The United States, The Melting Pot Essay Example For Students

The United States, The Melting Pot Essay The United States has Changed from a Melting Pot to a Vast Culture with Varying Racial Backgrounds. The United States, created by blending or melting many cultures together into one common man, known as an American. Modern communication and transportation accelerate mass migrations from one continent . . . to the United States (Schlesinger 21). Ethnic and racial diversity was bound to happen in the American society. As immigration began to explode, . . . a cult of ethnicity erupted both between non Anglo whites and among nonwhite minorities. (22). Until recently, the only country who has made a multiethnic society work, was the United States. Hector St. John de Crevecoeur said, in America . . . individuals of all nations are melted into a new race of men. Is this still true?The creation of the U.S. . . . was not to preserve old cultures but to forge a new, American culture. (Schlesinger 22). In the 20th century, the melting pot is not working, and the whole idea is under attack (Evans 76). The United States has changed from a melting pot to a vast culture with varying backgrounds. In years before, America was a collection of Chinese, Germans, Italians, Scots, Croats, etc., all craving freedom. Today, even the simple concept of an English-speaking nation is fading off the continent. In the old days, immigrants were taught in English in the public schools. (76). In America today, children are taught in German, Italian, Polish, and 108 other languages. Most of these schools are funded by 139 million federal dollars. Until recently,emigrants in the United States longed for admittance in societys mainstream. Now these groups demand separation from society, to be able to preserve and conserve their customs and languages. The biggest problem with this demand, is whatever accommodation takes place, must be done and accepted by the receiving society (Chavez 60). The increasing accommodations directed toward immigrant culture worries many Americans. Americans fear the special treatment granted to immigrants will effect the unifying force of the country. Today, the trend is toward multiculturalism, diversity and adapting the newcomer, rather than on the newcomer adapting himself or herself to . . . a diverse society (61). Many Americans believe the nation has lost control of its boundaries. Concerned if immigration continues, the U.S. economy will suffer, and that employment will be scarce. Immigrants . . .are flooding the welfare rolls and are heavily involved in crime.(Morganthau 18). The increase number of U. S. immigrants does effect the number of jobs available. The problem is, immigrants are either highly qualified ( take American jobs) or are less than skilled in any field (increase welfare). The view on immigration today is one of a drag on the economy, instead of a lift (18). In 1995, new immigration laws transfigure the American society. As a result, races group together to defend their customs. The current immigration problem also increases the racial tension facing America today. One result of racism in the United States is hate groups and gangs. Both have only one thing in commonviolence! The very use of the term of color which embraces blacks, . . .Asians, Native Americans and Hispanics, . . . many whom are ethnically white implies that these disparate groups are bonded simply by not being of Northern European descent. (Henry III 73). One example of these hate groups is the Ku Klux Klan, known for their hatred toward African Americans, Catholics, and Jews. The growing diversity of the American population makes the popularity of multiculturalism and Political Correctness explode. The main function of this craze is to raise minority self-esteem. Viewed by some, the obstacle this creates is not for the better. Multiculturalism helps unite groups and s eparates them from the rest of the country. . . .Civil liberties and human rights is portrayed as the root of all evil . . . (Schlesinger 3). A positive approach would have Americans stop seeing themselves as members of primarily one ethnic group, gaining their total identity from that group.White or black, Hispanic or Asian, they must envision themselves simply as Americans. Works CitedBrookhiser, Richard. The Melting Pot is Still Simmering. Time, 1 March 1993, p. 72. .u32b30b03bb4c582e65a719f3845f6668 , .u32b30b03bb4c582e65a719f3845f6668 .postImageUrl , .u32b30b03bb4c582e65a719f3845f6668 .centered-text-area { min-height: 80px; position: relative; } .u32b30b03bb4c582e65a719f3845f6668 , .u32b30b03bb4c582e65a719f3845f6668:hover , .u32b30b03bb4c582e65a719f3845f6668:visited , .u32b30b03bb4c582e65a719f3845f6668:active { border:0!important; } .u32b30b03bb4c582e65a719f3845f6668 .clearfix:after { content: ""; display: table; clear: both; } .u32b30b03bb4c582e65a719f3845f6668 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u32b30b03bb4c582e65a719f3845f6668:active , .u32b30b03bb4c582e65a719f3845f6668:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u32b30b03bb4c582e65a719f3845f6668 .centered-text-area { width: 100%; position: relative ; } .u32b30b03bb4c582e65a719f3845f6668 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u32b30b03bb4c582e65a719f3845f6668 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u32b30b03bb4c582e65a719f3845f6668 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u32b30b03bb4c582e65a719f3845f6668:hover .ctaButton { background-color: #34495E!important; } .u32b30b03bb4c582e65a719f3845f6668 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u32b30b03bb4c582e65a719f3845f6668 .u32b30b03bb4c582e65a719f3845f6668-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u32b30b03bb4c582e65a719f3845f6668:after { content: ""; display: block; clear: both; } READ: Neuronal SynapseChavez, Linda, and Cohn-Bendit, Daniel. Multicultural Society: Mosaic or Melting Pot? World Link, March/April 1992, pp. 60-64. Evans, Harold. Melting Pot or Salad Bowl? U.S. News World Report, 31 March 1986, p. 76. Henry III, William A. The Politics of Separation. Time, Fall 1993, pp. 73-75. Morganthau, Tom. America: Still a melting Pot? Newsweek, 9 August 1993, pp 16-23. Schlesinger,Arthur. The Cult of Ethnicity, Good and Bad. Time, Date of issue, pp. 21-23.

Music unit Essay Example For Students

Music unit Essay At this point, you are asked to complete the video Journey questions. Each link (the title of the lab) has a set of questions beneath it. Using the link, answer the questions that follow. Note that links open up a new browser window. Please include the questions and answers when you submit your assignment in the dropped. Use appropriate headings in your assignment. Submit the work as one file attachment. This means you complete all work in one word processing document (e. G. , Microsoft Word) and attach the file using the dropped tool. Submit your work in Unit 3: Lab Questions dropped basket. The answers to the lab questions are worth 10 points. Lab Questions Visit A Guide to Medieval and Renaissance Instruments and read the articles. 1 . The following answers are located in the articles. Read through the articles to answer each question: a. Which instrument looks like a snake? The Serpent b. Which instrument is played by winding a crank? The Hurdy-Gourd c. Which instrument is a loud reed-cap instrument with a double reed? The Resuscitative d. Which instrument has been called the most versatile of Renaissance wind instruments? The Kink e. Which instrument was an instrument used by priests in Biblical times? The Shafer f. Which instrument uses an animal bladder? The Bladder Pipe g. Which instrument uses strings and was used in ancient times? The Harp h. Which instrument uses a bow and originated in Asia? The Rebel 2. Choose five instruments that you havent heard about before or that you want to know more about. Read the article for these five instruments and answer the following questions: a. What is the instrument? The Surnames, The Dulcimer, The Gumshoes, The lizard , The lute b. Describe the instrument. What does it look like? What does it sound like? It looks like a long stick with holes in it. It sounds like they are quiet and soft . The Dulcimer looks like a box with strings and played with sticks. It sounds like its sweet. The Gumshoes looks like a horn with holes in it. It sounds like a soft recorder. Looks like a long black horn with holes. It sounds like its pleasing and foggy. Looks like a large violin without the curves. It sounds like its soft and calm. C. How is the instrument played? Was it used in particular types of music? Alt was played by covering the holes and blowing into it. It was not used in a particular type of music. It is played by hitting the strings with the hammer. It was not used in a particular type of music . It is played by blowing into it and covering up the holes. It was not used in a particular type of music. It is played by blowing into it and covering up the holes. It was not used in a particular type of music. It is played by plucking the strings. It wasnt used in a particular type of music. Music unit 3 lab 2 By Tangential

Roommate Drama free essay sample

As part of your housing application at most colleges, you have to fill out a roommate survey that contains the basic questions: Are you a smoker? Are you a drinker? Are you neat or are you messy? I checked the appropriate boxes and sat back in my chair with a very relaxed feeling. All signs of this survey pointed to the likelihood that I was going to get a roommate whose answers matched up with mine. Worrying about whether I would get a bad roommate or not was no longer on my to-do list before school started. Move in day came and I was so excited to meet my roommate. I had seen pictures of her on Facebook and we had been emailing back and forth about what we should each bring for our dorm room. We had a lot to plan, since we had our own kitchen and bathroom, however we did not have separate bedrooms so our beds were about ten feet away from each other. We will write a custom essay sample on Roommate Drama or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I have had my own room since I was born. Having never shared a room with any siblings before, I had no idea how sharing a room with another college girl would be. My roommate was very nice. We got along great and were a lot alike. But, that was only for the first couple months of school. After semester break ended, we came back in January to a nice cleaned room. We were excited to start our final semester of freshman year and ready for our new classes to start that following Monday. This is where problems arose. Turns out my roommate had made a ton of friends from across the state over break. Little did I know that all those â€Å"friends† she met, would soon be taking over my room and start spending nights at our place. I was locked out of my room many times, so I would have to sit outside the door in the hallway until she came and told me it was safe for me to come in, of course after the guy left our room. I would find empty beer cans thrown behind our dressers and have our room smelling like alcohol mixed with the after scent of puke on our carpet that was not cleaned. We had a different boy in our room every weekend. It even happe ned the weekend my parents came up to visit me. I set my alarm for 8:00 am that Saturday morning just to make sure the guy was awake and would leave the room. I tried talking to her and telling her how I felt about having different boys in here at nights and how it was somewhat uncomfortable, but that did nothing. It was like she did not even listen to me. The problems got so bad that I turned to my Resident Advisor. Unfortunately, my RA was a party hopper and didn’t really care too much about it. If I wanted this solved, I would have to learn how to give and take with my roommate and her â€Å"habits†. I often went to the library if I needed to study since there was too much going on in my room. On weekends, I would go visit my friends at a nearby college and have a great drama free weekend with them. The issues reoccurred throughout the rest of the school year. We did not even talk for the last two weeks of school, including move out day. I packed all my stuff, got it all cleaned out, and had my dad come and help me pack all my stuff into the car. I left with one look back at my side of the room, and without a word to my roommate sitting on the other side. As of today, I have not talked to her once since those couple weeks before school stopped. After semester break, my room was no longer considered â€Å"my room†. It was no longer a place I could do some nice and peaceful studying, or where I could have a good night sleep. We all want to have good roommate experiences so here are some tips on how you can solve your roommate issues if you have any: 1. Talk to each other about your daily routine the first day you move in so you know how each other like to live in their room. 2. If a problem arises, talk to your roommate about it. If you don’t talk about it, nothing will change. Confront her and tell her how you really feel about it and see if you both can come up with a fair and equal solution. 3. If talking to her doesn’t work, go talk to your RA. That is what they are there for. Tell her the problems you are having and why it is bothering you. 4. See if you can spend as little time in your room as possible when your roommate is there. If you are trying to study, go study with a friend in her dorm or at the library. If someone spends the weekend, go visit home or another family member. Better yet, see if one of your friends at a college near you would like a visitor for the weekend. That way you can still enjoy the weekend without having drama attached. 5. If none of these works, contact your housing director immediately. Tell them all the problems, steps you have tried to fix them and that you would like to move into either a different dorm or different building. You can also have your parents be contacted in case you need their permission. 6. Remember, there is always a way to fix the problems. You might have to put in a little effort, but there is always a way.

The Weimar Republic Essay Example For Students

The Weimar Republic Essay Why did the Weimar Republic fail to stand up to Nazism?: PASS NOTES. 2. 1929-1933: The DepressionNAZI STRENGTHS1. What were Hitlers Talents?2. How did the party change following the Beer Hall Putsch?3. How did the party change following the Depression?The 1930s were turbulent times in Germanys history. World War I had left the country in shambles and, as if that werent enough, the people of Germany had been humiliated and stripped of their pride and dignity by the Allies. Germanys dream of becoming one of the strongest nations in the world no longer seemed to be a possibility and this caused resentment among the German people. It was clear that Germany needed some type of motivation to get itself back on its feet and this came in the form of a charismatic man, Adolf Hitler. Hitler, a man who knew what he wanted and would do anything to get it, single-handedly transformed a weary Germany into a deadly fascist state. We will write a custom essay on The Weimar Republic specifically for you for only $16.38 $13.9/page Order now In order to understand why exactly Hitler was able to make Germany a fascist state, we must study the effects that the end of World War I had on the country. Germany was left devastated and vulnerable at the end of the war. The Treaty of Versailles had left the country without a military and with a large debt that it just couldnt pay. Aside from that, it was forced to withdraw from its western territory where most of its coal and steel were located. This was a major implication for Germany because without these resources, it had no industrial growth (steel and coal are the forces behind industry), which meant that there was no money going into its economy. Without any economic development there was no way that Germany would be able to get out of debt. The Allies did not make any effort to help Germany during this time and left Germany to fend for itself (they seemed to be aware that this had been a mistake by the end World War II when they helped Japan out of its economic crisis; thi s is an example of history influencing future actions). The humiliation imposed by the victors in the World War I, coupled with the hardship of the stagnant economy, created bitterness and anger in Germany (Berlet 1). This is the reason that, when the Allies tried to establish a new government in Germany, the German people were less than eager to embrace it. The French Revolution was a prime example that without a participant culture, there is no stability. Therefore, it is no surprise that the Weimar Republic failed so miserably in Germany. When it was introduced in 1918, it had the potential of molding Germanys government into a modern institution. It consisted of regular elections (this would later be referred to as the Reichstag), a proportional representative electoral system, and checks and balances. It was almost flawless as a formula for creating a modern institution but it did not make Germany stable by any means. Herein lies another lesson that many countries have learned the hard way: a modern institution does not, in itself, guarantee that a country will become stable. In Germanys case, there was no participant culture and, as a result, no trust in the government and no efficacy. Germans believed that people within their country were conspiring against them. They did not trust the government in the least and because of this suspicious attitude sought a scapegoat to blame for their suffering (the scapegoat, as we now know, would turn out to be the Jew). Germany was slowly falling apart and could not handle another crisis. Unfortunately, the Depression of 1929 was inevitable. It was also unfortunate that Keynsionism had not yet been conceived for, if it had, Germany might not have dug itself into a bigger hole. Because of its impoverished state and its inability to pay its reparatory debts, Germany began to produce more and more money until inflation was so high that its money became almost worthless (had Keynsionism been developed Germany may not ha ve gone into such a devastating depression). By 1933 the economy stood on the brink of collapse, with an economy which should, realistically, have long since declared itself bankrupt (Frei 163). Now Germans felt that the so called democratic system had brought them nothing but trouble and this paved the way for Hitler and his Nationalist Socialist Party (which would later be referred to as Hitlers Nazi party, a party that was centered around ideological fascism) (Berlet 1). There is no denying that Hitler took advantage of Germanys instability. He appeared at a time when Germany needed someone to give it a solution to its problems. The first action he took was to assure the German people that they were not at fault for any of their dilemmas. According to Hitler, there was an internal enemy amongst them that had caused all of Germanys powers and was to blame. Hitler identified Germans as good and superior while he marked the enemy as evil and inferior. This served to once again infla me the Germans so that their nationalism was now at a maximum and also made them more susceptible to Hitlers charismatic personality and his ideas. Events were now changing; Germans could now focus their attention on an enemy they could actually attack (they didnt trust the government but aside from not participating, there wasnt much else they felt they could do). Once Hitler had captivated the attention of the German people by giving them a common enemy, it was time for him to put his plan into action. With propaganda and promises of a brighter future, Hitler was appointed Reich Chancellor in 1933. It must be noted that Hitler won not so much because of his propaganda, he was just beginning that phase of his plan, but because the Germans were not interested in voting for any other political party that represented the government they mistrusted. Thats why they opted to vote for the National Socialist German Workers Party, which would later be known as the Nazi party (Frei 2). As so on as he was appointed, Hitler focused his attention on reinforcing the beliefs that Germans already had. A common misconception is that Hitlers propaganda implies nothing less that the art a persuasion, which serves only to change attitudes and ideas (Welch 5). This is not so. He didnt persuade the Germans that nationalism was a solution or that democracy was a sham. The Germans, as a result of the lack of efficacy and trust, had already formed these ideas. Hitler was only smart enough to see that there was a way to use these ideas to his advantage. .ubc46eca34203ec880b8762b3c5e79041 , .ubc46eca34203ec880b8762b3c5e79041 .postImageUrl , .ubc46eca34203ec880b8762b3c5e79041 .centered-text-area { min-height: 80px; position: relative; } .ubc46eca34203ec880b8762b3c5e79041 , .ubc46eca34203ec880b8762b3c5e79041:hover , .ubc46eca34203ec880b8762b3c5e79041:visited , .ubc46eca34203ec880b8762b3c5e79041:active { border:0!important; } .ubc46eca34203ec880b8762b3c5e79041 .clearfix:after { content: ""; display: table; clear: both; } .ubc46eca34203ec880b8762b3c5e79041 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ubc46eca34203ec880b8762b3c5e79041:active , .ubc46eca34203ec880b8762b3c5e79041:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ubc46eca34203ec880b8762b3c5e79041 .centered-text-area { width: 100%; position: relative ; } .ubc46eca34203ec880b8762b3c5e79041 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ubc46eca34203ec880b8762b3c5e79041 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ubc46eca34203ec880b8762b3c5e79041 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ubc46eca34203ec880b8762b3c5e79041:hover .ctaButton { background-color: #34495E!important; } .ubc46eca34203ec880b8762b3c5e79041 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ubc46eca34203ec880b8762b3c5e79041 .ubc46eca34203ec880b8762b3c5e79041-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ubc46eca34203ec880b8762b3c5e79041:after { content: ""; display: block; clear: both; } READ: Our Town Essay SummarySo what was behind Hitlers fascist ideology? Hitler saw that the democratic Weimar, which ceased to exist after the Reichstat was burned down, had left the Germans in a state of bitter discontent and decided to use that to use this information to appeal to the German people. His political party opposed all that was represented by democracy (this is, essentially, everything that the French Revolutionaries upheld: liberty, equality, fraternity) (Berlet 1). Because of the problems the Germans had under democracy, Hitlers party, fascist or not, was more favorable. Hitler was also able to establish a fascist state masking the dark side of fascism: he claim ed to do everything in the name of the German nation (Berlet 1). Therefore, when he decided to suspend basic civil rights he did so claiming that it was for the good of the nation and when the Reich government was empowered the philosophy was that it was done so in order to re-establish safety and orderto the states (Frei 37). Even when he established concentration camps he did so while assuring the German people that it was legally based on the decree For the Protecion of the People and the State (Frei 43). Had the Germans not been so wrapped up in the euphoria that resulted from nationalism, they might have reflected on what was happening and it would not have been so easy for fascism to seize the state. Most Germans never complained because the theory seemed nice: everything for the good of the country and anything to make Germany the great nation it was destined to become. Hitler was also successful in having the German people trust him. There goes that word again, trust. While the working class trusted Hitler because of his ostensible support for the industry, the elite trusted him because of the alliance they held with the Nazi party (Berlet 1). Hitler created an illusion of a modern institution (for a time it seemed stable because the economy rose slowly after Hitler came to power) but he also had the trust of the people, something the government under the Weimar Republic never had. That is one of the most important reasons that fascism was so successful. While Weimar was a lesson that a modern institution is not enough to produce a stable nation, the Third Reich was a prime example that trust in government goes a long way. Once Hitler had gained Germanys trust and loyalty he was able to accomplish what others could not. With this trust Hitler had successfully disposed of all opposition and, moreover, had stabilized his rule in a way thatalmost no one would have believed possible (Frei 27). The rest was just propaganda. Although the ideologies behind fa scism were murder, hatred, misery, and discord, Hitler spoke of reconciliation, introspection, coming together and revival (Frei 52). When Hitler spoke, he did so as if her was selling a new and improved product which, in a way, he was. As previously stated, Hitler wasnt introducing ideas that Germans hadnt already thought of. He was just making them more appealing to Germans. Before, Germans thought of fascist ideas but believed them to be too extreme to support. When Hitler talked of fascism (the one he had masked as crucial to empowering Germany), euthanasia no longer seemed wrong because it was necessary to rid the country of the enemy. Giving up basic God given rights was not a problem because it was all for the good of the country (sacrifice the individuals rights for the nation). Many reason that Germans were a cold-blooded people who were fascist and cruel by nature. This is not so. Most Germans were seeing fascism through rose colored glasses (indeed this is the way Hitler wanted it) and justified the actions they were taking with nationalistic explanations. To the typical pro-Nazi German it was illogical to believe that what he/she was doing was wrong; after all, it was for the good of Germany so it had to be good, right? It was, indeed, a pleasant dream but when Germany was faced with yet another loss after World War II, it had to face the harsh reality that it had been its own enemy. .u9bef0eedef8cd67b1eee8099739371f0 , .u9bef0eedef8cd67b1eee8099739371f0 .postImageUrl , .u9bef0eedef8cd67b1eee8099739371f0 .centered-text-area { min-height: 80px; position: relative; } .u9bef0eedef8cd67b1eee8099739371f0 , .u9bef0eedef8cd67b1eee8099739371f0:hover , .u9bef0eedef8cd67b1eee8099739371f0:visited , .u9bef0eedef8cd67b1eee8099739371f0:active { border:0!important; } .u9bef0eedef8cd67b1eee8099739371f0 .clearfix:after { content: ""; display: table; clear: both; } .u9bef0eedef8cd67b1eee8099739371f0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9bef0eedef8cd67b1eee8099739371f0:active , .u9bef0eedef8cd67b1eee8099739371f0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9bef0eedef8cd67b1eee8099739371f0 .centered-text-area { width: 100%; position: relative ; } .u9bef0eedef8cd67b1eee8099739371f0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9bef0eedef8cd67b1eee8099739371f0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9bef0eedef8cd67b1eee8099739371f0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9bef0eedef8cd67b1eee8099739371f0:hover .ctaButton { background-color: #34495E!important; } .u9bef0eedef8cd67b1eee8099739371f0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9bef0eedef8cd67b1eee8099739371f0 .u9bef0eedef8cd67b1eee8099739371f0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9bef0eedef8cd67b1eee8099739371f0:after { content: ""; display: block; clear: both; } READ: Hemorrhoids EssayIt is clear that fascism in Germany was a lesson in the complexity of the modernization theory. Germany was a reminder that you can have a good modern institution but without trust theres no efficacy and without these factors the formula just does not work. Germany was left vulnerable and had to deal with its problems the best way it could. All that was needed was a charismatic man and good propaganda for Germany to become a fascist state. Germany as a fascist state taught us that the success of democracy in one country does not guarantee its success in another country. Not only were the Germans forced to look upon their past as consequences of their actio ns but so were the Allies. The events that led to Germanys becoming a fascist state were hard lessons for the Allies and were remembered when Germany and Japan were defeated in World War II. Works CitedBerlet, Chip. What is Fascism? http://remember.org/hist.root.what.html. Frei, Norbert. National Socialist Rule in Germany. Translated by

Some Personal Narrative Essay Samples

Some Personal Narrative Essay SamplesIf you are going to write a personal narrative essay, here are some samples of a personal narrative essay that you can find online. The best thing is, no matter what type of story you are going to tell, these will be a few links that you can click to get the information you need.First, is a sample of a personal narrative essay. In this article, you are going to see a story about a woman who has lost her mother, and has recently had to move back into her parents' home. The one thing that this woman was always loved for was her love of music, and she decided to write her story about her life as a musician, which was published in her mother's journal.This woman, through the journal, had the opportunity to see her life from her perspective. This allowed her to write a story of her life through a different, more feminine lens. After writing the story, she asked her mother if she could publish it in her daughter's journal, which she did, and she says it was very well received.Second, is a sample of a personal narrative essay, written by a father who was looking to celebrate his son's birthday. He chose a song for the song of the birthday and thought that his son would really enjoy the song, so he used a story as a sample of a personal narrative essay.His son chose the story very well and loved it, so he used it again when he wrote a poem. The poem turned out so well, that it won the top prize at the local high school poetry contest.These two examples are just two of the many writing samples that you can find on the internet. If you can imagine telling your favorite childhood story to a child or telling a story from a friend, you can do the same thing and include a sample of a personal narrative essay to include in your story. There are many ways that you can use a story to write a personal narrative essay, so consider them all.Whether you are writing a personal narrative essay about the past, present, or future, there are many sit es that can help you come up with the story that you need to tell. Some sites have already found a way to record your writing and can provide a sample of a personal narrative essay to you, so use them, or you can get another writing sample from a sample website.

Morality In Cat On A Hot Tin Roof Essays - Cat On A Hot Tin Roof

Morality In Cat On A Hot Tin Roof Essays - Cat On A Hot Tin Roof Morality In Cat On A Hot Tin Roof The dominant morality in Tennessee Williams Cat on a Hot Tin Roof can not be discussed in terms of a single, easy-to-understand theme. Rather, I detected a number of disturbing themes in this play which, unfortunately, also seem to be present in our modern society. These themes explain much of the behavior we see today, both in our elected officials and in our own private lives. They include the willingness to engage in back-stabbing and flattery to get what we want, the attempt to escape reality by indulging in alcohol and drugs, the tendency for married couples to remaining together in meaningless or even violent relationships, and the tendency of people who become materially wealthy to turn into total jackasses. One of the most obvious moral conflicts in Cat on a Hot Tin roof is visible in the campaign by Gooper and Mae to gain the favor of Big Daddy, while at the same time discrediting Brick and Margaret. They try to twist the facts in order to portray themselves to Big Daddy as the most qualified heirs for the inheritance. For instance, they try to imply that just because they have five children (with a sixth on the way), they are therefore responsible family people who will take good care of the plantation. At the same time, they cleverly argue that because Brick and Margaret have no children, they would not be responsible in managing a large estate. Gooper and Mae act as a public relations team, flattering Big Daddy while tearing down their competitors at every opportunity. The excel in back-stabbing and flattery, yet they are always careful to maintain the appearance of being polite and civilized. To a lesser extent, we also see the same theme of hypocritical behavior on the part of Reverend Tooker and Doctor Baugh, both of whom engage in flattering Big Daddy in the hopes that he will include them in his will. I dont think we have to look very far in our own world to see the consequences of a society which approves of back-stabbing and flattery as a way of getting ahead. All the worlds newspaper headlines are full of stories on a daily basis of politicians and other individuals in positions of responsibility who abuse and betray the people who count on them. And along with the growth of professional liars (politicians) weve also seen an explosive growth in numbers of lawyers whose job, of course, is to write lots of fine print to hold each of us accountable, because nobodys word of honor means anything any more. Another dominant moral theme in this play, is the willingness of married partners to exploit and hurt each other. We see this unhealthy attitude toward marriage between Brick and Margaret. For instance, Brick reminds Margaret that they are living together only because she has agreed that they do so in name only. When Margaret complains that this sort of phony relationship is not what marriage should be all about, Brick coldly suggests that she go out and have an affair to keep herself sexually satisfied. Margaret, to her c redit, is not willing to pursue this sort of shallow relationship. She tells him that she wishes to have a normal sexual and loving relationship with him, but that until that time she would prefer to remain a cat on a hot tin roof, being frustrated and angry with the whole situation but hopeful that things will change. Brick, however, as in the case of so many alcoholic wife-abusers, does not appreciate the devoted mate he has in Margaret. He is bitter and cold, and expresses his amazement that Margaret could possibly want to have a child with a man who hates her. However, amazingly, Margaret stays with him in spite of his abuse. In the real world today, we also see many relationships in which couples do not show each other the respect they should. Men continue to batter and abuse women, and society doesnt seems to really care. On the other hand, many married women feel helpless or financially dependent and so they stay married to total jerks, hoping against hope that they can chang e

How to Answer ACT Reading Questions 5-Step Guide

How to Answer ACT Reading Questions 5-Step Guide SAT / ACT Prep Online Guides and Tips The ACT Reading section is challenging for many students because of the intense focus required to answer questions accurately in such a short time frame.Quickly getting to the root of each question is tough, but it's definitely a skill that you can learn with practice. This guide will present an example-driven step-by-step process for interpreting ACT Reading questions and give you the inside scoop on some of the sneakiest tricks the Reading section has up its sleeve. What’s in This Guide, and Who Is It For? This guide provides a step-by-step outline of how to approach ACT Reading questions and determine exactly what they’re asking.The steps can also function as tips in isolation.You won’t need to complete all of them for every question (especially because the ACT is so fast-paced and the questions are typically pretty straightforward), but I think understanding this process before the test will help you to get through questions that confuse you at first glance. The second part of the article lists a few tricks the ACT Reading section has up its sleeve. You should learn to spot them so you can avoid making careless mistakes.If you tend to have difficulty with the ACT Reading section (or reading isn't your strong suit in general), I’d recommend taking a look at the steps and tips in this article.They'll give you a nice confidence boost on the test! Step-By-Step: How to Break Down ACT Reading Questions This is a comprehensive step-by-step process that you can use to understand and answer ACT Reading questions.Here’s the question I’ll be using as an example: Which of the following most clearly distinguishes between the â€Å"two ways† suggested by the author’s assertion that â€Å"we can’t have it both ways† (line 54)? A. Women haven’t until recently been allowed to see the depths in Shakespeare, but nobody bothers to read Shakespeare anyway.B. Women haven’t written as well as men because they’ve been too busy being spouses, but nobody takes time to read women writers anyway.C.Women haven’t written as well as men because they have not had the same educational opportunities, yet there are many great women writers no one reads.D. Women have always had an abundance of Shakespeares, yet have not experienced the kind of education it takes to appreciate Shakespeare. Step 1: Do a Quick Read of the Question (and the Relevant Line Numbers If Applicable) First, read the question to get a more general sense of what it’s asking. On the ACT, many questions are clearly worded, so it’s not necessary to go through all the additional steps to interpret them.This should serve as a checkpoint to gauge the difficulty level of the question and how much time you need to spend dissecting its meaning. If you’re given a line reference number, revisit the line and the paragraph where it occurs to jog your memory about the context.Here’s the paragraph we need to revisit for this question (line 54 is bolded): For the fact is that we can’t have it both ways. Wecan’t simultaneously espouse the line that womenhaven’t until recently been allowed the depth of education and experience to become Shakespeare, while alsoclaiming that we really have an abundance ofShakespeares, if anybody would just take the time toread us. Now that you've grounded yourself with a basic idea of what you’re looking for, you can dig into the meat of the question (ew). This is what I pictured while writing thatlast sentence (and it's also what the expression on my face looked like). Step 2: Underline Important Terms and Phrases Let's start looking at the nitty-gritty of what exactly the question is asking. In this step, we'll underline the most important terms and phrases.These might include: Words and phrases that indicate main idea or detail questions: Summarizes Lists States Paraphrases Main point Primary purpose Point of view [Number] paragraph EXCEPT or LEAST Compare or contrast Words and phrases that indicate inference questions: Can be inferred Suggests Implies Is meant to Represents [Most nearly] means Words and phrases that indicate questions about author/character intention or feelings: Establishes Indicates Illustrates Distinguishes between ([Character] or [author]) feels Could be characterized Agree or disagree Mood and tone For the sample question, these are the parts I would underline: Which of the following most clearly distinguishes between the â€Å"two ways† suggested by the author’s assertion that â€Å"we can’t have it both ways† (line 54)? We know for this question we’re looking for a description of the contrast between the â€Å"two ways† cited in the passage.The function of the correct answer choice (distinguishing between), the actual subject of the question (â€Å"two ways†), and the reference spot in the passage (line 54) are the key aspects of this question that could be underlined for clarity. Important tip: Don't underline a million things in the question. This step is useless if you're not emphasizing specific parts. In a parallel case, whoever overzealously highlighted this book is going to be extremely frustrated when they try to study later. Step 2.5: Rephrase the Question (If Necessary) This is an optional step that I would suggest taking if you still aren’t completely confident that you understand what the question is asking.Since you’ve underlined the most important parts, you should be able to rephrase it in a way that’s more easily digestible. For the sample question, this might look something like: Which answer choice describes the contrast between the â€Å"two ways† outlined by the author in the 5th paragraph? At this point, you have enough information to start thinking about potential answers. Step 3: Consider Relevant Evidence in the Passage and Make an Answer Prediction Now that we know what the question is asking, it’s time to look back at the passage and see if we can make any predictions about the answer.Look at the surrounding context, not just the specific line or lines mentioned in the question.Once again, here’s the paragraph we need to look at to find the answer to this question: For the fact is that we can’t have it both ways. Wecan’t simultaneously espouse the line that womenhaven’t until recently been allowed the depth of education and experience to become Shakespeare, while alsoclaiming that we really have an abundance ofShakespeares, if anybody would just take the time toread us. The incompatible â€Å"two ways† described in the paragraph are: 1. Women haven’t been given the same educational opportunities as men, and this accounts for the existence of fewer famous female writers. 2. There are just as many female literary greats out there as male, but their works are ignored by society because of gender bias. The answer choice that we’re looking for will present the incompatibility of these two conceptions of the situation. It would be something like: Women don’t produce as many great works of literature as men due to lack of educational opportunity. Vs. Women’s contributions to literature would be considered as great as men if their work was given more exposure. *Writes great work of literature only to realize it's been smudged beyond recognition by absurdly puffy dress sleeves* Step 4: Eliminate Incorrect Answer Choices We know what we’re looking for, so we can move on to ruling out three of the four answer choices: Which of the following most clearly distinguishes between the â€Å"two ways† suggested by the author’s assertion that â€Å"we can’t have it both ways† (line 54)? A. Women haven’t until recently been allowed to see the depths in Shakespeare, but nobody bothers to read Shakespeare anyway.B. Women haven’t written as well as men because they’ve been too busy being spouses, but nobody takes time to read women writers anyway.C. Women haven’t written as well as men because they have not had the same educational opportunities, yet there are many great women writers no one reads.D. Women have always had an abundance of Shakespeares, yet have not experienced the kind of education it takes to appreciate Shakespeare. Let's go through each of these choices based on the information we've learned so far: Choice A can be eliminated because the â€Å"two ways† have nothing to do with Shakespeare’s works specifically.Shakespeare is only mentioned as a stand-in for famous writers in general.Although the first part of the answer is almost in line with one of the issues mentioned (women not having access to education), the second part doesn’t work. Choice B can be eliminated because of the first part of the sentence.The author doesn’t say anything about women being too busy being spouses to craft great works of literature. Choice C looks correct based on our predictions.It checks out both for the first claim (women haven’t written as well because they haven’t had the same educational opportunities as men) and the second claim (there are lots of great women writers out there, but no one gives them a chance). Choice D can be eliminated because it’s too focused on the Shakespeare aspect of the author's statement.As I said earlier, Shakespeare is used simply as a representative for all well-known and well-respected literary talents. How do we know Shakespeare wasn't just a bearded lady? I imagine hair removal was more difficult back then, and this is one pretty dude. Step 5: Commit to a Final Answer Based on our findings in the previous step, it looks like Choice C is the one we want. Before bubbling it in, read over the question and chosen answer one last time to ensure that everything makes sense, and there are no careless mistakes. It's always a good idea to double check the question and answer before you commit so that you don't miss anything! Not So Fast...Look Out for These Tricks If you follow the steps in this article, you shouldn’t fall for the ACT’s tricks, but considering the fast-paced nature of the test, you’re bound to rush through a few questions. If you don’t pay attention to exactly what the question is asking and what the evidence tells you, you could run into trouble.Be wary of: Half-Correct Answers Often when the answer to a question has two or more parts, some of the choices will be partially correct.This can be tricky because you might start reading an answer choice, notice that it lines up with what you predicted for the answer, and bubble it in without noticing that part of it doesn’t make sense. This could have happened on the question we just answered.In Choice A, the first part of the answer made some sense, but we found that the second part was wrong, and Choice C was actually the correct answer.To avoid falling for this trick, read through all parts of every possible answer carefully before committing to your choice. This looks like a nice solid roaaaaaaaahhhhhh (metaphorical representation of what will happen if you don't read carefully) Superfluous Details (or Overly Specific Ones) Sometimes the ACT likes to insert little sneaky incorrect details into answers that look correct at first glance. Take this question, forexample: Choice F is the correct answer even though Choice J may appear more specific and accurate if you don’t look at the details too closely.Choice J mentions numbing the spinal cord, which is a more detailed description of the process than Choice F’s generic â€Å"release of chemicals.†However, its inclusion of the pituitary gland in the second part of the answer makes it incorrect. The chemicals do â€Å"block pain signals in the spinal cord,† but the pituitary gland is only referenced when the passage states that acupoint stimulation sends impulses there.The chemicals don’t prevent signals from being sent to the pituitary gland, so Choice J is wrong-o.To avoid falling for this, use process of elimination to rule out all answers that give even the tiniest extra details that don’t make sense in the context of the passage. I wonder how acupuncture was even discovered in the first place. If I'm trying to get some pain relief, the last thing I think about is stabbing myself with tiny needles. LEAST or EXCEPT Questions Some questions on the ACT will ask you what the answer is NOT. This is perhaps the most classic variety of tricky question. Here's an example: Even though the words "least" and "except" are in all caps, many students miss these key words by not reading carefully enough. If you notice a LEAST or EXCEPT in a question, make that the first thing you underline.As you go through the answer choices, clearly cross out any options that accurately reflect the information in the passage. These questions are generally on the easier side if you don't get confused by the trick! Objective Truths (but Inaccurate Answers) The ACT likes to include answers on the Reading section that might look good to you if you skipped straight to the questions.These answers include real facts or very reasonable assumptions that would look like logical choices if you didn’t consult the passage directly.Here's an example: If you were rushing through this passage and only looked at the question, you might be tempted by almost all of these choices. Choice A includes a specific name, which makes it seem like it's directly related to the passage.Choice B also sounds logical at first glance. People in the 18th century were probably impressed by unusual weather because there wasn’t that much else around for entertainment value.Choice C is kind of weird, so it’s a less likely temptation, but it’s still something that you could think was plausibly true. Here’s the actual section of the passage the question references: Choice D is the correct answer because it accurately explains the purpose of the quote in the context of the author’s larger point.But you can see how the â€Å"truthiness† of the first few choices might confuse you if you didn’t read thoroughly. ALWAYS be vigilant in your search for direct evidence. Just because something is true or logical out of context doesn’t mean it’s the answer you want! Prepare for the best BRAINstorm in memory on the ACT. Conclusion Reading questions on the ACT can be misleading at times, so it's smart to have an effective way of breaking them down before you take the test. Once again, here are the steps you might take to dissect and conquer challenging questions: Step 1: Do a Quick Read of Question (and Relevant Line Numbers if Applicable) Step 2: Underline Important Terms and Phrases Step 2.5: Rephrase the Question Step 3: Consider Relevant Evidence in the Passage and Make an Answer Prediction Step 4: Eliminate Incorrect Answer Choices Step 5: Commit to a Final Answer As you follow these steps, be on the lookout for ACT tricks that might throw you for a loop. Examples include: Half-Correct Answers Superfluous Details (or Overly Specific Ones) LEAST or EXCEPT Questions Objective Truth (but Inaccurate Answer) What's Next? Want more tips? Check out our ultimate prep guide to ACT Reading, which includes every article we've written about this topic. If you're in a time crunch, read this article on how to cram for the ACT and (potentially) raise your score 4 points in 10 days! Practice tests are the most critical study weapons you have in your arsenal. Learn how you can use ACT practice tests to improve your score in just 20 hours. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: