The Devil In The White City Expository Essay Example for Free

The Devil In The White City Expository Essay In The Devil in the White City by Erik Larson, many inexperienced women come to Chicago in hopes of finding new opportunities and a successful job. These women were often single with no previous experience in the city, which made them an effortless target for Dr. Holme’s vile plans. With his charisma and reassuring presence, Dr. Holmes could instantly allure these women. Most women in this time period were often sheltered or brought up in a secure and familiar environment. However, in the beginning of the book on page 11, it states, â€Å"Never before in civilization have such numbers of young girls been suddenly released from the protection of home and permitted to walk unattended upon the city streets and to work under alien roofs.† I believe that because these young women had recently been liberated from their small town life, it created even more of an excitement and eagerness to take any employment opportunity that came their way. This in turn, worked against them, by prompting them to take the desirable jobs with Dr. Holmes. Another factor that induced these women to be so susceptible to Dr. Holmes’ corrupt plans was his undeniable charm. With their naà ¯ve mindset, a young man with striking eyes and a perfect physique (page. 35) was a handsome welcome to their new lives. This unexpected warmth in a new city enticed the young women and brought them to trust Dr. Holmes despite his underlying motives. However, because of their infatuation with him, the women were oblivious to his subtle maneuvers such as standing too close, staring to hard, and touching too long (page. 26) that would have revealed his ulterior intentions. This captivation gave Dr. Holmes the opportunity to have these women wrapped around his finger and be in complete control. Overall, the young women coming to Dr. Holmes were much too ignorant and enthusiastic to be alone in a large and unpredictable city, such as Chicago. Their curiosity and willingness to find a new life led them into very lamentable situations that cost them their lives. Unfortunately, I think that even if these women had been somewhat more apprehensive, Dr. Holmes, with his alluring charm, would still have the upper hand at reeling these women into his deplorable plot.

To what extent are the poems Nothings changed and Half-caste a message of protest Essay Example for Free

To what extent are the poems Nothings changed and Half-caste a message of protest Essay The two poems, Nothings changed by Tatamkhulu Afrika and Half-caste by John Agard, both deal with issues of race. Nothings changed describes the return to district six after the apartheid in South Africa it presents a voice angry that nothing has changed since the apartheid has been abolished, and that racial segregation still exists. Half-caste also communicates a protest against racial prejudice. It questions the use of the term half-caste and promotes more open views. The discontent behind both messages is clear in their tones. From the start Afrika sets a bitter and angry mood, the hot, white, inwards turning anger of my eyes the use of how deeply resentful he is about what is going on. Also the alliteration of the strong t consonant enhances the frustrated quality of this phrase. On the other hand Half-caste challenges the reader with a mocking phrase Excuse me standing on one leg Im half-caste. This appears to set up a more relaxed atmosphere in first three lines. The poet makes this more assertive with his use of imperatives such as excuse and explain. Throughout the poem he continues to play with the term half caste but the light atmosphere is soon over ridden by the seriousness of the message. Nothings changed is written in six main stanzas which draw attention to the harsh reality of district six. Interestingly there is a mini stanza of two lines no sign says it is but we know where we belong. this could show the racial segregation enforced and illustrates that although it is not official everybody accepts the unwritten rule. Afrika uses the power of three and the skin and the soft and the hot to demonstrate how complete and overwhelming the anger is. Also use of the refrain like phrases no board says it is and no sign says it is continue to emphasise how embedded the segregation is in society. The structure in Half caste is less obvious although it has strong implications. For example the unequal line lengths so spiteful deem dont want de sun pass/ ah rass suggest an odd untidiness and imbalance. As in nothings changed Agard uses refrain to reinforce an idea, explain yuself/ what yu mean. Although here is is more aggressive and upfront. It is repeated as he demands for an answer. There is a flow to the poem created by enjambment with no punctuation. This could reflect the release of anger. The forward slashes add pauses ? is a half-caste weather/ well in dat case which keep the reader aware of the theme of standing up against society. Both poets continue to develop the themes through rhyme and rhythm. In Nothings changed there is half rhyme, for example trees and cuisine. This could symbolise inequality and a sense of uprising against what society imposes. The rhythm is heavy and strong with hard consonant sounds like trodden and gatepost this gives a feeling of oppression. Also there is enjambment, which is shown when the poet says seeding grasses thrust/ beaded seeds/ into trouser cuffs this suggests urgency to release anger it is building up to the last line, nothings changed the short sentence ends the flow and implies defeat as the protest is replaced by acceptance that the separation still stands. Similarly the rhyme in Half-caste is random which continues the theme. The main images highlighted by rhyme such as mix a black key with a white key is a half-caste symphony. The rhythm is uneven which again emphasises the concept of half. The interesting use of colloquial language provides lots of focus on the sounds of words for example yu, de or dem which makes the rhythm more confident and direct. In nothings changed the poet begins with monosyllabic language. The first line is small round hard stone click which echoes the sound of walking on gravel this sensory language draws in the reader to the message. He uses words showing oppression like trodden on, crunched, and crushed this conveys the aggressive nature of district 6. Afrika also uses lots of heat associated words like flaring, hot white and burn. These immediately portray a build up of anger. He uses pronouns such as I press my nose making it a more personal account which engages the reader with the personal emotions. On another level he could be expressing the voice of black people against discrimination. Similarly Agard uses pronouns he engages the audience by saying yu which is directing the poem to a wide audience. He also uses colloquial language like wha, yu and on dem cloud this is Jamaican slang which sets up a background and displays his pride to be from that culture. His repeated use of the term half-caste reminds us of the taboo of the term inflicting guilt upon the reader. The clever use of half links all the imagery listening to yu wid de keen half of mih ear. This is all leading up to the last line when he challenges the reader to accept him as a whole person. Afrika uses subtle imagery like tall purple flowering amiable weeds The word weeds suggests inferiority but a struggling to stand tall against segregation. He uses personification to describe the whites only inn it squats shows how unwanted the white people are, because they impose on the black people. A strong metaphor clear panes is like a physical representation of the social barrier. It lets the wealth of the white people be seen. This is emphasised by the contrast of images created. Linen falls, the single rose are compared to bunny chows and plastic tables. Here a clear gap of living standard is shown. I think the most important image in the poem is leaving a small mean O of small mean mouth which describes the circular mark of breath on the window. This shape will disappear, and metaphorically describes how his voice of protest is lost within him. The imagery that Agard uses imagery is based around these of mix and half. Opposites like black and white and light and shadow shows two extremes which in people should be accepted as equals. He also says things like half of mih ear , half of mih eye and half-hand these are unrealistic concepts which is mocking the term half-caste. He uses a metaphor of Tchaikovsky writing a symphony and Picasso mixing colours. The use of an artist and a composer gives out a message universally. Also using art and music, pleasant things, shows how wrong and unpleasant using the term half-caste is. Finally, the change in imagery at the end of the poem shows Agards encouragement of open mindedness. He uses whole and tomorrow which suggest in the future the prejudice can change. Overall both poems show a protest although I think half-caste is defiant outwards protest that chalenges the reader with clever imagery and language. Nothings changed seems to show protest and anger held within or inwards turning anger. It also shows frustration of accepting the harsh life of being an inferior in South Africa.

Gender inequity in sports

Gender inequity in sports This essay will seek to describe the issue of women in sports, and discuss the reasons for this, with relevance to some of the concepts covered in this course. It will also go on to discuss the improvements and positives observed in recent years, and explore some other possible measures to improve the situation in the future. 2. Background In Ancient Olympics, competitive sports were masculine affairs. While males compete to show their prowess, women were prohibited to even watch competitions, much less compete. Quite simply, even in this day and age of supposed equality and meritocracy, sport still remains a male domain, especially on the community level. Even with improved opportunities and treatment, there is still an invisible barrier between sport and the everyday woman. In the next section, this essay shall explore some of the reasons for this situation. 3. Reasons 3.1 Introduction to Gender Ideology in sports The concept of ideology is one that we take for granted, or rather, something we do not even think about. It refers to the ideas and explanations we have been given since young, to explain personal and social life. We have been using our ingrained ideologies to make decisions and judgments ever since we could, without ever questioning or knowing them. In addition, Taylor (1994) mentioned that our identities are formed based on dialogical relations with our significant others. In other words, the complexities of our identities are not formed through cultural identification alone (monologic model) but through the interactions with people who are important to us. Gender, even more so than race or class, is a pivotal organizing factor in social life. While a persons sex is decided by physical characteristics such as genitalia, gender is a social construct formed and shaped by the society (James A. Banks).It is the fundamental way humans classify each other. Thus, we are especially reliant on gender ideology and it is extremely influential on how we organize our thoughts, actions and lives, and how parents bring up their offspring. The deep-rootedness of gender ideology means that everyone makes decisions based on it, from children, teenagers, parents to people in power. Gender ideology plays a big role in how sport has been carried out throughout the ages. The idea that men are supposed to be strong, aggressive, fast and competitive is reproduced in many sports. Conversely, women are not encouraged to play sports because the above traits are not associated with women (womens athletics: coping with controversy). Thus, a woman exhibiting the above traits would be going against the gender ideology that most people submit to, and this would make her an anomaly. A woman would have to cope not only with her community seeing her as not feminine, she also has to deal with lack of resources and financial support because her politicians also have the same ideology and do not support women in sport. Fortunately, the situation has considerably improved from the past. 3.2 Gender Ideology: dominance and stereotypes The fact that males are the dominant group is also accepted by most as part of their understanding of gender ideologies. This is correspondent to John Clammers point that social inequalities are seen as natural and hence not to be tampered with. Thus, sport has also suffered as a consequence of the dominant group pulling the strings and the subordinate group accepting it as it is. In the catalogue of marginality as discussed in Tatum (1997), gender is one of the categories of dominance and subordination. The dominant group, in this case male, are seen as the norm for sports. This element of identity is therefore taken for granted, giving males the power and authority to control females, who are members of the subordinate group. As a result, the inequities go unnoticed by the males. Furthermore, the stereotypical representations of the males may lead females to focus on their difference from the norm and lose belief in their own abilities and equal rights to sports. Tatums point about the catalogue of marginality is also relevant to the situation. Members of the dominant group, in this case males, take it for granted and do not notice the inequities. Whereas Tatum says that members of the subordinate groups, in this case females, further focus on their difference from the norm and lose belief in their abilities and equal rights to sports. Peoples submission to gender ideologies has led to the persistence of certain stereotypes. A simple example would be the one where girls are supposed to like pink and boys are not supposed to. This can be seen from the fact that the majority of girls schoolbags are sold in pink color, and boys bags can be in any other color but pink. This may seem harmless enough, but consider it that people also submit to the idea that boys like to do sports, girls do not. Or worse still, boys need to do sports to become manly, but girls do not need to, thus they do not need to do sports. This is a common idea perpetuated by many, unknowingly, due to their deep-rooted gender ideologies. As parents give a football to their sons and a doll to their daughters, they are again passing on the wrong message to their children. Although some may argue that parents are giving these gifts based on their childs interests, research has shown that girls and boys between the ages of six and nine are actually equal ly interested in sports. (XXX, intro section) The ideas that women are weak, vulnerable and susceptible have also led to other myths preventing women from taking part in sport. The media, another institution controlled by the dominant group in society, males, have assisted in perpetuating the following myths about women who play sports that they become unfeminine, develop eating disorders, suffer more knee injuries because of weaker female anatomy, and become lesbians. (XXX, intro section) These myths may sound ridiculous to the women of today, but these were real reasons women in the past were prevented from taking part in sport. And definitely, there are families around today who are not supporting their daughters sporting interests due to the fact that women are weak and should not be partaking in vigorous activity. Even within the sporting arena, less rough and less demanding sports were created for women e.g. netball and softball. In the case of netball, basketball was deemed too aggressive and manly, thus, a non-contact s port where players were not allowed to touch each other and leave their boundaries was created for women. Even if girls do persevere in sports, they often find themselves playing with boys and in the minority (need paraphrase). Based on the above circumstances mentioned, girls lack opportunities to play and develop motor skills. As a result, the rate of girls (by age 14) dropping out of sports is six times higher than boys. In such situation, boys do not positively reinforce the participation of girls. Clammer (?) hypothesized that reinforcing of the category race as the dominant mode of social classification is a product of the dominant ideology in Singapore. In this case, males are being reinforced Reinforcing of male as a dominant force in sport reinforces gender as a dominant mode of social classification. The creation and reinforcing of race as the dominant public mode of social classification is itself a product of the dominant ideology or political culture, which is strongly Chinese in its characteristics. 3.3 Gender ideology: Trivialization of women in sports The media, as described above, is another controlling arm of the dominant group in society, and has a big part to play in the trivialization of womens sports. Up till as recent as the 1990s, horses and dogs were accorded more column inches in US sports pages than women. And even now, 90 percent of all sports television hours are devoted to mens sports. Womens events are seen as less important and are less likely to be covered by the media. Only in major competitions such as the Olympic Games, or feminine events such as ice-skating and gymnastics, do we see the achievement of female athletes. And there is a lack of inspirational and positive stories about the triumph of female athletes. All too often, male reporters sensationalize stories of women athletes who challenge men, of women athletes being stabbed or abused, or of women athletes dying from eating disorders. Another way both the media and spectator trivialize womens sport, is seeing it as second rate because women do not have the same power and speed as men. People who persist in such ideas feel that since women cannot perform to the same physical standards as men, they do not deserve the same support. This is an example of how members of the dominant group dictate what the norm for humanity is (Tatum). Although top women athletes have also excelled in their sport through discipline, skill and finesse, some are still not according women with equal recognition. Charles Taylors point of misrecognition comes into focus here. In this case, those who are trivializing womens sport are not giving equal respect and dignity to women, though like men, they are also human beings. Womens efforts in sports are being misrecognised as inferior and not worthy of appreciation. 3.4 Gender Ideology: New factors The gender ideologies that privileged sport as an exclusive male domain and resigned women as weak are not as strong as in the past. However, gender ideologies about the general role of men and women in society are still hampering the progress of women in sport today. Consider a household in this day and age; typically, both husband and wife would be pursuing careers. And still, it is the wife who is the one who has to shoulder the responsibility of childcare and housekeeping. This means, during her limited free time, a working mother who may have the interest and inclination towards sports has to sacrifice her time for her household instead (Teo, 1999). The male in the household still has more freedom for athletic and leisure pursuits, due to the longstanding ideology that women are the housekeepers. 4. Improvements and positives As aforementioned in portions of the essay, the situation has improved considerably over the years. The global womens movement over the past thirty years has helped to challenge the traditional roles that women have and weakened male control over womens lives. The movement has also emphasized that womens lives are enriched when they develop themselves physically and intellectually. These ideas and changes have aided in emancipating women especially in developed nations, encouraging them to participate in and pursue sports. (sport in society) Specifically in the sports arena, there have also been leaps of improvement in the quest for equal rights. In the United States, since Title IX was passed in 1972, women have had a legal basis to push towards equity in college and high school sports. Of course, equity is still not a reality in terms of facilities, programs, funding, and media coverage. But there has been encouraging signs; participation, peer, and self-acceptance of womens sports have all increased in the past 10-15 years. (women, sport and culture). To cite a recent example, the Pakistani womens cricket team won Pakistans first Asian Games gold medal in eight years an achievement that would not have been possible if women in the country did not have decent access to sports (Chang, 2010). This milestone points to the need for even better reform of ideologies and better opportunities for women in developing countries. Achieving gender equity through a multicultural education Multicultural education is a reform process which features the importance of all students despite gender and other social categories having equal opportunity to school (Banks). Stereotypical gender differences in sports have denied girls participation in physical activities. In physical education context, a PE teacher has to understand that the dynamics of gender can influence ones knowledge of students. Failing to do so may result in simplistic prescription of pedagogy (Grant). Teachers being aware of stereotypical perceptions of females in sports can correct the misconception amongst girls that sports is not for them. This can be done through modifying their teaching approaches to encourage girls in class that they can also excel or benefit in sports. 5. Conclusion Although sport participation and the acceptance and support of female athletes has increased exponentially since the late 1970s, future increases are not a given And even now, the reality is that women in some societies still struggle against the traditional gender ideologies that hamper their participation in sport. In developed countries, gender inequities still exist in support, funding, and sport-related jobs. To further effect change, the gender ideologies that are related to sport must be put out onto the table and examined, before any subsequent action can be taken. (sports in society). Multicultural education is a platform for achieving greater gender equity in sports.

Essay --

The two writers start off this article with the analysis of the reasons for the change of student records. There are two categories for the change of student records which are the change of student records before enrolment and that after enrolment. For the first term, it refers to new students who give up the education process. On the other hand, the change of student records after enrolment means once the graduate students reach the limit for a long period of time staying in university and should destroy the records by graduation and completing a course but for variety reasons like disciplines, tutors and students’ own reasons, the graduate students end their records by different means. Besides that, the authors did list the five types of the change of student records: graduation defence, completing a course, studying in school, leaving school and cannot complete a course. Generally, the graduate students from colleges or universities require 3 years for completing their studies as doctoral students need 3 to 6 years in studying while graduate students are 2 to 3 years. From 2005 to 2009,107 graduate students and 117 doctoral students among the newly recruited students of Xi’an Jiaotong University, China give up enrolment (the University recruits 3000 graduate students and 800 doctoral students every year). Therefore, this article further analyses the reasons for the change of student records in the following. A. The analysis of the reasons for the change of student records before enrolment: Statistic the annual average ratio of student who gives up enrolment: 1. 0.6% of graduate students and 2.6% of doctoral students shows that the amount of doctoral students giving up in studying is 2 per cent higher than graduate students. ... ...student record change administration systems. This is the reasonable and human student record administration system made by each university according to their conditions guided by the national macro-policy. This needs the administrators of student records keep pace with the times, summarize experiences and adapt to all kinds of environmental changes and continually correct it. 3) Enhance the initiative of student record administration and carry out warning mechanism. Setting up warning mechanism in student record administration can raise the initiative of teaching administrators and displays that the administration consciousness is strengthened. For example, warn the students half a year or three months earlier before reach the limit time. The tutors and schools prepare the defence work and avoid leaving school passively caused by insufficient time and preparation. Essay -- The two writers start off this article with the analysis of the reasons for the change of student records. There are two categories for the change of student records which are the change of student records before enrolment and that after enrolment. For the first term, it refers to new students who give up the education process. On the other hand, the change of student records after enrolment means once the graduate students reach the limit for a long period of time staying in university and should destroy the records by graduation and completing a course but for variety reasons like disciplines, tutors and students’ own reasons, the graduate students end their records by different means. Besides that, the authors did list the five types of the change of student records: graduation defence, completing a course, studying in school, leaving school and cannot complete a course. Generally, the graduate students from colleges or universities require 3 years for completing their studies as doctoral students need 3 to 6 years in studying while graduate students are 2 to 3 years. From 2005 to 2009,107 graduate students and 117 doctoral students among the newly recruited students of Xi’an Jiaotong University, China give up enrolment (the University recruits 3000 graduate students and 800 doctoral students every year). Therefore, this article further analyses the reasons for the change of student records in the following. A. The analysis of the reasons for the change of student records before enrolment: Statistic the annual average ratio of student who gives up enrolment: 1. 0.6% of graduate students and 2.6% of doctoral students shows that the amount of doctoral students giving up in studying is 2 per cent higher than graduate students. ... ...student record change administration systems. This is the reasonable and human student record administration system made by each university according to their conditions guided by the national macro-policy. This needs the administrators of student records keep pace with the times, summarize experiences and adapt to all kinds of environmental changes and continually correct it. 3) Enhance the initiative of student record administration and carry out warning mechanism. Setting up warning mechanism in student record administration can raise the initiative of teaching administrators and displays that the administration consciousness is strengthened. For example, warn the students half a year or three months earlier before reach the limit time. The tutors and schools prepare the defence work and avoid leaving school passively caused by insufficient time and preparation.

Death Penalty Essay -- essays research papers fc

To Kill or Not To Kill   Ã‚  Ã‚  Ã‚  Ã‚  Man has always depended on punishment to enforce the laws necessary for the survival of both himself and his species. But how can man justify committing murder as a punishment for just that, murder. This is an argument that our modern society has wrestled with for decades. This essay will attempt to shed some light on this highly controversial subject and at the same time, try and put to rest the age old argument of what human morality should allow.   Ã‚  Ã‚  Ã‚  Ã‚  According to a study conducted at the University of Iowa in 1998, states that have the death penalty had the same or higher murder rates as those that don’t. However, some of the lowest crime rates on the planet belong to China, a country to which the death penalty is hardly a stranger. This suggests that if given enough time and stiffer enforcement the death penalty could eventually have significant effects on the crime rate here in North America.   Ã‚  Ã‚  Ã‚  Ã‚  Another good argument against the death penalty is the simple fact that it relies on a justice system that is far from perfect and that unlike other sentences, it cannot be overturned. Statistically, two out of every three death row inmates will later be found innocent and with the introduction of new evidence, such as DNA, this number will only increase. North America’s prison system however, runs on the principle of rehabilitation and since it is believed that for certa...

Comparing Hamlet by William Shakespeare and The Killings by Andre Dubus

Comparing Hamlet by William Shakespeare and The Killings by Andre Dubus Losing a loved one to tragedy, especially two most brutal and malicious tragedies as these, will torture the minds of any and all men. Terrifying thoughts, even carefully planned acts of revenge will plow themselves into your brain. It is how we react to these situations that can and will forever define that man, his life, and his actions. In these two stories, Hamlet's father and Matt Fowler's son are murdered with jealous motives of romance, ambition, betrayal and rage. Revenge captures the hearts of both characters, but in different forms. Hamlet sees his fathers ghost and is told if he ever loved his father he is to ?[revenge his foul and most unnatural murder]?. The brutal slayer of Fowler?s son is out on bail and faces minimal jail time for the life of Frank Fowler, Matt?s youngest son. Matt decides to take the law into his own hands and with the help of a friend, plans and executes the murder of Richard Strout. With the killer of his son bar-hopping around town and his wife broken apart with grief, Matt Fowler loses himself in revenge. He begins to carry an unregistered gun hoping to confront Strout and kill him in ?self-defense?. He is defeated in his professional life, losing his nerve as a hard-working bank manager, unable to look his customers in the eye without shying away in fear and grief. Finally confessing himself to a poker buddy, his murderous intentions rush out onto the table. His friend, who?s sympothy and loyalty may be excessive, agrees to help Matt take his revenge on Strout. Hamlet, instead, seeks his revenge alone. When Horatio, Marcellus, and Bernardo take Hamlet to see the ghost of his father, he follows the ghost... ...n a dish served cold. Though he found the nerve to seek his revenge, I doubt he ever stopped replaying the events of that night in his head, wondering if he did the right thing, and if the pricetag for it was going to be hell or prison. Neither Hamlet nor Fowler forgive the men who wronged them, and their lives, consumed with the idea of injustice, were ruined along with almost everyone else?s. For Fowler, the answer was easy: Kill and don?t get caught. He thought only of the best way to get away with it, forgetting his morals and judgement. I question how hard he thought if he should do it or not. His instincts told him to kill, and that is what he did. Hamlet, on the other hand, fought with himself over and over about how to appropriatly handle his revenge, and opportunity presented itself, as it always does, with time. Regretfully, he was mortally wounded.

Bureaucracy and Democracy

Bureaucracy and Democracy Assuming that the court's interpretation of the law was accurate, do you believe that the state's power to regulate in these matters should outweigh the federal government's right to do so? What, if anything, should be done? No I do not think the state's power to regulate in these matters should outweigh the federal government. Independent Agencies help execute policy or provide special services.Independent Agencies also exist outside of the departments of the executive branch and have three separate branches: Executive – President of the United States, esponsible for administering and enforcing the laws of government Legislative – Congress responsible for the creation of law Judicial – Supreme Court responsible for administering Justice, resolving disputes, and interpreting the law.This system establishes a strong central government, while insuring a balance of power. Agencies can be characterized as being either executive agencies or i ndependent agencies. How do they differ and, from your standpoint, which is preferable in terms of maintaining agency focus and controlling the actions of the agency? Independent agencies are those that exist outside of the departments of the executive branch, executive agencies are not