The Battle of Alam Halfa in North Africa During WW II

The Battle of Alam Halfa in North Africa During WW II The Battle of Alam Halfa was fought from August 30 to September 5, 1942, during World War IIs Western Desert Campaign. Armies Commanders Allies Lieutenant General Bernard Montgomery4 divisions, XIII Corps, Eighth Army Axis Field Marshal Erwin Rommel6 divisions, Panzer Armee Afrika Background Leading to the Battle With the conclusion of the First Battle of El Alamein in July 1942, both British and Axis forces in North Africa paused to rest and refit. On the British side, Prime Minister Winston Churchill travelled to Cairo and relieved Commander-in-Chief Middle East Command General Claude Auchinleck and replacing him with General Sir Harold Alexander. Command of the British Eight Army at El Alamein ultimately was given to Lieutenant General Bernard Montgomery. Assessing the situation at El Alamein, Montgomery found that the front was constricted to a narrow line running from the coast to the impassable Qattara Depression. Montgomerys Plan To defend this line, three infantry divisions from XXX Corps were positioned on ridges running from the coast south to Ruweisat Ridge. To the south of the ridge, the 2nd New Zealand Division was similarly fortified along a line ending at Alam Nayil. In each case, the infantry was protected by extensive minefields and artillery support. The final twelve miles from Alam Nayil to the depression was featureless and difficult to defend. For this area, Montgomery ordered that minefields and wire be laid, with the 7th Motor Brigade Group and 4th Light Armoured Brigade of the 7th Armoured Division in position behind. When attacked, these two brigades were to inflict maximum casualties before falling back. Montgomery established his main defensive line along the ridges running east from Alam Nayil, most notably Alam Halfa Ridge. It was here that he positioned the bulk of his medium and heavy armor along with anti-tank guns and artillery. It was Montgomerys intention to entice Field Marshal Erwin Rommel to attack through this southern corridor and then defeat him in a defensive battle. As British forces assumed their positions, they were augmented by the arrival of reinforcements and new equipment as convoys reached Egypt. Rommels Advance Across the sands, Rommels situation was growing desperate as his supply situation worsened. While he advance across the desert had seen him win stunning victories over the British, it had badly extended his supply lines. Requesting 6,000 tons of fuel and 2,500 tons of ammunition from Italy for his planned offensive, Allied forces succeeded in sinking over half of the ships dispatched across the Mediterranean. As a result, only 1,500 tons of fuel reached Rommel by the end of August. Aware of Montgomerys growing strength, Rommel felt compelled to attack with the hope of winning a quick victory. Constrained by the terrain, Rommel planned to push the 15th and 21st Panzer Divisions, along with the 90th Light Infantry through the southern sector, while the bulk of his other forces demonstrated against the British front to the north. Once through the minefields, his men would push east before turning north to sever Montgomerys supply lines. Moving forward on the night of August 30, Rommels attack quickly encountered difficulty. Spotted by the Royal Air Force, British aircraft began attacking the advancing Germans as well as directing artillery fire on their line of advance. The Germans Held Reaching the minefields, the Germans found them to be much more extensive than anticipated. Slowly working through them, they came under intense fire from the 7th Armoured Division and British aircraft which exacted a high toll, including wounding General Walther Nehring, commander of the Afrika Korps. Despite these difficulties, the Germans were able to clear the minefields by noon the next day and began pressing east. Eager to make up lost time and under constant harassing attacks from 7th Armoured, Rommel ordered his troops to turn north earlier than planned. This maneuver directed the assault against the 22nd Armoured Brigades positions on Alam Halfa Ridge. Moving north, the Germans were met with intense fire from the British and were halted. A flank attack against the British left was stopped by heavy fire from anti-tank guns. Stymied and short on fuel, General Gustav von Vaerst, now leading the Afrika Korps, pulled back for the night. Attacked through the night by British aircraft, German operations on September 1 were limited as 15th Panzer had a dawn attack checked by the 8th Armoured Brigade and Rommel began moving Italian troops into the southern front. Under constant air attack during the night and into the morning hours of September 2, Rommel realized that the offensive had failed and decided to withdraw west. His situation was made more desperate when a column of British armored cars badly mauled one of his supply convoys near Qaret el Himeimat. Realizing his adversarys intentions, Montgomery began formulating plans for counterattacks with the 7th Armoured and 2nd New Zealand. In both cases, he emphasized that neither division should incur losses that would preclude them from taking part in a future offensive. While a major push from 7th Armoured never developed, the New Zealanders attacked south at 10:30 PM on September 3. While the veteran 5th New Zealand Brigade had success against the defending Italians, an assault by the green 132nd Brigade collapsed due to confusion and fierce enemy resistance. Not believing a further attack would succeed, Montgomery cancelled further offensive operations the next day. As a result, the German and Italian troops were able to retreat back to their lines, though under frequent air attack. The Battles Aftermath The victory at Alam Halfa cost Montgomery 1,750 killed, wounded, and missing as well as 68 tanks and 67 aircraft. Axis losses totaled around 2,900 killed, wounded, and missing along with 49 tanks, 36 aircraft, 60 guns, and 400 transport vehicles. Often overshadowed by the First and Second Battles of El Alamein, Alam Halfa represented the last significant offensive launched by Rommel in North Africa. Far from his bases and with his supply lines crumbling, Rommel was forced to move to the defensive as British strength in Egypt grew. In the wake of the battle, Montgomery was criticized for not pressing harder to cut off and destroy the Afrika Korps when it was isolated on his southern flank. He responded by stating that Eighth Army was still in the process of reforming and lacked the logistical network to support the exploitation of such a victory. Also, he was adamant that he wished to preserve British strength for a planned offensive rather than risk it in counterattacks against Rommels defenses. Having shown restraint at Alam Halfa, Montgomery moved to the attack in October when he opened the Second Battle of El Alamein. Sources Defensive Military Structures in Action: Historical ExamplesBBC: Peoples War - Battle of Alam Halfa

Best Crucible Plot Summary

Best Crucible Plot Summary SAT / ACT Prep Online Guides and Tips If you need to refresh your memory on the plot of The Crucible or just want some clarification on exactly what's happening in each act of the play as you read, you've come to the right place. I've written a full plot summary, divided by act, so you can better understand and recall the events of the play. As a bonus, this article also includes short descriptions of the main characters and a list of major themes that crop up throughout the narrative. The CrucibleSummary Act 1 Reverend Samuel Parris is praying next to the sick bed of his 10-year-old daughter, Betty Parris. The night before, Parris caught her dancing in the woods with a group of girls, including his teenage niece, Abigail Williams, and his slave, Tituba. Since then, Betty has been in a deep sleep and will not respond to any efforts to wake her. Rumors have spread around town that witchcraft is the cause of Betty’s illness, and people are now gathered in the parlor of the Parris household. Parris, concerned about his reputation, interrogates Abigail about what happened, but Abigail says they were just dancing. A woman named Ann Putnam says that her daughter, Ruth, who was with the group of girls, is also afflicted with a strange illness. Ann claims that she sent Ruth to see Tituba so that Tituba could facilitate communication with Ann’s other children who died as infants. Abigail admits that Tituba and Ruth were, in fact, conjuring spirits in the woods. Abigail and two other girls named Mercy Lewis and Mary Warren, who were also part of the group in the woods, are left alone with Betty. When they try to wake her up, she blurts out that Abigail drank chicken blood to cast a spell that would kill Elizabeth Proctor. Abigail threatens Betty and the others with violence if they don’t keep quiet about this. A farmer named John Proctor (Elizabeth Proctor’s husband) then enters the room. The other girls leave, and he speaks with Abigail alone. John and Abigail had an affair when Abigail worked as a servant in his house, and Abigail wants it to continue. John rejects her because he has recommitted himself to his wife. Reverend Hale arrives from the town of Beverley to investigate Betty’s situation, and Abigail confesses that Tituba called the Devil after more details about the night in the woods come to light. When Tituba is threatened with hanging, she confesses that she’s been forced to work for the Devil. Abigail and Betty then confess their coerced involvement in witchcraft and name several other people who they claim to have seen with the Devil. Act 1 ends in a cacophony of unjustified finger-pointing. Act 2 Act 2 opens with John and Elizabeth Proctor discussing the witch trials in Salem. Elizabeth tells John he has to go into town and inform them that Abigail is a liar. John’s reluctance to do so leads to an argument where he accuses Elizabeth of being too judgmental and she accuses him of still harboring feelings for Abigail. Mary Warren, who went to Salem to testify against the Proctors’ wishes, returns to the house and gives Elizabeth a doll she made in court. Mary reveals that Elizabeth was among the accused. Elizabeth knows that Abigail is accusing her because she hopes to take her place as John’s wife. Elizabeth urges John to tell Abigail directly that there’s no possibility of them ever reinstating a romantic relationship. Reverend Hale arrives and questions the Proctors about their religious devotion because of the accusations against Elizabeth. John tells him that the girls are frauds, and Hale starts to believe him. Giles Corey and Francis Nurse come to the house and reveal that both of their wives (Martha Corey and Rebecca Nurse) have been arrested for witchcraft. Then, Ezekiel Cheever and Marshal Herrick arrive with a warrant for Elizabeth’s arrest. They find the doll that Mary gave Elizabeth and notice that it has a needle stuck in it. This matches up with an â€Å"attack† on Abigail that was allegedly perpetrated by Elizabeth’s spirit. Proctor gets Mary to tell them that she made the doll in court and stuck the needle in herself with Abigail sitting right next to her. Hale, Cheever, and Herrick are still not convinced Abigail is lying. Proctor tears up the arrest warrant in frustration, but Elizabeth agrees to go with the officials. Proctor tells Mary that she must testify on Elizabeth’s behalf in court. Mary is terrified to do so because she fears that Abigail will turn the court against her. Proctor expresses his feelings that he and all the other hypocrites are finally being punished for their sins. "I feel, like, really bad about myself. Why can't you just let this go" Oh, John, you're so charming. Act 3 At the start of Act 3, the audience hears Judge Hathorne questioning Martha Corey aggressively off-stage. Giles Corey interrupts the proceedings to defend his wife and is dragged into a room off of the court (on stage) by Marshal Herrick. They are accompanied by Judge Hathorne, Governor Danforth, Reverends Parris and Hale, Francis Nurse, and Ezekiel Cheever. After a short discussion where the truth of the accusers’ claims is disputed by Francis Nurse and Giles Corey, Mary Warren and John Proctor enter the room. Mary admits to Danforth that she and the other girls were faking the whole time. Danforth is not convinced that this is the truth based on all the supernatural events he’s witnessed in court (including people ostensibly being choked by spirits and slashed by daggers, which he describes on page 84). Proctor presents a petition signed by 91 people who are willing to vouch for the good character of Elizabeth Proctor, Rebecca Nurse, and Martha Corey. Danforth orders warrants to be drawn up for all the people who signed the petition. Proctor then presents a statement from Giles Corey where Corey testifies that Thomas Putnam encouraged his daughter Ruth to make accusations against George Jacobs so Putnam could snatch up his land. However, Giles refuses to reveal his source, so this evidence is discredited, and he is arrested for contempt of court. Finally, Proctor gives Danforth Mary Warren’s statement where she admits in writing that she and the other girls were faking. The other girls are brought in from the courtroom for questioning, and Abigail denies Mary’s accusations. Mary is asked to pretend to faint if it was so easy for her before, but she is unable to act under pressure. Abigail and the other girls feign symptoms of witchcraft to turn the court against Mary.Proctor is enraged and calls Abigail a whore. He admits that they had an affair so she will be discredited (although it also means destroying his own reputation). Danforth brings Elizabeth Proctor in for questioning on this issue, but she covers up the affair to protect her husband because she doesn’t realize that he has already confessed. John’s charges against Abigail are dismissed. Abigail claims to see a bird on the rafters above her that she insists is Mary Warren’s familiar spirit poised to attack her. Mary breaks down under the pressure of these accusations and "confesses" that Proctor has forced her to work for the Devil. Proctor and Corey are arrested, and Hale quits the court in disgust at this blatant display of irrationality. IDK this guy seems like a pretty cool boss. Act 4 The fourth act opens with Herrick removing Tituba and Sarah Good from a jail cell so the court officials can hold a meeting there. Both Reverend Hale and Reverend Parris are currently praying with the condemned prisoners, which is unsettling to Danforth and Hathorne. When Parris arrives at the meeting, he explains that Hale is actually trying to get the prisoners to confess to their crimesto avoid execution. He also reveals that Abigail and Mercy Lewis have run away, and Abigail stole his life’s savings. The authorities then discuss the state of social unrest that has emerged in Salem after the jailing of so many citizens. Hathorne denies that there is any possibility of rebellion, but Parris is very concerned about what will happen if they hang people like Rebecca Nurse and John Proctor, who are still well-respected. He advises that they postpone the hangings and continue pushing for confessions, but Danforth refuses because it would make him look bad. Hale arrives and says that he hasn’t gotten confessions out of anyone. The one prisoner who he hasn’t talked to is John Proctor. The officials decide that they will bring in Elizabeth Proctor to speak with him and convince him to confess. When they are left alone, Elizabeth informs John of Giles Corey’s death, and John begs her to tell him whether or not he should confess. He’s leaning towards confessing because he feels his soul is already beyond redemption. He asks for Elizabeth’s forgiveness, but she says her forgiveness doesn’t mean anything if he won’t forgive himself. She tells him that only he can decide whether or not to confess. John tentatively agrees to confess, but he refuses to implicate anyone else and then is reluctant to sign the confession. He decides he can’t go through the rest of his life after signing his name into disgrace in this permanent way. He snatches the confession away at the last minute and rips it to shreds, thus sealing his fate. The others beg Elizabeth to convince him to reconsider, but she refuses to deprive him of this choice when it’s the only way he’s finally been able to break free from his self-hatred and see some good within himself. Herrick leads John Proctor and Rebecca Nurse off to the gallows. A depressing ending to a play that reminds us of the worst aspects of humanity. Gotta love it. Other Ways to Study the Plot of The Crucible If you want more details about the plot in each act, you can read individual summaries at the following links: Act 1 Act 2 Act 3 Act 4 Each article includes short and long summaries along with key quotes and brief thematic analyses. List of Major Characters inThe Crucible Here's a quick rundown of the ten most prominent characters in the play, including short descriptions of their most important traits. This section should give you a better idea of who these people are and how they relate to one another. John Proctor John is a farmer in his mid-30s who is outwardly strong and confident but inwardly tormented by guilt. His self-hatred stems from an affair he had with a teenage servant girl, Abigail Williams, which was a betrayal of his own morals and his wife’s trust. John is not easily manipulated by others. He is disliked by foolish and insecure people in positions of power because he sees right through them. He also has a volatile temper and is terrible at expressing his feelings in a constructive way. Abigail Williams Abigailis a 17-year-old orphan girl raised by her uncle, Reverend Parris after her parents were murdered by Native Americans. Abigail is a clever, rebellious, selfish, and somewhat disturbed teenager who is willing to take drastic measures to get what she wants. She is smitten with John Proctor after their affair, and she dreams of replacing his wife. She’s the ringleader of the accusers and skillfully manipulates men who are older and supposedly wiser than her into believing her stories of witchcraft. Elizabeth Proctor Elizabeth is a sickly woman who is married to John Proctor. Despite her physical weaknesses, Elizabeth has a certain internal strength that John is lacking. She is very steadfast in her beliefs and will not compromise on what she thinks to please others. However, she also has some insecurities about her worthiness which she feels have made her doubt her husband’s devotion to her and may have helped to push him away. Reverend John Hale Reverend Hale is a minister from the town of Beverley who is supposedly an expert on witchcraft. Hale is an arrogant intellectual who perceives himself as a savior of the ignorant. He is responsible for setting off many of the terrible events in the play, but he is ultimately cursed with enough self-awareness and critical thinking ability to realize that he was wrong. He is emotionally destroyed by guilt over his mistakes. Reverend Samuel Parris Parris is an unpopular, paranoid, and greedy minister who presides over the town of Salem. He is power-hungry but has weak convictions and a shallow, materialistic outlook that enables him to bend his views whichever way will give him the biggest boost in public opinion. As a petty and whiny narcissist, Parris only cares about the events of the play if they affect him directly. His main concerns are preserving his reputation and personal wealth. Tituba Tituba is Reverend Parris’ middle-aged slave from Barbados. As someone with very little power in this society, she is used throughout the play as a scapegoat for the actions of other characters. Tituba confesses to witchcraft out of self-preservation while hinting at a strong dislike for Parris and a desire to return to her homeland with its less draconian culture. Deputy Governor Danforth Danforth is a somewhat pedantic man experienced in legal matters who takes his position of authority very seriously. Partially because he is so concerned with preserving the integrity of the court, he is prone to letting paranoia get the best of him and is entirely inflexible in his decisions. He believes he is conducting a methodical investigation, but he ultimately makes decisions that are based on bias and fear of damage to his reputation. Mary Warren Mary is a teenage girl who is employed as a servant by the Proctors. Mary is timid and impressionable. She is easily influenced by peer pressure and approval or disapproval from authority figures. Mary has a weak sense of her identity and convictions, so she is constantly pulled in different directions by other characters. She allows fear to rule most of her decisions. Giles Corey Giles is an outspoken elderly man who is arguably the most fearless character in the play. He refuses to let anyone push him around. While not formally educated, he's intelligent and legally savvy in his own way. Having been embroiled in a slew of legal battles in the past, he is one of the few who understands that many accusations of witchcraft are politically motivated. Rebecca Nurse Rebecca is a gentle old woman who is extremely well-respected in Salem and portrayed as a nearly saintly figure. Although she is highly devout, she has accumulated enough practical wisdom to be skeptical of the accusations of witchcraft. She becomes a victim of the town’s hysteria because of a political dispute between her family and the Putnams (the Nurses prevented Thomas Putnam's chosen candidate for the Salem ministry from taking office). Here are my visual interpretations of some of the main characters. Left to right: Giles Corey, Mary Warren, Rebecca Nurse, Abigail Williams, John Proctor. Other Ways to StudyCrucible Characters We've also written articles that focus specifically on certain characters and their significance in the play. Check out these links for more information on the following characters: John Proctor Abigail Williams Mary Warren Giles Corey Rebecca Nurse The Crucible: List of Major Themes In this section, I'll list the six most prominent themes that are found throughout The Crucible along with some important discussion questions.For more details on how the role these ideas play in the story, check out our complete guide toThe Crucible themes. Irony The Crucible is filled with moments of irony that can make it seem almost like a work of satire. How is irony used to show the hypocrisy of the society portrayed in the play? How does it help us better understand the characters? Hysteria This play is one of the most influential portrayals of mass hysteria in popular culture. Why does mass hysteria grow out of one small incident, and how are the fires of hysteria stoked throughout the play? What does this tell us about human nature? Reputation There is a continuous thread of concern for one's reputation that runs throughout The Crucible. Why is reputation so important in this society? Which characters value their reputations the most, and how does this impact their actions and the course of the play as a whole? Power/Authority Characters in The Crucible are always looking to gain power over others or maintain a high status that gives them control within their community. How do the power dynamics between characters shift as the play progresses? How does a desire to obtain or preserve power and authority impact different characters’ actions? Why does power seem to correspond with irrationality and rigidity? Deception Almost everything that happens in The Crucible is a result of lies in one form or another. What are some critical points in the play where telling the truth could have changed the course of events? Why do different characters lie? Why are people in the play seemingly so easily deceived? Guilt John Proctor, in particular, struggles with guilt throughout The Crucible, although in the final act other characters also express these feelings. How does the society portrayed in the play encourage guilt and shame? Does John really overcome his guilt at the end? Who should feel most guilty for what happened? There are wheels within wheels in Salem, just as Ann Putnam says in the play. However, those wheels merely represent the selfish tendencies at the root of human nature. Other Ways to Study Crucible Themes For more elaboration on these themes and how they are expressed throughout the play, read my more in-depth article on the main themes in The Crucible. You can also read my article on McCarthyism and The Red Scare as they relate to the play to get more information on the context in which The Crucible was written and why its themes remain relevant throughout history. The Bottom Line Now that you've read the completeThe Cruciblesummary, be sure to explore the other parts of our guide for additional insight into the play. Whether you're looking for summaries of individual acts, analyses of main characters, or a breakdown of the play's major themes, you should be able to find the information you need to answer all of your English teacher's most confusing questions. Protip: If all else fails, just pretend you can't answer the question because you're being attacked by the familiar spirit of the most annoying kid in your class. What's Next? There are a couple of common questions that come up about the plot of The Crucible that we've answered directly in short articles. Take a look at our answers as to why Elizabeth asks John to go to Salem in Act 2 and why Reverend Hale returns to Salem in Act 4. Need some quotes for that killer essay you're writing? This article goes through the most important quotes in the play accompanied with explanations of their significance. I gave a short list of characters in this article, but if you want a full rundown of everyone who shows up in the play, check out our complete character list. 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:

Art History Essay Example | Topics and Well Written Essays - 1000 words - 6

Art History - Essay Example Roy Lichtenstein is a pop artists and contemporary of Andy Warhol. He used parody using old-fashioned comic strip. He was a teacher before venturing to Pop art based on commercial images such as advertisement painting focused on bard-edged figures. His 1961 Look Mickey used Be-Day dots or a technique comparable to Pointillism (Lobel, 33). Since then, he has produced more art works combining oil or Magana paint exemplified in Drowning Girl and the pop art diptych Whaam! He has influenced other DC comics artists (Lobel, 60). Liechtenstein is an iconography in pop art that until today amaze collectors and contemporary comic book fans. While he may be regarded by some as quite commercial for his techniques and use comic-style graphics, he is one artist to reckon with. Charles Atlas is a filmmaker and video artist. In his online biography, Charles Atlas came from St. Louis, Missouri and born in 1958. Video art uses the video tape as a statement of exploration on the medium or against commercial, entertainment video and may not have any logical presentation or narrative plot except for juxtaposition of images and scenes (Knight, 49). Atlas worked both on stage, screen, museum, and television and also had video installation works. He is considered to have pioneered the â€Å"media-dance, a genre in which original performance work is created directly for the camera† (PBS, P 2) and worked with the Merce Cunningham Dance Company for ten years. He collaborated with choreographers, dancers, and performers such as Yvonne Rainer, Michael Clark, Douglas Dunn, Marina Abramovic, Diamanda Galas, John Kelly, and Leigh Bowery. His four-hour montage â€Å"Television Dance Atlas† on Dutch television used dance styles of ballet, burlesque, and figure skating (PBS P 3). His video installation â€Å"The Hanged One† used rotoscopes, motorized mannequins, and theatrical lighting and may be considered evolving in its various presentations. He

Effects of Administrative Corruption in the Public Sector Essay

Effects of Administrative Corruption in the Public Sector - Essay Example Data will be analyzed with the help of statistical software to ensure the validity of the information collected. The study is intended to be spread over a duration of no more than three months. According to Rabl & Kuhlmann (2008), corruption refers to deviant behavior that could occur in the politics, society, the economy, or within an organization, for the benefit of an individual or an institution. Such acts of corruption are kept in secret and are damaging to all the individuals involved, particularly to people who have contributed funds and have been cheated on. It has been found to have wide-ranging and profound effects and research studies have actually found a relationship between corruption and private investment as well as growth. There is also a connection between corruption and currency rises and capital flows, higher income inequality, poverty, inflation, inferior resource allocation, distorted expenditures by the government, thereby all lowering standards of public life (Faria 2001). The researcher aims to find out the problems that are the result of corruption that has not yet been explored. For this study, the researcher shall focus on the public sector, since corruption done in the public sector is more detrimental towards the well-being of the global society. According to the Law Commission in its Consultation Paper on Corruption, public bodies are more prone to corruption as compared to private bodies (Law Commission 1997). The public sector plays a vital role in the economic development of a country.  

Ethical behavior principle Essay Example for Free

Ethical behavior principle Essay The behavior of each and every person is control by moral and the guiding principles. This is normally portrayed in our daily usual acts, and hence shaping of our ethical behavior is critical in the making sound decision and upholds the trust of the public. A successful business is only possible if there is a strong and profound held value. Most companies will set up strategy of coming up with the required values in order to attract their prospective clients, manage their workers, and attained the expected development of the company. The guiding principles of ethical behaviors which these companies will struggle to uphold are based on the values. According to American Psychological Association, (1953) these values include beneficence and nonmaleficence, fidelity and responsibility, integrity, justice, respects for people’s rights, and dignity. Coordination and active participation of the workers will be of great importance in attracting the attention of the clients. In any organization, leaders will continually strive to ensure that their company achieved its standard. Their main aim is to make sure that the rights of the employees are taken care of, and that the company in general performs well at all cost. In order to achieve this, their actions will be guided by the ethical values which will assist them in the decision making processes (Leal, 1998).

Scarlet Letter Essay - :: essays research papers

The Scarlet Letter   Ã‚  Ã‚  Ã‚  Ã‚  It is six in the morning at an Arizona prison. A prisoner named Jonas has been awoken by the prison bell, which sounds more like a horn, and signals that it is time for the prisoners to awake. Jonas quickly gets up, makes his bed and then stands at the door of his cell awaiting a prison guard who will be doing the daily check of his cell. While waiting for the guard, Jonas thinks to himself about what his day will be like, but he soon realizes that it will be the same as the day before, and the day before that, and the day before that, and so on. Jonas then grows quickly depressed, for he realizes, as he always does, that his life is filled with repetition and he is trapped by it. Like Jonas, many characters in the novel, The Scarlet Letter, experience the feeling of being caught in one way or another . Among those characters are Reverend Arthur Dimmesdale, Pearl Prynne and Hester Prynne. These characters are truly affected by entrapment.   Ã‚  Ã‚  Ã‚  Ã‚  From beginning to end, many factors contribute to making Mr. Dimmesdale feel trapped in one way or another. To start, he is trapped in silence and pain. His need to be silent and the pain that he feels because of it, is shown when he says to Hester Prynne, in front of the town,   Ã‚  Ã‚  Ã‚  Ã‚   Hester Prynne, ... I charge thee to speak out the name of thy   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   fellow-sinner and fellow-sufferer! Be not silent from any mistaken   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   pity and tenderness for him; for, believe me, Hester, though he   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   were to step down from a high place, and stand there beside thee   Ã‚  Ã‚  Ã‚  Ã‚   on thy pedestal of shame, yet better were it so, than to hide a   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   guilty heart through life. What can thy silence do for him , except   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   it tempt him-yea, compel him, as it were-to add hyprocisy to sin?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Heaven hath granted thee an open ignominy, that thereby thou   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   mayest work out an open triumph over evil within thee, and the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   sorrow without. Take heed how thou deniest to him-who   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   perchance, hath not the courage to grasp it for himself - the bitter,   Ã‚  Ã‚  Ã‚  Ã‚   wholesome, cup that is now presented to thy lips! (Hawthorne, 62). The town does not know it yet, but Mr. Dimmesdale is Hester Prynne’s fellow sinner.

Determinants of Intelligence Test Scores

Determinants of intelligence test scores Heredity Is the passing of traits to offspring (from its parent or ancestors)? This is the process by which an offspring  cell  or  organism  acquires or becomes predisposed to the characteristics of its parent cell or organism. Through heredity, variations exhibited by individuals can accumulate and cause some  species  to evolve. The study of heredity in  biology  is called  genetics, which includes the field of  epigenetic. Social Refers to a characteristic of living  organisms  as applied to populations of humans and other animals.It always refers to the interaction of organisms with other organisms and to their collective co-existence, irrespective of whether they are aware of it or not, and irrespective of whether the interaction is  voluntary  or  involuntary. Education In its broadest, general sense is the means through which the aims and habits of a group of people sustain from one generation to the next. [1]  Generally, it occurs through any experience  that has a formative effect on the way one thinks, feels, or acts.In its narrow, technical sense, education is the formal process by which society deliberately transmits its accumulated  knowledge,  skills,  customs  and  values  from one generation to another, e. g. instruction in schools. A right to education has been created and recognized by some jurisdictions: Since 1952, Article 2 of the first Protocol to the  European Convention on Human Rights  obliges all signatory parties to guarantee the right to education. At the global level, the  Nations’ International  of 1966 guarantees this right under its Article 13.Maturation Maturation is the process of learning to cope and react in an emotionally appropriate way. It does not necessarily happen along with aging or physical growth, but is a part of growth and development. A situation a person must deal with at a young age prepares them for the next a nd so on into adulthood. Maturation does not stop when physical growth ends – it continues through adulthood. An adult who loses a parent, for instance, learns to cope with a new emotional situation that will affect the way he or she deals with ituations that follow. physical factor A factor in the  a biotic  environment that influences the growth and development of organisms or biological  communities. Personality psychology Is a branch of  psychology  that studies personality and individual differences. Its areas of focus include: * Constructing a coherent picture of the  individual  and his or her major psychological processes * Investigating individual differences—how people are unique * Investigating  human nature—how people are alike Personality† can be defined as a dynamic and organized set of characteristics possessed by a person that uniquely influences his or her  cognitions,  emotions,  motivations, andbehaviors  in vario us situations. The word â€Å"personality† originates from the  Latin  persona, which means  mask. Significantly, in the  theatre  of the ancient Latin-speaking world, themask  was not used as a plot device to  disguise  the identity of a character, but rather was a convention employed to represent or  typify  that character.Personality may also refer to the patterns of thoughts, feelings and behaviors consistently exhibited by an individual over time that strongly influence our expectations, self-perceptions, values and attitudes, and predicts our reactions to people, problems and stress. In a phrase, personality is not just who we are,  Gordon Allport  (1937) described two major ways to study personality: the nomothetic and the  idiographic. Nomothetic psychology  seeks general laws that can be applied to many different people, such as the principle of  self-actualization, or the trait ofextraversion.Idiographic psychology  is an attempt to u nderstand the unique aspects of a particular individual. The study of personality has a broad and varied history in psychology, with an abundance of theoretical traditions. The major theories include dispositional (trait) perspective, psychodynamic, humanistic, biological, behaviorist and social learning perspective. There is no consensus on the definition of â€Å"personality† in psychology. Most researchers and psychologists do not explicitly identify themselves with a certain perspective and often take an eclectic approach.Some research is empirically driven such as dimensional models based on  multivariate statistics  such as  factor analysis, whereas other research emphasizes theory development such as  psychodynamics. There is also a substantial emphasis on the applied field of personality testing. In psychological education and training, the study of the nature of personality and its psychological development is usually reviewed as a prerequisite to courses in abnormal or clinical psychology. Abilities associatedSpatial visualization ability  or  Visual-spatial ability  is the ability to mentally manipulate  2-dimensional  and  3-dimensional  figures. It is typically measured with simple  cognitive tests  and is predictive of user performance with some kinds of  user interfaces. Verbal fluency tests  are a kind of  psychological test  in which participants have to say as many words as possible from a category in a given time (usually 60 seconds). This category can be  semantic, such as animals or fruits, or  phonemic, such as words that begin with letter  p. 1]  The semantic fluency test is sometimes described as the category fluency test or simply as ‘freelisting'. The COWAT (Controlled oral word association test) is the most employed phonetic variant. [2][3]  Although the most common performance measure is the total number of words, other analyses such as number of repetitions, number and length of clusters of words from the same semantic or phonetic subcategory, or number of switches to other categories can be carried out. 4][5] Verbal comprehension  is the ability to understand the  meaning  of  verbal stimuli. This may involve  listening comprehension,  reading comprehension  as well as  sentence comprehension  . Inductive reasoning, also known as  induction, is a kind of  reasoning  that constructs or evaluates general  propositions  that are derived from specific examples. Inductive reasoning contrasts with  deductive reasoning, in which specific examples are derived from general propositions.

Bennett Explores the Fine Line Between Wisdom in ‘the History Boys’

Bennett explores the fine line between wisdom and foolishness in ‘The History Boys’. Discuss with reference to this comedic drama. The fine line between wisdom and foolery has often been explored and blurred in dramatic comedies throughout the ages. Often, in Shakespeare’s plays especially, the fool figure turns out to be the wisest figure out of all of the other characters, and is used as a way to make a comment on the social context of the time.This theme is present in ‘The History Boys’, as Bennett mostly uses characters as a way of exploring the fine line. He also uses scenes and themes during the play to explore the fine line between wisdom and foolishness, but he tends to focus on using the characters to explore the line instead. The Headmaster is a character with whom, when first introduced to, the audience would appoint the title of ‘foolish’, as Bennett shows him to be a very foolish character.However, this would differ from Shak espeare’s fool; in his plays the fools were often the wisest of characters, but in this circumstance, with this character, the Headmaster acts foolish without becoming ‘the fool’ from Shakespeare, as the Headmaster doesn’t have the hidden wisdom and knowledge Shakespeare’s fools had. For instance, when discussing competing schools in the league tables with Mrs Lintott, he says ‘†¦Leighton Park. Or is than an open prison?No matter†¦Ã¢â‚¬â„¢ This quote shows the reader what a foolish man Bennett has created; a headmaster not knowing the difference between a competing school in the league tables and a prison is absurd. However, it helps Bennett to show the fine line between wisdom and foolery, as some members of the audience may think that the Headmaster is wise in some of the decisions he makes, as he does know methods to get the students to achieve academic levels that allow entry into Oxbridge.Another moment where Bennett explores th e fine line is when he says, upon discussing Oxbridge with the supply teacher Irwin, ‘I thought of going to, but this was the fifties. Change was in the air†¦Ã¢â‚¬â„¢ The first impression given of him from this line of speech is that the characters around him must be able to see through his lies and see the fool that he ultimately is; in the fifties, life was the same as in the forties; it was the sixties where ‘change was in the air’ and the characters around the Headmaster would know that he was ying to cover the fact that he wasn’t academically smart enough to attend Oxbridge. This does show him to hold some wisdom, however, as he was smart enough to cover up the fact that he didn’t attend Oxbridge, even if the lie wasn’t successful, and that he is wise as he does want the best for the boys, but again, this is outweighed by the foolish decision that is to get the boys to Oxbridge to raise the school in the league tables to ‘†¦enhance its reputation and thereby his own career†¦Ã¢â‚¬â„¢ showing he is mostly trying to get the boys do to well for his benefit.Bennett also uses the character of the Headmaster to make a social comment of the schooling at the time he wrote the play, hinting that headmasters of schools often tried to get the better grades for the students only to pull their school up in the league tables, and thereby improve their own reputations of headmasters. A second character Bennett uses to explore the fine line between wisdom and foolishness is Hector, one of the boy’s teachers.One of the first impressions we get of Hector is that he is a character who Bennett presents to be very wise; he has taught the boys so well they can quote literature at any time of the day in the correct context ‘†¦Posner (Edgar) ‘Look up, My Lord. ’ Timms (Kent) ‘Vex not his ghost†¦Ã¢â‚¬â„¢ This is quite a feat to achieve, and it also shows that he too knows and und erstands when and where to quote literature, again showing his wisdom.However, this is a point where Bennett does show how fine the line between wisdom and foolishness actually is, as some people may view this skill as useless, as it probably won’t be able to help them in their university or working life, unless they pursue a career where literature and the need to quote it is needed, so this act may be viewed as quite foolish; spending time teaching the boys something they probably won’t need in their future lives, despite the fact that they and Hector may be considered wise for having this skill.Bennett does show Hector to be a character who does act very foolish sometimes; ‘No Headmaster, (He covers his ears. )†¦Non. Absolument non. Non. Non. Non†¦Ã¢â‚¬â„¢. The stage directions used here make Hector act like a naughty child who is refusing to stop what they’re doing; a grown man, who is a teacher nonetheless, acting this way does appear to be a fool to people around him, even if they know he is only pretending. However, this is one of the moments where you can explicitly tell that Bennett is exploring the fine line etween wisdom and foolishness and is showing indeed how very fine it is; some people may see past Hector acting like a fool and see him to be very wise; he knows that if he carries on refusing to do what the Headmaster askes of him, the Headmaster may well just give up and drop the subject. This could be down to the fact that Hector doesn’t view the Headmaster as a wise man; more of a fool who you can walk over and expect to carry on doing things the way you want to, even if the Headmaster is against it. ‘A hand on a boy’s genitals at fifty miles an hour, and you call it nothing? This is a very important quote in showing how Bennett explores the fine line. Hector is a very wise man; he has a deep understanding and knowledge of literature, he has helped get the boys A-Levels up to the standa rds of Oxbridge and is, academically, quite smart. However, the quote shows that, in terms of his judgements, he is quite a fool; the acts he performed were frowned upon by society at the time, and show to many people that he has crossed the line between wisdom and foolishness with ease without really realising it. †¦transmission of knowledge†¦Ã¢â‚¬â„¢ This also shows how his judgements are foolish, and how he can be seen to be a fool by many people; when he is confronted about his actions, he uses quotes from poetry to try to get out of the confrontation. By the end of the play, many people would probably see Hector as a very wise man, but a man who has the tendency to cross the fine line between wisdom and foolishness, whilst others would see him as only being a fool, despite his knowledge in literature.Overall, Hector is probably Bennett’s main way to explore the fine line between wisdom and foolishness, as Hector crosses the line countless times without realisin g it himself. Another way Bennett explores the fine line between wisdom and foolishness is by using scenes, such as the French Scene. This scene takes place towards the start of the play, and is where Hector and the boys practise speaking fluent French by acting out a scene of their choice in French. Mais une maison de passe ou tous les clients utilisent le subjonctif ou le conditionnel, oui? ’ (But a brothel where all clients use the subjunctive or conditional, yes? ) This quote is taken from the scene and helps to show the wise and the foolish sides of Hector; he and the students are acting out a scene in fluent French (which in itself is a very academic skill for the students to have learnt) and Hector is quite wise in getting them to practise using their French in everyday scenes, thus improving their fluency.However, the foolish part is the fact that the scene they are all acting out is a brothel, which is a very foolish thing to do considering where they are (in a schoo l), but the fact that Hector keeps on going on about their grammar whilst speaking French does show some wisdom, with the fact that he knows exactly how to get the boys to improve their fluency and grammatical skill in French, but in a very foolish circumstance. A third way the fine line between wisdom and foolishness is through themes; specifically the themes of sexuality and sex.For sexuality; ‘†¦Don’t touch him†¦Ã¢â‚¬â„¢ This quote is quite important in showing the fine line between wisdom and foolishness, as it is said when Hector and Irwin are discussing Hector’s early retirement, teaching and Dakin. Bennett shows here that Hector’s foolish decisions have turned him into a wiser man, who is advising Irwin on how not to make the same foolish mistake he did. The foolishness here makes the scene quite tragic rather than comic. For the theme of sex, the fine line is explored when Dakin and Scripps have a conversation together about Fiona (the He admaster’s secretary). †¦like particularly her tits, which only fell after a prolonged campaign some three weeks ago†¦Ã¢â‚¬â„¢ The wordplay in this conversation is very foolish indeed, which Scripps finds funny albeit embarrassing, but the wisdom in Dakin is evident by the way Dakin applies military logistics to a new context with ease, using the semantic field of war. Overall, these are the main ways Bennett uses to explore the fine line between wisdom and foolishness in ‘The History Boys’, mainly using the characters of the Headmaster and Hector.

bob essays

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Trustworthy vs. Trustable

Trustworthy vs. Trustable Trustworthy vs. Trustable Trustworthy vs. Trustable By Maeve Maddox Hearing the word trustable used twice on National Public Radio (NPR) in what seemed to be a serious context, I decided to explore the usage. Although the form trustable can be documented- the OED cites examples dated 1606, 1884, and 1900- it’s a rarity in modern usage. Both, trustable and untrustable make a slight showing on the Ngram Viewer beginning in 1824 and 1852, respectively, but compared to trustworthy and untrustworthy, they never rise from the very bottom of the graph. A Google search brings up about 627,000 results for trustable, compared to about 60,900,000 for trustworthy. A search for untrustable leads inexorably to this statement by Kevin McCarthy: What are her numbers today? Her numbers are dropping. Why? Because shes un-trustable. Like David A. Graham, I was ready to attribute the suddenly popular usage of untrustable to McCarthy: Color me unimpressed. The most surprising thing about this quotation is McCarthy’s coining of the word â€Å"untrustable.†- â€Å"Kevin McCarthy Steps Into a Faux Outrage,† The Atlantic, September 30, 2015. The credit/blame for introducing the form untrustable can be traced further back than McCarthy. The OED has a single citation, from 1863: â€Å"Dennis will look up at you with hisgood-natured, untrustable, Irish grey eye.†- Charles Kingsley. In 1997, the group Built to Spill released an album called Perfect from Now On. One of the songs is called â€Å"Untrustable/Part 2.† The forms trustable and untrustable are not barbaric in the way so many recent coinages are, but they’re not necessary. And to many speakers, they sound like errors for trustworthy and its negative form, untrustworthy. trustworthy adjective: Worthy of trust or confidence; reliable. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:7 Types of Narrative Conflict7 Tips for Writing a Film ReviewIs "Number" Singular or Plural?

Process or structure of government Research Paper

Process or structure of government - Research Paper Example The head of the government who is the US president share his powers with the Congress and the Judiciary system. These three branches dependent for proper functioning of the government. Being a Federal Constitutional Republic, the United States’ Constitution is the supreme law of the land. The US Democracy is different from other democracies in that every state of the Union holds enough power to make their own reforms as long as they do not go against the Supreme Law, which is the Constitution. The Executive This is the branch that consists of the president, the vice president and fifteen cabinet departments. Every four years, the Americans go to the ballot to elect a president and his running mate who takes the position of the vice president. The president of the US is the commander-in-chief of the U.S Armed Forces and is essentially the leader of the country. It is the duty of the president to recommend legislation to Congress, convene Congress, deliver the state of the Union address to Congress every year. ... The president usually appoints fifteen cabinet members who must be approved by the Senate. The Legislature This is the arm of government tasked with legislating or rather making laws. It was established by Article 1 of the Constitution. Thus the Congress, the collective legislative body consists of the Senate and the House. These two House were established so as to balance the concerns of smaller but more populated states against those of larger but more sparsely ones. Thus the Senate is made up of 100 members known as Senators. Each state is allowed two representatives. However The House of Representatives currently consists of 435 members, with each state’s representation dependent on its population. The two Houses have got unique duties and powers and could be tasked with some specific duties as well. For example a House may initiate legislation that require people to pay taxes and can decide if public officials are to be tried if accused of crime. After every two years, re presentatives are elected. The Senate confirms presidential appointments such as that of ambassadors, cabinet members and federal judges. Federal officials accused of crime are tried by the Senate after the Senate votes to impeach the official. The senate is presided over by the vice president and the election of Senators takes place after every six years. The Judiciary This branch is established by Article 3 of the U.S constitution. However its powers duties nor organization is not spelt out here. This was left to the Congress and Justices of the Court itself to develop the authorities and operations of the entire Judiciary. The Supreme Court Justices are usually nominated by the president and later on approved by a majority of vote of the Senate. Their terms of service are