Because of Winn-Dixie by Kate DiCamillo, Book and Movie

Because of Winn-Dixie by Kate DiCamillo, Book and Movie Because of Winn-Dixie by Kate DiCamillo is a novel we highly recommend for ages 8 to 12. Why? Its a combination of the excellent writing by the author, a story both poignant and humorous and a main character, 10-year-old Opal Buloni, who, along with her dog Winn-Dixie, will win readers hearts. The story centers on Opal and the summer she moves with her father to Naples, Florida. With the help of Winn-Dixie, Opal conquers loneliness, makes unusual friends and even convinces her father to tell her 10 things about her mother who abandoned the family seven years ago. The Story With the opening words of Because of Winn-Dixie, author Kate DiCamillo captures young readers attention. My name is India Opal Buloni, and last summer my daddy, the preacher, sent me to the store for a box of macaroni-and-cheese, some white rice, and two tomatoes and I came back with a dog. With these words, ten-year-old Opal Buloni begins her account of the summer her life changed because of Winn-Dixie, a goofy stray dog she adopted. Opal and her father, whom she usually refers to as the preacher, have just moved to Naomi, Florida. Her mother abandoned the family when Opal was three. Opals father is the preacher at the Open Arms Baptist Church of Naomi. Although they are living at the Friendly Corners Trailer Park, Opal does not have any friends yet. The move and her loneliness make Opal miss her fun loving mother more than ever. She wants to know more about her mother, but the preacher, who misses his wife very much, wont answer her questions. The author, Kate DiCamillo, does an excellent job of capturing the voice of Opal, who is a resilient child. With the help of Winn-Dixie, Opal begins to meet a number of people in her community, some quite eccentric. As the summer progresses, Opal builds a number of friendships with people of all ages and types. She also convinces her father to tell her ten things about her mother, one for every year of Opals life. Opals story is both humorous and poignant as she learns about friendships, families, and moving on. It is, as the author states, ...a hymn of praise to dogs, friendship, and the South. An Award Winner Kate DiCamillo earned one of the highest honors in childrens literature when Because of Winn-Dixie was named a Newbery Honor Book for excellence in young peoples literature. In addition to being named a 2001 Newbery Honor Book, Because of Winn-Dixie was awarded the Josette Frank Award from the Childrens Book Committee at Bank Street College of Education. This annual childrens fiction award honors outstanding works of realistic childrens fiction that portray children who successfully deal with problems. Both awards were well deserved. Author Kate DiCamillo Since the publication of Because of Winn-Dixie in 2000, Kate DiCamillo has gone on to write a number of award-winning childrens books, including The Tale of Despereaux, awarded the John Newbery Medal in 2004, and Flora and Ulysses, awarded the 2014 John Newbery Medal. In addition to all of her writing, Kate DiCamillo served a two-year term as the 2014-2015 National Ambassador for young Peoples Literature. My Recommendations: The Book and the Movie Versions Because of Winn-Dixie was first published in 2000. Since then, paperback, audiobook and e-book editions have been published. The paperback edition is about 192-pages long. The cover of the 2015 paperback edition is pictured above. I would recommend Because of Winn-Dixie for children 8 to 12, although the publisher recommends it for ages 9 to 12. It is also a good book to read aloud to kids 8 to 12. The childrens movie version of Because of Winn-Dixie opened on February 18, 2005. We  would also recommend the Because of Winn-Dixie movie for children between the ages of eight and twelve. Its on the list of the Top Kids Movies Based on Books for Kids Ages 8-12. We recommend your children read Because of Winn-Dixie before seeing the movie. Reading a book allows readers to fill in all of the gaps in a story from their own imaginations, whereas if they see the movie before reading the book, memories of the movie will interfere with their own interpretation of the story. (One caveat: If your kids dont like to read, you can use the movie to interest them in reading the book afterwards.) While we like the movie version of Because of Winn-Dixie very much, we  like the book even better because of DiCamillos writing style and because theres more time and attention spent on character and plot development than in the movie. However, one of the things we particularly like about the movie was the sense of place and time it creates. While a few critics found the movie cloying and trite, the bulk of the reviews matched my perception of the movie as very good and gave it three to four stars and cited it as touching and funny. We agree. If you have children 8 to 12, encourage them to read the book and watch the movie. You might also do the same. For more about the book, download the Candlewick Press Because of Winn-Dixie Discussion Guide. (Candlewick Press, 2000. latest edition 2015. ISBN: 9780763680862)

The Cuban Missile Crisis of 1962

The Cuban Missile Crisis of 1962 The Cuban Missile Crisis was a tense 13-day-long (October 16-28, 1962) confrontation between the United States and the Soviet Union triggered by America’s discovery of nuclear-capable Soviet ballistic missile deployment in Cuba. With Russian long-range nuclear missiles just 90 miles off the shore of Florida, the crisis pushed the limits of atomic diplomacy and is generally considered the closest the Cold War came to escalating into a full-scale nuclear war. Spiced with open and secret communication and strategic miscommunication between the two sides, the Cuban Missile Crisis was unique in the fact that it took place mainly in the White House and the Soviet Kremlin, with little or no foreign policy input from either the U.S. Congress or the legislative arm of the Soviet government, the Supreme Soviet. Events Leading to the Crisis In April 1961, the U.S. government backed a group of Cuban exiles in an armed attempt to overthrow communist Cuban dictator Fidel Castro. The infamous assault, known as the Bay of Pigs invasion, failed miserably, became a foreign policy black eye for President John F. Kennedy, and only widened the growing Cold War diplomatic gap between the U.S. and the Soviet Union. Still smarting from the Bay of Pigs failure, the Kennedy administration in the spring of 1962 planned Operation Mongoose, a complex set of operations orchestrated by the CIA and Department of Defense, again intended to remove Castro from power. While some of the non-military actions of Operation Mongoose were conducted during 1962, the Castro regime remained solidly in place. In July 1962, Soviet Premier Nikita Khrushchev, in response to the Bay of Pigs and the presence of American Jupiter ballistic missiles Turkey, secretly agreed with Fidel Castro to place Soviet nuclear missiles in Cuba in order to prevent the United States from attempting future invasions of the island. The Crisis Begins as Soviet Missiles Detected In August of 1962, routine U.S. surveillance flights began showing a build-up of Soviet-made conventional weapons on Cuba, including Soviet IL–28 bombers capable of carrying nuclear bombs. A U.S. patrol plane flies over a Soviet freighter during the 1962 Cuban missile crisis. Getty Images Staff On September 4, 1962, President Kennedy publicly warned the Cuban and Soviet governments to cease the stockpiling of offensive weapons on Cuba. However, photographs from a U.S. U–2 high-altitude aircraft on October 14 clearly showed sites for the storage and launch of medium- and intermediate-range ballistic nuclear missiles (MRBMs and IRBMs) being built in Cuba. These missiles allowed the Soviets to effectively target the majority of the continental United States. On October 15, 1962, the pictures from the U-2 flights were delivered to the White House and within hours the Cuban Missile crisis was underway. The Cuban ‘Blockade’ or ‘Quarantine’ Strategy In the White House, President Kennedy huddled with his closest advisers to plan a response to the Soviet’s actions. Kennedy’s more hawkish advisers – led by the Joint Chiefs of Staff argued for an immediate military response including air strikes to destroy the missiles before they could be armed and made ready for launch, followed by a full-scale military invasion of Cuba. At the other end, some of Kennedy’s advisers favored a purely diplomatic response including strongly-worded warnings to Castro and Khrushchev they hoped would result in the supervised removal of the Soviet missiles and dismantling of the launch sites. Kennedy, however, chose to take a course in the middle. His Secretary of Defense Robert McNamara had suggested a naval blockade of Cuba as a restrained military action. However, in delicate diplomacy, every word matters, and the word â€Å"blockade† was a problem. In international law, a â€Å"blockade† is considered an act of war. So, on October 22, Kennedy ordered the U.S. Navy to establish and enforce a strict naval â€Å"quarantine† of Cuba. The same day, President Kennedy sent a letter to Soviet premier Khrushchev making it clear that further delivery of offensive weapons to Cuba would not be allowed, and that the Soviet missile bases already under construction or completed should be dismantled and all weapons returned to the Soviet Union. Kennedy Informs the American People Early in the evening of October 22, President Kennedy appeared live across all U.S. television networks to inform the nation of the Soviet nuclear threat developing just 90 miles from American shores. In his televised address, Kennedy personally condemned Khrushchev for the â€Å"clandestine, reckless and provocative threat to world peace† and warned that the United States was prepared to retaliate in kind should any Soviet missiles be launched. â€Å"It shall be the policy of this nation to regard any nuclear missile launched from Cuba against any nation in the Western Hemisphere as an attack by the Soviet Union on the United States, requiring a full retaliatory response upon the Soviet Union,† stated President Kennedy. Kennedy went on to explain his administration’s plan for dealing with the crisis through the naval quarantine. â€Å"To halt this offensive buildup, a strict quarantine on all offensive military equipment under shipment to Cuba is being initiated,† he said. â€Å"All ships of any kind bound for Cuba, from whatever nation or port, will, if found to contain cargoes of offensive weapons, be turned back.† Kennedy also stressed that the U.S. quarantine would not prevent food and other humanitarian â€Å"necessities of life† from reaching the Cuban people, â€Å"as the Soviets attempted to do in their Berlin blockade of 1948.† Mere hours before Kennedy’s address, the Joint Chiefs of Staff had placed all U.S. military forces on DEFCON 3 status, under which the Air Force stood ready to launch retaliatory attacks within 15 minutes. Khrushchev’s Response Raises Tensions At 10:52 pm EDT, on October 24, President Kennedy received a telegram from Khrushchev, in which the Soviet Premier stated, â€Å"if you [Kennedy] weigh the present situation with a cool head without giving way to passion, you will understand that the Soviet Union cannot afford not to decline the despotic demands of the USA.† In the same telegram, Khrushchev stated that he had ordered Soviet ships sailing for Cuba to ignore the U.S. naval â€Å"blockade,† which the Kremlin considered to be â€Å"an act of aggression.† During October 24 and 25, despite Khrushchev’s message, some ships bound for Cuba turned back from the U.S. quarantine line. Other ships were stopped and searched by U.S. naval forces but were found not to contain offensive weapons and allowed to sail on for Cuba. However, the situation was actually growing more desperate as U.S. reconnaissance flights over Cuba indicated that work on the Soviet missile sites was continuing, with several nearing completion. US Forces Go to DEFCON 2 In light of the latest U-2 photos, and with no peaceful end to the crisis in sight, the Joint Chiefs of Staff placed U.S. forces at readiness level DEFCON 2; an indication that war involving the Strategic Air Command (SAC) was imminent. During the DEFCON 2 period, about 180 of SAC’s more than 1,400 long-range nuclear bombers remained on airborne alert and some 145 U.S. intercontinental ballistic missiles were placed on ready status, some aimed at Cuba, some at Moscow. On the morning of October 26, President Kennedy told his advisers that while he intended to allow the naval quarantine and diplomatic efforts more time to work, he feared that removing the Soviet missiles from Cuba would ultimately require a direct military attack. As America held its collective breath, the risky art of atomic diplomacy faced its greatest challenge. Khrushchev Blinks First On the afternoon of October 26, the Kremlin appeared to soften its stance. ABC News correspondent John Scali informed the White House that a â€Å"Soviet agent† had personally suggested to him that Khrushchev might order the missiles removed from Cuba if President Kennedy personally promised not to invade the island. While the White House was unable to confirm the validity of Scali’s â€Å"back channel† Soviet diplomatic offer, President Kennedy received an eerily similar message from Khrushchev himself on the evening of October 26. In an uncharacteristically long, personal and emotional note, Khrushchev expressed a desire to avoid the horrors of a nuclear holocaust. â€Å"If there is no intention,† he wrote, â€Å"to doom the world to the catastrophe of thermonuclear war, then let us not only relax the forces pulling on the ends of the rope, let us take measures to untie that knot. We are ready for this.† President Kennedy decided not to respond to Khrushchev at the time.   Out of the Frying Pan, but Into the Fire However, the next day, October 27, the White House learned that Khrushchev was not exactly that â€Å"ready† to end the crisis. In a second message to Kennedy, Khrushchev emphatically demanded that any deal to remove Soviet missiles from Cuba had to include the removal of U.S. Jupiter missiles from Turkey. Once again, Kennedy chose not to respond. Later the same day, the crisis deepened when a U.S. U–2 reconnaissance jet was shot down by a surface-to-air (SAM) missile launched from Cuba. The U-2 pilot, U.S. Air Force Major Rudolf Anderson Jr., died in the crash. Khrushchev claimed that the Major Anderson’s plane had been shot down by the â€Å"Cuban military† on orders issued by Fidel Castro’s brother Raul. While President Kennedy had previously stated he would retaliate against Cuban SAM sites if they fired on U.S. planes, he decided not to do so unless there were further incidents. While continuing to search for a diplomatic resolution, Kennedy and his advisors began planning an attack on Cuba to be carried out as soon as possible in order to prevent more nuclear missile sites from becoming operational. As this point, President Kennedy still had not responded to either of Khrushchev’s messages. Just in Time, a Secret Agreement In a risky move, President Kennedy decided to respond to Khrushchev’s first less demanding message and ignore the second one. Kennedy’s response to Khrushchev suggested a plan for the removal of Soviet missiles from Cuba to be overseen by the United Nations, in return for assurances that the United States would not invade Cuba. Kennedy, however, made no mention of the U.S. missiles in Turkey. Even as President Kennedy was responding to Khrushchev, his younger brother, Attorney General Robert Kennedy, was secretly meeting with Soviet Ambassador to the United States, Anatoly Dobrynin. In their October 27 meeting, Attorney General Kennedy told Dobrynin that the United States had been planning to remove its missiles from Turkey and would proceed to do so, but that this move could not be made public in any agreement ending the Cuban missile crisis. Dobrynin related the details of his meeting with Attorney General Kennedy to the Kremlin and on the morning of October 28, 1962, Khrushchev publicly stated that all Soviet missiles would be dismantled and removed from Cuba. While the missile crisis was essentially over, the U.S. naval quarantine continued until November 20, 1962, when the Soviets agreed to remove their IL–28 bombers from Cuba. Interestingly, the U.S. Jupiter missiles were not removed from Turkey until April 1963. The Legacy of the Missile Crisis As the defining and most desperate event of the Cold War, the Cuban Missile Crisis helped to improve the world’s negative opinion of the United States after its failed Bay of Pigs invasion and strengthened President Kennedy’s overall image at home and abroad. In addition, the secretive and dangerously confusing nature of vital communications between the two superpowers as the world teetered on the brink of nuclear war resulted in the installation of the so-called â€Å"Hotline† direct telephone link between the White House and the Kremlin. Today, the â€Å"Hotline† still exists in the form of a secure computer link over which messages between the White House and Moscow are exchanged by email. Finally and most importantly, realizing they had brought the world to the brink of Armageddon, the two superpowers began to consider scenarios for ending the nuclear arms race and began working toward a permanent nuclear Test Ban Treaty.

Science Fiction & Fantasy Essay Example | Topics and Well Written Essays - 1500 words

Science Fiction & Fantasy - Essay Example Still others have pointed to Tolkien’s wonderfully descriptive term ‘eucatastrophe’ as a means of both describing the ending of the tale as well as to highlight a theme that runs throughout the novel. Political concepts related to the novel have abounded, including everything from an examination of the relationship of steward/king to kingdom and an analogy drawn between the events of the trilogy and the personalities of Joseph Stalin and the West. While this tendency to analyze the work from such isolated viewpoints reveals a wealth of detailed information, the practice also promotes a sense that that trilogy is little more than a pastiche of fragments. However, each of these elements – religion, environment, ‘eucatastrophe’ and the political question of a king vs. a steward – can be seen to provide an important detail that contributes to the cohesiveness of the work as a whole. The overall Christian concept of original sin and the fall of man, especially as it is emphasized within the Catholic tradition, is first suggested in the greater ability of the race of hobbits to resist the pull of the One Ring over that of the humans, who have presumably already fallen out of the Garden of Eden and therefore have already demonstrated a greater susceptibility to evil. This is primarily shown through the quick seduction of Isildur and then Boromir by the ring versus the slow working of it upon Frodo and even Bilbo. However, the hobbits remain connected, however distantly, with humans and are susceptible to the ring if exposed to it for long periods of time, which is exemplified in the Gollum and traced through the effect seen on even good hobbits such as Bilbo and Frodo Baggins. The idea that mankind has fallen is also illustrated in the near-collapsed state of Gondor, a once-great nation, as well as the sad state of affairs to be found in Rohan. The nations of men are about to collapse

Strategic Dependency Model and Strategic Rationale Modeling Assignment

Strategic Dependency Model and Strategic Rationale Modeling - Assignment Example The train driver opens the train door of the train only when the speed of the train is equal to zero. Platform signage, queue lane and gates have been designed to ensure that passengers disembark and embark the train within the given time limit. The system has to be efficiently designed so that all the movements take place in the prescribed time limit so that the train does not get delayed. The performance of the of the system can be measure by the timely performance of these actions : The system should be effectively networked so that an effective management can also be done at the station so that passengers are well aware of the arrival of the train and they manage themselves in front of their platform signage in the queue lanes. The point to be noted about the performance reliability is that when referring to system here refers to a centralized system. This system would help to send a message to the arrival station about the arrival of the station 5 minutes prior to its arrival, So that passengers gather themselves according to their platform signage in the queue lanes in front of the gates. The train driver opens the door when he records the speed of the train to be zero. ... So that all the passengers disembark and embark the train. Type Performance Measurable fit criterion The train driver opens the train door of the train only when the speed of the train is equal to zero. Platform signage, queue lane and gates have been designed to ensure that passengers disembark and embark the train within the given time limit. The system has to be efficiently designed so that all the movements take place in the prescribed time limit so that the train does not get delayed. The performance of the of the system can be measure by the timely performance of these actions : The system should ensure that an appropriate announcement is made 5 minutes prior from train making it to station so that passengers planning to disembark the train can gather near the train gates. The train door should open when train reaches the station and its speed becomes equal to zero. The system should be effectively networked so that an effective management can also be done at the station so that passengers are well aware of the arrival of the train and they manage themselves in front of their platform signage in the queue lanes. The point to be noted about the performance reliability is that when referring to system here refers to a centralized system. This system would help to send a message to the arrival station about the arrival of the station 5 minutes prior to its arrival, So that passengers gather themselves according to their platform signage in the queue lanes in front of the gates. The train driver opens the door when he records the speed of the train to be zero. This all is done to enhance the performance of the system to be designed so that all the movements including the disembarking and embarking the train takes place in 2

Critical Paper Dulce Et Decorum Est Essay Example for Free

Critical Paper Dulce Et Decorum Est Essay Wilfred Owen’s Dulce et Decorum Est is a forlorn poem of his experience in the First World War. Owen recounts his story as he and fellow infantrymen march ‘knock-kneed, coughing like hags’ across the wasteland that is the battle front(line 2). Most of the focus is on the exhaustion from battle, but changes attention when ‘hoots’ of gas-shells rain down on their position. Weariness quickly turns to ‘An ecstasy of fumbling’ (line 9) as the soldiers fit their gas masks, but one soldier is not fast enough. Owen then relates his first hand tale and demise of the footman chocking to death from mustard gas. The reader is forced to witness this horrid death and ask ourselves; ‘Dulce et descorum est,/Pro patria mori’ (line 27-28). Lines 1-8 are used to describe a scene of war-torn men on a forced march across a wasteland. Such phrases as, ‘old beggars’, and ‘coughing like hags’ gives the reader an idea of what condition that the infantrymen are in. Such phrases denote a negative image as to associate the infantrymen as vagrants in poor physical condition. With those who ‘lost their boots’ now find themselves ‘blood-shod,’ rather than being bare foot. The word shod is an old English term for shoeing a horse, again negative connotation of the infantrymen as sub-human beings. Lines 5 and 7 give depth to the state of despondency that general infantrymen are in. Owen chooses the phrase ‘Drunk with fatigue’ to show the depth of exhaustion the infantrymen are experiencing. To be drunk, as to be intoxicated with the absolute exhaustion; denoting fatigue as some drug that overwhelms the senses and coordination. They do not give credence to the reality they are in until a gas shell sends them into an ‘ecstasy of fumbling’ for a gas mask. Ecstasy’ is used not to give the connotation of delight and happiness, but rather the stark contrast of frenzy. Lines 9 and 11 end with ‘fumbling’ and ‘stumbling’, respectively, to give depth the infantrymen’s state of condition. Later, in lines 14 and 16, an association is draw between the engulfing gas and a man drowning. Owen depicts a ma n in a green sea drowning (line 14) to be later plunging at him (line 16); both giving the allusion between being engulfed in water or noxious gas. Again, in line 17, Owen asks the reader to ‘pace.. in some smothering dream’; a reoccurring theme of being deprived of air. The second stanza utilizes the most guttural connotation of such words as to describe the corpse. From the ‘gargling†¦froth-corrupted lungs’, to the ‘vile, incurable sores’, Owen wants to galvanize the true wickedness of war. The reader is told of how gas can ‘corrupt lungs’ and put ‘sores on innocent tongues’. This contrast is vital because it depicts how war can taint that which is most holy. In saying that the corpse’s face hung ‘like a devil’s sick of sin,’ gives yet another reference between evil and war, but it has another meaning. To imply the devil would be overwhelmed with such amount of evil implies that one cannot grasp the horrors of war. The poem then ends with a sort of thesis statement that to die for one’s country is neither right nor sweet. Dulce begins as a slow trudge of despondent soldiers, to a fanatic race for safety, then a slow, visceral portrayal of life being wrenched away from man, opposed to the titles suggestion for war hysteria and propaganda. But the main theme is not to just illustrate the dregs of war but to give the reader the truth of war. He makes the reader place themselves on the front line to look death and despair in the eye.

Pride And Prejudice :: essays research papers

Jane Austen’s Pride and Prejudice takes place in England during the 18th century, with an evident main them of courtship and marriage. The Bennet family consists of Jane, the eldest daughter, followed by Elizabeth, Mary, Kitty, and Lydia. Being girls, they will not benefit from their father’s will which leads to their mother’s obsession over finding husbands for them. Eventually in the end of the novel, everyone is settled and married, however Bingley and Jane, and Darcy and Elizabeth have comfortable futures to look forward to. Similar to other novels written by Jane Austen, the main theme is courtship and marriage. On a smaller scale, this novel also refers to the reality behind appearances and "truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife.† (p.1) Out of the seven marriages throughout the novel, three would inevitably end in failure and two are a success. With Mr. Collins and Charlotte Lucas, their marriage is based on economics. Charlotte sacrifices her own happiness for financial security. In the case of Whickham and Lydia, only superficial qualities are considered which in time would separate them. Another example of a marriage like Whickam and Lydia’s is the marriage between Mr. and Mrs. Bennet. As for Jane and the Elizabeth, their marriages are based on calm judgement and are well considered with mutual feelings. Throughout the novel, many of the characters are deceived by appearances, although they become dearer near th e end. In this time frame, women view that men have responsibilities to society. Being unable to provide for themselves because of their ignorance in areas of business or commerce, men would ensure financial stability. Another aspect of Jane Austen’s writing is her use of dialogue. It reflects when less of the physical appearances were used, but more of the inner qualities were displayed, during her time period. Austen is interested in where people stand in society and their engagements in dialogue. Often, through dialogue, her characters are developed. With Austen’s main focus being conversation, much of her work must be able to relate parts of the novel together, interpret clues, and notice tone and meaning. I believe that the main characters of this novel are Darcy and Elizabeth. Referring to the title â€Å"pride† would represent Darcy and â€Å"prejudice† would represent Elizabeth. Elizabeth’s â€Å"propensity to hate everybody† (p.51) and vanity leads to her prejudice.

Romeo and Juliet Open Response

In Romeo and Juliet, the maturity level between Romeo and Juliet differs drastically despite their age difference because of the way Juliet thinks through any decision she is going to make and the way Romeo makes careless and irresponsible decisions. First, Gullet's higher level of maturity is expressed through the way she thinks through the consequences of any decision before she makes it.For example, when Juliet is talking to herself on the balcony without knowing Romeo could hear her, she says,† O Romeo, Romeo! Wherefore art thou Romeo? ‘ Deny thy father and refuse thy After Juliet meets Romeo or the first time and realizes that she really likes him, Juliet thinks through what would happen if she actually got into a relationship with Romeo. Juliet realizes that their families being arch rivals is a huge problem and tries to come up with a solution for this which contradicts the way Romeo makes his decisions.Next, Romeos careless and irresponsible decisions show his lev el of maturity. For instance, when Juliet tells Romeo that her family will kill him if they find out he is here, Romeo says,† Alack, there lies more peril in thin eye/ Than twenty of their swords: look thou but Even though Romeo knows it's not safe to stay in the Capsules' house any longer, he decides he doesn't want to leave Juliet and stays.Romeo does not think through the consequences of this decision and makes an irresponsible decision which differs from how Juliet makes her decisions. The way Romeo and Juliet make their decisions clearly shows that Juliet is more mature than Romeo despite their age difference. Throughout Act II, Romeo and Juliet have different priorities and concerns which shows the difference in their level of maturity, even with the difference in their age.

Pride and Prejudice Analysis on the Theme of Love Essay

* Ultimately, Pride and Prejudice is a love story in that the way Darcy/Elizabeth and Bingley/Jane finally come together forms the basis of the plot. * True love, as it is represented in the novel, can overcome the odds such as the interference of well-meaning friends as well as pride and prejudice. It lasts over time and is not based on a few weeks’ acquaintance. Austen seems to believe in love based on mutual gratitude, esteem and respect. Being intellectually and characteristically equal also seems to be important. This is demonstrated in the characters and relationships mentioned above. The power of love to change people is also explored with Elizabeth and Darcy becoming better people as a result of their relationship. * Some other marriages such as Wickham/Lydia, Mr. and Mrs. Bennet and Mr. Collins/Charlotte are looked upon disapprovingly because they are not marriages of true love, but marriages based on desire or financial convenience. Marriage * Marriage is seen as necessary for social respectability and material comfort. The sole aim of Mrs. Bennet’s life is get her daughters married, hence showing its importance. * There are different aims and kinds of marriages. Marriages for convenience, financial security, desire and of course, love are the most common ones. * There is the question of where to draw the line between the prudent and mercenary motive in marriage. * The novel reflects the real societal problem of the lack of availability of suitable partners, reflected in Charlotte’s desire to grasp at anything. * Austen shows that marriage can be motivated by love and not money through the main characters. Darcy and Bingley both marry socially and financially inferior women. * â€Å"She began now to comprehend that he was exactly the man, who, in disposition and talents, would most suit her. His understanding and temper, though unlike her own, would have answered all her wishes. It was a union that must have been to the advantage of both; by her ease and liveliness, his mind might have been softened, his manners improved, and from his judgement, information, and knowledge of the world, she must have received benefit of greater importance. But no such happy marriage could now teach the admiring multitude what connubial felicity really was.† (P.295-6) Wealth * In the novel, wealth is seen as beneficial commodity but not necessarily guaranteeing happiness, morality and good sense. Bingley and Darcy choose their wives for their character and beauty probably because they have a better chance of happiness. Miss Bingley is rich but lacking in good morals and kindness. Lady Catherine is also rich but lacking in good sense. * Solely marrying for money is frowned upon, i.e. Mr. Wickham, Mrs. Bennet’s vulgar desire to have her daughters marry rich men * Austen places character above material wealth in terms of choosing a marriage partner, as Elizabeth initially refuses Darcy despite his great fortune. * Austen shows that worth is not based on wealth or social, that personal qualities are important too, such as morality and intelligence. First impressions * Linked to prejudice, Austen shows that first impressions are not always a true reflection of the way things really are. This is shown best through the characters of Wickham and Darcy. * Darcy also has to overcome his first impression of Elizabeth, especially her less than friendly attitude towards him. * Austen endorses the value of not judging a person immediately but taking time to see their true character. Pride * Austen disapproves of excessive pride through the depictions of Lady Catherine, Darcy and Mr. Collins. Lady Catherine thinks she has a right to interfere in all aspects people’s lives, Mr. Collins is arrogant because of his association with Lady Catherine and his moral rightness and Darcy’s pride provokes the dislike of people, in particular, Elizabeth. Elizabeth is also proud in that she stubbornly believes she is right about Darcy and persists in disliking him. * â€Å"Pride is a very common failing, I believe. By all that I have ever read, I am convinced that it is very common indeed, that human nature is particularly prone to it, and that there are very few of us who do not cherish a feeling of self-complacency on the score of some quality, real or imaginary.† * Mary also says, â€Å"Vanity and pride are different things, though the words are often used synonymously.† (P.21) Pride is about what we think of ourselves, while vanity is about the opinions of others. Ignorance * Austen disapproves of ignorance, demonstrated in the way that certain characters are mocked for their stupidity, in particular, Mrs. Bennet, Lydia, Mr. Collins and Lady Catherine. Their ignorance is often a source of humour. * Austen endorses intelligence – both Darcy and Elizabeth are intelligent, and seems to promote reading for the getting of knowledge and understanding. * To some extent, Elizabeth is ignorant too because of her prejudice towards Wickham and Darcy. â€Å"Pleased with the preference of one, and offended by the neglect of the other, on the very beginning of our acquaintance, I have courted prepossession and ignorance, and driven reason away.† (P.202) Therefore, prejudice is linked with ignorance. Similarly, people dislike Darcy because of ignorance; they don’t who he really is. Courtship * The novel explores different methods of courtship. Mr. Collins and Mr. Darcy both have interesting methods. Mr. Darcy apologises for being in love and insults Elizabeth. Mr. Collins lists all the practical benefits of marriage for himself and is totally unconvincing in his expressions of love. They sound like the complements he likes to create and prepare. * Jane conceals her affection too much. â€Å"If a woman conceals her affection with the same skill from the object of it, she may lose the opportunity of fixing him; and it will then be but poor consolation to believe the world equally in the dark.† (P.22) Characters Elizabeth Bennet * Lively, attractive, spirited, articulate, well-mannered, affectionate, genteel * intelligent, perceptive, well-read, independent, rational * Easily prejudiced positively and negatively; determined to dislike Darcy and like Wickham * High moral standards; high ideals about marriage and love * Cheerful disposition; able to laugh at her misfortunes * Realises her mistakes and follies when she sees Darcy’s nature * Ashamed of the oddities of her family, yet devoted to their wellbeing * Displays strength and intelligence when confronted by Lady Catherine; sees through her wealth and status Fitzwilliam Darcy * Handsome, refined, discreet, intelligent, articulate * Morally upright, devoted to his sister, honest, honourable, loving, highly praised by housekeeper, accepts blame * conscious of his pedigree, arrogant, shy, uncomfortable around strangers, reserved * Becomes more modest, humble and well-mannered after Elizabeth reprimands him Jane Bennet * Attractive, genteel, kind, inclined to think the best of people, sensitive, modest, patient, a little bit too perfect to be true Charles Bingley * Sociable, lively, unreserved, keen on pleasing others, relies on Darcy for guidance, kind, loved by everyone, gentleman-like, lacks resolution and his own opinion Mr. Bennet * Quick, reserved, sarcastic, humorous, capricious, has philosophic composure * Is content to laugh at the oddities of his family without endeavouring to fix them * Irresponsible towards his family; realises this after the Lydia/Wickham affair * Favours Elizabeth because they are similar in intellectualism and character * Well-read, likes the country, shuts himself in his library away from his family * Regrets marrying a woman he can’t respect, enjoys teasing his wife Mrs. Bennet * Comic figure, foolish, talkative, snobbish, ignorant, uncertain temper, small-minded, naive * Business of life was to get her daughters married; nothing matters more to her, hypocritical Caroline Bingley * Shallow, materialistic, snobbish, unkind, lacks integrity, wants Darcy, hypocritical Mr. Collins * Comic figure, absurd, complements everything, thinks he is serious, apologises excessively * Feels proud because of his association with Lady Catherine and because of his moral uprightness * Marries solely for practical reasons, not for love * Other people generally can’t stand him except for Charlotte who seems to be willing to tolerate him Lady Catherine de Bourgh * Comic figure; associated with author’s satire of appearances and good breeding * Arrogant, authoritative, thinks she has a right to dictate every aspect of people’s lives * Patronising, condescending; perhaps this is suits her role as a patroness * Lacks wisdom and gentility, forthright, conscious of her rank and pedigree Mr. Wickham * Uses his good looks and charm to attract wealthy women for their money, seems to have no morals, has all the appearance of goodness, lives wildly, squanders all his money, takes advantage of other people’s kindness, initially loved by everyone, stands in contrast to Darcy Charlotte Lucas * Pragmatic in terms of marriage, seems to eager to grasp at any offer of marriage Mr. & Mrs. Gardiner * Like-minded to Jane and Elizabeth, one of the few relatives Elizabeth isn’t ashamed of. Lydia Bennet * High-spirited, similar to her mother, obsessed with officers, wild and unrestrained, uncivil, boisterous, talkative, unashamed, fearless, noisy Mary Bennet * Studious, well-read, intellectual, prides herself on morality and sense, works hard for accomplishments, has a conceited and pedantic air Style * Use of exaggeration * Formal, refined language; elegant dialogue * Subtle, light touch, not vicious or forceful * Irony – â€Å"In a fortnight they (the officers) were to go, and once gone, she (Elizabeth) hoped there could be nothing more to plague her on his (Wickham) account.† (P.215). This is irony in setting up for Lydia’s elopement with Wickham. * Caricature – Mrs. Bennet, Mr. Collins and Lady Catherine are all examples of what Jane Austen thinks people should not be. Setting * Small country town – gossip, ignorance, small-mindedness. â€Å"Mr. Darcy†¦drew†¦attention†¦by his fine, tall person†¦and the report which was in general circulation within five minutes after his entrance, of his having ten thousand a year.† (P.12) In a small town, all they do visit each other and gossip, especially people like Mrs. Bennet. Also reflected in Mrs. Bennet is the small-mindedness and ignorance. * 18th century England – reflected in social conventions, social rank, class system, marriage. > Social conventions – The Bennet girls couldn’t visit Bingley until Mr. Bennet went first. Husbands and wives rarely referred to each other by first names in front of servants. > Social rank and class system – Darcy, Bingley and Lady Catherine are higher in rank than the Bennets, the Lucases and the Collins’. Therefore the Bennet girls were advancing in their status by marrying Darcy and Bingley. There is hardly any mention of the lower classes > Marriage – the general opinion was that marriage equalled happiness, social security and financial convenience especially for women. Context * Much social upheaval in other parts of Europe; however, this is not evident in this novel. England was still very much a class-ridden society. Austen only focuses on the comfortable lives of the middle and upper classes. It was fashionable for young ladies of the middle class to do as little domestic work as possible. This is why the Bennet girls seem to have nothing to do except visit officers, shop, go to balls, socialise, play music and read.

Sociey (Athens & US) essays

Democracy/Sociey (Athens & US) essays In this paper, I will discuss a few aspects of ancient Athenian democracy and society, as well as modern American democracy and society. First, I will outline the key points of Athenian and American democracy, then compare and contrast them. Then Ill do the same for Athenian and American Society, concluding with a comparison between the two societies. The political system of ancient Athens was a democracy. It involved all of its citizens and not merely their representatives by giving them daily access to civic affairs and political power. Both decision-making and decision enforcing were the duty of every citizen, and not just of those elected by them or of their leaders. The citizens of Athens were directly involved not only in government matters but also in matters of justice, as there was no separation of powers in ancient Athens. Although not all persons living in Athens had these political rights, no other democracy in human history provided such a level of participation. This political system, quite innovative for its times, shaped a society of a distinct character, of great sensibility and of unusual cultural achievements. Government functions were assigned to two bodies: The Assembly, which focused on policy decision-making, and the Council, which concentrated on policy implementation and administrative matters. The functi on of an executive head did not exist in ancient Athens, for no one citizen ever held so much power. Closest perhaps was the political practice, which conferred on Perikles a personal impact similar to that of a head of government. This did not derive however from his title of general, but rather from the ability to get continuously re-elected, and to influence his fellow citizens on matters of policy and courses of action pertaining to city affairs. The council (or boule) was the closest body in the Athenian democratic system to that of a contemporary government. The council consisted of 500 citizens,...

A Token Economy That Supports Both Behavior and Math Skills

A Token Economy That Supports Both Behavior and Math Skills A Point System is a token economy that provides points for the behaviors or academic tasks that you want to reinforce either for a students IEP, or to manage or improve targeted behaviors. Points are assigned to those preferred (replacement) behaviors and rewarded on an ongoing basis to your students. Token Economies  support behavior and teach children to defer gratification. It is one of several techniques that can support good behavior. A point system to reward behavior creates an objective, performance-based system that can be straightforward to administer. A Point system is an effective way to administer a reinforcement program for students in self-contained programs, but can also be used to support behavior in an inclusion setting. You will want to have your point system operate on two levels: one that targets specific behaviors of a child with an IEP, and another that covers the behavioral expectations of the general classroom, as a tool for classroom management. Implementing a Point System Identify the behaviors that you want to increase or decrease. These can be Academic Behaviors (completing assignments, performance in reading or math) Social Behavior (Saying thank you to peers, waiting patiently for turns, etc.) or Classroom Survival Skills (Staying in your seat, raising a hand for permission to speak.Its best to limit the number of behaviors you want to recognize at first. Theres no reason you cant add a behavior each week for a month, though you may want to expand the cost of the rewards as the possibility to earn points expands.Determine the items, activities or privileges that can be earned by the points. Younger students may be more motivated for preferred items or small toys. Older students may be more interested in privileges, especially privileges that give that child visibility and therefore attention from his or her peers.Pay attention to what your students prefer to do in their free time. You can also use a reward menu, to discover your students preferen ces. At the same time, be prepared to add items as your students reinforcers may change. Decide on the number of points earned for each behavior, and the time frame for winning prizes or earning a trip to the prize box. You may also want to create a time frame for the behavior: a half hour of reading group free of interruption may be good for five or ten points.Determine the reinforcer costs. How many points for each reinforcer? You want to be sure to require more points for more desirable reinforcers. You may also want some small reinforcers that students could earn every day.Create a Classroom Bank or another method of recording accumulated points. You might be able to make a student the banker, though you want to build in some deterrence to fraud. Rotating the role is one way. If your students have weak academic skills (as opposed to Emotionally Impaired students) you or your classroom aide may administer the reinforcement program.Decide how points will be delivered. Points need to be delivered continuously and unobtrusively, immediately after the appropriate, target behavior. Delivery methods might include:Poker chips: White chips were two points, blue chips were five points, and red chips were ten points. I awarded two points for being caught being good, and five points were good for completing assignments, returning homework, etc. At the end of the period, they counted their points and rewarded them. After 50 or 100 points they could trade them in for a reward: either a privilege (use of my CD players during independent work for a week) or an item from my treasure chest.A record sheet on the students desk: Use a specific colored pen to avoid counterfeiting.A daily record on a clipboard: This would be most effective for young children who would either lose the chips or not be able to help with record keeping: the teacher can record their daily points on a class chart at the end of the day/period.Plastic money used to teach counting: This would be great for a group that is acquiring money counting skills. In this system, one cent would equal on e point. Explain the system to your students. Be sure to demonstrate the system, explaining it thoroughly. You may want to create a poster that explicitly names the desired behavior and the number of points for each behavior.Accompany points with social praise. Praising students will pair praise with the reinforcement and increase the likelihood that praise alone will increase targeted behaviors.Use flexibility when administering your point system. Youll want to reinforce every instance of the target behavior to start but may want to spread it out over multiple occurrences. Start with 2 points for each occurrence and increase it to 5 points for every 4 occurrences. Also pay attention to which items are preferred, as preferences may change over time. Over time you can add or change target behaviors, as you change the reinforcement schedule and reinforcers.

Current Events and U.S. Diplomacy Essay Example | Topics and Well Written Essays - 750 words - 2

Current Events and U.S. Diplomacy - Essay Example Kennedy, and others, were fearful that if Communist ideals were permitted to expand on a more global scale, it would result in catastrophic consequences for Democratic countries. Russia’s Cold War Relationship with the United States Russia (USSR) was one country involved with America on a deep level during the Cold War, In fact the Kennedy doctrine previously described was largely aimed at the Soviet Union. Tensions were extremely between the two countries, and the relationship was not only strained, it was all but over. As such, military threats abounded on every level, yet Kennedy’s belief, as expressed in the containment doctrine, did hold out hope that tensions would be resolved, and a working relationship moving forward be established (Bose, 1998). Naturally, towards the end of the Cold War, that hope was all but crushed as both countries appeared headed towards a certain inevitable war, yet we know that did not happen. In essence, before the Kennedy Doctrine was e stablished, the two countries held staunchly different ideological views that forced the President to establish a stated policy that Communist ideals could not be permitted to spread to the America’s. ... In addition, both countries now allow their citizens to travel to the other, and diplomatic efforts are cordial and respectful. While Russia’s main ally continues to be China, and America’s ally continues to be the United Kingdom, the region is much more stable today than during the Cold War as a result of both countries cooling down and learning to co-exist peacefully with one another. Effects of the Kennedy Doctrine on Global Affairs The restraint shown by Kennedy during the Cold War had an enormous effect on global affairs. Rather than choosing to escalate the tensions being exhibited between the two countries and showing the world America’s resolve and military strength, Kennedy was able to put in place a doctrine that was aimed at peace between two countries who did not see eye to eye on a whole host of issues. The reality is that America and Russia will likely never be ideologically similar, the global community was watching with keen interest to see if dip lomacy could truly win out against two adversaries as strong and these countries. This has served as a model in cases since the Cold War as countries try to avoid war at all cost (Higgins, 1987). In addition, the containment policy served to minimize the spread of Communism throughout the region. In the years following this era, Communist regimes gradually began to fall, as the people of the global community looks towards more democratic ideals. While Communism remains in Cuba, its spread did not go far beyond that geographical region, keeping North America among the most democratic and free areas in the world, even to this day. Conclusion The Cold War was a difficult time for all involved. The Kennedy Doctrine, however,

THEORIES OF LATE CAPITALISM AND THE WORLD SYSTEM Essay

THEORIES OF LATE CAPITALISM AND THE WORLD SYSTEM - Essay Example With that respect, this essay will seek to highlight and address this problem as well as identify solutions provided by both theorists. Francis Fukuyama assert that the loss of social order as depicted by capitalism was a not matter of poor memory or nostalgia but rather a matter of hypocrisies committed in the early ages of communism. Most recently, as Francis reveals, there has been frequent occurrence of seismic shifts during the fall of 1980s. These shifts involve strategies set in place by governments of the developed countries such as the United States with the aim of harnessing economic power (Harvey 43). The issue regarding if the information age democracies have the ability to withstand social order while facing economic and technological change are part of the greatest challenges encountered by these economic super powers. Philosopher Francis argues that, there exists a strong logic backing the evolution of political institutions pointing towards modern liberty democracy, b asing on mutual relations between stable democracy and economic development. However, the most worrisome aspect as described Francis is that, this progressive tendency lacks social and moral development. His failure to include politics and ecology in his work derives bases from the general tendency of the contemporary basics where liberal democracies fall victim to excessive individualism. Francis makes it clear that the liberty of the modern state premised on the concept whereby the interests political peace, the government would not be in a position to sideline differing moral claims as put forward by traditional culture and/or religion (Harvey 45). In their theories, there is no examination of the ecological implications of modernism or the theoretical practices of postmodernism in relation with the environment to assess whether they repress modernist assumptions or encourage non-exploitation. Their failure to address these issues inevitably reflects the supposed conditions of po stmodernism and discussions based on political stratagem. As a matter of course, their theories omit space analysis into spatial politics as opposed to other theorists (Harvey 46). Indeed, theories of postmodernism bear a strong family resemblance to those ambitious sociological generalizations that bring people the news of the arrival and the inauguration of a new type of society baptized as postindustrial society. To their own relief, these theories have the obvious ideological mission of illustrating that the new social formation does no longer obey the laws of late capitalism. Situation of the problem Their failure to address politics and ecology has made learners fail to understand that despite the increasing global division of poverty and wealth, dependency theory together with its thesis concerning the structural domination of the capitalist West over the developing countries or simply, the Third World, is all but dead. According to Francis and David’s theories of late capitalism, the passing of dependency theory has been faltering, slow, and at the same time inexorable. Now, it is a reduced theoretical political memory in both mainstreams in international relations writing mentioned only as interesting historical lineage (Gray 47). This omission is not very helpful, at best, since