—issues that will enable students to focus on their primary programme of study to successfully complete their degrees. Reference List Ascher, A.. 2004. Think About Editing: An ESL Guide for The Harbrace Handbooks. Boston, MA: Thomson. Davies, G. 2005. Computer Assisted Language Learning: Where are we now and where are we going? Accessed September 5, 2005. URL: http://www.nestafuturelab.org/viewpoint/learn23.htm. Echevarria, J., Vogt, M., and Short, D. 2004. Making Content Comprehensible for English Learners: The SIOP Model. 2nd ed. London: Pearson Education. Ediger, A. and Pavlik, C. 1999. Reading Connections: Skills and Strategies for Purposeful Reading. Oxford, England: Oxford University Press. Elbaum, S. 2005. Grammar in Context. 4th ed. Boston, MA: Thomson Heinle. Ferris, D. 2002. Treatment of Error in Second Language Student Writing. Ann Arbor, MI: University of Michigan Press. Lowes, R., Peters, H., and Turner, M. 2004. The International Students Guide: Studying English at University. London: Sage Publications Ltd. Pathways to University Level Education. 2004. Survey sponsored by Tertiary Sector Special Interest Group (TESOLANZ). Collated by Tricia Hewlett. Accessed September 5, 2005. URL: http://www.tesolanz.org.nz/Pathways Survey.doc Warschauer, M., Healey, D. 1998. Computers and language learning: An overview. Language Teaching, 31, 57–71.

Welfare Reform - Welfare Recipients MUST take Personal Responsibility E

Welfare Reform - Welfare Recipients MUST take Personal Responsibility   Ã‚  Ã‚  Ã‚  Ã‚  Public Welfare is an important support system of the United States government. Welfare has its benefits, but the system has pitfalls. Instead of abolishing welfare as critics of the system suggest, reforms can be made to correct the problems while government, either on the state or federal level, can continue to assist the impoverished.   Ã‚  Ã‚  Ã‚  Ã‚  The term welfare is used to describe a variety of programs that provide income support and create a safety net for poor individuals and families. Such benefits include Supplemental Security Income, Medicaid, food stamps, housing allowances, and Aid to Families with Dependent Children. Aid To Families With Dependent Children (AFDC) enables states to provide cash payments to children that are deprived of the care or support of a parent. In terms of welfare reform, this is the program most often discussed.   Ã‚  Ã‚  Ã‚  Ã‚  The media has created many myths regarding welfare and the reasons the system should be done away with. Stating that the majority of new welfare recipients are poor, single mothers, claims have been made that poor women have more children because of the incentives of welfare benefits. It has been proven that is no correlation between women's choice to have children and welfare benefit levels. Furthermore, for each additional child, a mother can expect an additional $90 of AFDC benefits, far too low to serve as any type of incentive. In addition, those states that provide higher benefits do not necessarily show higher birth rates among their welfare recipients. Families receiving AFDC benefits have 1.9 children, just about the same as the national average. (ACLU 1)   Ã‚  Ã‚  Ã‚  Ã‚  Another myth created by the media concerns the amount of money spent and the results. It has been said that after spending billions of dollars since the mid-1960's on anti-poverty programs, there have been little or no results. To begin with, spending on AFDC between 1964 and 1994 was only $500 billion, less than 1.5% of federal spending for that period. Further, there have been results. Between 1964 and 1973, the poverty rate fell from 19% to 11%. It is true that since 1973, poverty has increased. This is due to economic forces such as declining real wages, rather than a failure of the system itself.   Ã‚  Ã‚  Ã‚  Ã‚  A third myth regarding welfare concer... ...People must be held responsible for their actions: economic and moral failures are not society's fault. As Speaker of the House Gingrich said, "We are re-establishing work as an American tradition." (US News & World Report 12)   Ã‚  Ã‚  Ã‚  Ã‚  The welfare system is an important aspect of American society. It assists the impoverished individuals and families of our nation. It helps support the unemployed during their time of need. The welfare system must remain to help people get back on their feet, as it was designed. However, it must be reformed so that dependence on government aid is avoided. Works Cited American Civil Liberties Union: The Civil Liberties Issues of Welfare Reform.  New York: The American Civil Liberties Union, 1995. â€Å"Five Media Myths About Welfare.† Extra 1-3. Hoehn, Richard. Blueprint for Social Justice: Let's Get Real About Welfare.  New Orleans: Twornery Center for Peace Through Justice, 1995. Kaus, Mickey. â€Å"The Revival of Liberalism.† New York Times. 9 August 1996: A27 â€Å"Say You Want A Revolution.† US News and World Report. 9 Oct 1995: 11-14 Schiller, Bradley, â€Å"Why Welfare is Still So Hard To Reform.† Challenge November-December 1995: 16-19