In what ways is Act III Scene ii one of the key scenes in Shakespeare's play "Hamlet"?

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In Shakespeare's plays, there are many important scenes. In "Hamlet" one of the most important is Act III scene ii. This could be because it is a "key" scene in the fact that in unlocks a path for which the rest of the play will follow course. Or that it is a "key" scene because of its content, like the fact that it contains a play-within-a-play ect.

In my essay, I will discuss both of the point stated.

The main point of this scene is to see whether the Ghost seen in Act I Scene ii is telling the truth, or, if he is just an evil spirit, taking the form of Hamlet.

In this scene hamlet uses the play as a device with which to see if Claudius is guilty of murdering his father if not. He has the players act a scene like the ghosts account of how he was murdered. He and Horatio observe Claudius's reaction to the play and see if he reacts to it. We can tell that Hamlet thinks that he will react because he says

"…I have heard that guilty creatures sitting at a play have by the very cunning

of the scene been struck to the sole, that presently they have proclaimed their maletacions"

but there are also many differences between the "play-within-the-play" and what hamlet is told by the Ghost. Hamlet cannot have the actors play out the exactly what was said, because or else Claudius will know that Hamlet knows that he murdered his own brother, and that Hamlet wants to kill him.

One of the differences is that the prisoner, Lucianus, is not actually the kings brother, nut his nephew. The prisoner also "woos the Queen with gifts"; this does not happen in the play. The Queen also seems harsh to the idea of marring again, but in actual fact, she does not.

When Claudius is watching the play, the reacts to the scene when the Player King (sleeping in his orchard) Is poisoned by his nephew, just as hamlet had planned. Claudius starts calling for "Light" This could have many different meanings, "Light" could mean goodness or forgiveness, and he is seen in the next scene to be praying for forgiveness. Hamlet is delighted that his plan has worked, and that Claudius has revealed his guilt.

Hamlet asks if the king is frightened by "false fire", this could be like false fire in a gun, when there is no gunpowder (he is afraid of nothing).

At the start of this scene, Shakespeare gives advice to actors though Hamlet. We know this because the lines 1 to 6 were added to the play in a later edition. These likes also do not add to any of the plot.

Fellow playwrights of Shakespeare would have witnessed the play. He then states what the problems with acting are. These problems

The Problems of acting in Shakespeare's day

There were many problems in the standard of acting in Shakespeare's day. This

can be deduced by the extra lines that were added in Act III Scene ii lines

1-6.

People who used to act in plays at the time often shouted (as to be heard over

the talking and noise of the crowd). Shakespeare says that town crier might as

well act the plays, as they would be just as loud.

The actors also over did (over played) emotion, and that they weren't being

natural in the way that they acted, they weren't "Portraying nature" because no

one naturally.

In this scene, Hamlet reacts with many of the other characters in the play. It shows that he is a very witty character, always resorting to puns.

We can tell a lot bout how the stage was set up, and how theatre parts were played. Limelights were used to light the stage form below. When hamlet says "what, frightened by false fire?", false fire also refers to the "false fire" used to light the stage.

The fact that Shakespeare used original stories to base his plays on is also shown in this scene. Hamlet uses an earlier story to write his playa.

This scene also introduces a vicious circle to the play. Hamlet (wants to kill) Claudius (who tells) Leurties (to kill) Hamlet ect. This is a truing point in the play, where it is sent in a different direction than the audience think.

It is rare to have a dumb show, or play-within-a-play, within a play, and Hamlet is one of two Shakespeare plays which has one, the other one being A mid summers night dream. It is an important part of this scene because it is the only time within the entire play that we see the murder, after all, this is a play about murder. Before all we knew about the murder was what the Ghost tells Hamlet. It is one of the few examples what a dumb show was like during Shakespeare's time.

The dumb show was shown before the play to introduce it, like a program is used today. It was used to make people understand the main concept of the play.

During lines 46 to 64, Hamlet talks to Horatio about them being friends, and then, on line 64, says

"Something too much of this"

He says it like it is not a manly thing to be talking about. So men did not play sentimental parts on stage.

After the play has taken place, Guildenstern and Rosencrantz call Hamlet to his mother. He then accuses both of them of lying to him. They deny this, but know that they are. Hamlet says that lying is as easy as playing a flute. He then shows this to the audience by playing with Polonius, asking if he can see the cloud shapes in the sky, which obviously do not look like anything, and then changing his mind. Polonius then agrees with everything that he is told.

Hamlets soliloquy is used in communicating his current emotional state to the audience because it reveals the true nature of Hamlets feelings; not only through the diction but also through the imagery, language and underlying messages of the text. It successfully highlights the divisions of character of Hamlet whilst aiding the audience in building a connection with him.

The play dealt with contemporary issues at the time. The question of who would succeed Elizabeth the Ist was an important one at the time. The play deals with the murder of a king, which would have been shaking to the audience because of its subject, a king was appointed by God, and if he was killed, it would be like disobeying God.

In he play, when all of the royal family is dead, Fortinbras claims the throne and becomes king of Denmark, Fortinbras is a prince form Norway.

"..with sorrow I embrace my fortune. I have some rights of memory in this kingdom, which now to claim my vantage doth invite me."

This, in Shakespearian times, would have been the happy ending to the play. The throne was taken over by someone with royal blood, who had been appointed by God.

One of the most important, or key, scenes in the play "Hamlet" is Act II Scene ii. This is because of many reasons. It changes the course that the play takes because of the fact that Hamlet now knows that the Ghost seen in Act I Scene ii is telling the truth. He will then try and kill Claudius. It is also important because it revels a lot about how the art of acting was conducted in Shakespeare's time.

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Lord of flies

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LORD OF THE FLIES/RITE OF PASSAGE

Section 1-Theme

Lord of the flies, written by William Golding, is a suspenseful and entertaining novel that relates a lot with the book that I've read called Rite of Passage by Richard Wright. Both of their contents compare to each other in many cases. On keeping with several of Wrights black hero's, Johnny is jolted out of his innocence into the stark realization of the world as a hostile place, when he escapes from home, and is on his own. This theme in the novel is extremely similar to the theme in Lord of the Flies, when a group of boys get violent on an island where no adults live. They both revolve around the theme of evil. Such as in both, the main characters/ character loose their innocence during the entrance to reality in the world and what it's all about. The difference although is the fact that a part of Rite of Passage deals with racism as its form of evil, whereas in Lord of the Flies, it's more about power or survival of the fittest and violence. "Somehow it feels better" Skinkie one of the black kids in Rite of passage said . When he spoke those words he was answering Johnny, the main characters question about mugging white people rather than black. "But the island was scorched up like dead wood-Simon was dead.." We see here, that at the end of the book, evil shows itself, as the way the boys finally leave the island.

Section -Development

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As said in section 1, evil, taking part as the theme in both of the novels, compare and contrast to each other in both of the books. A good way, in which I am able to explain this, is through two literary elements, such as character and setting. I've decided to chose Jack Merridew as my character from Lord of the Flies and Johnny Gibbs as the character in Rite of Passage. Jack Merridew is known as the chief of the leader on the island. Jack compares to Johnny in some ways but not all. Jack is described by Golding as tall, thin, and bony; and his hair was red beneath the black cap. His face was crumpled and freckled, and ugly without silliness. Out of this face stared two light blue eyes, frustrated now, and turning, or ready to turn, to anger. Jack is the leading advocate of anarchy on the island. Jack is the leader of the savage tribe which hunts the pigs. He supports the notion that one's desires are most important and should be followed, regardless of reason or morals. Jack is the kind of person which Golding believed everyone would eventually become if left alone to set one's own standards and live the way one naturally wanted. Golding believed that the natural state of humans is chaos and that man is inherently evil. When reason is abandoned, only the strong survive. Jack personifies this idea perfectly. He is domineering and lacks restraint at times. He does have leadership; it's almost as if he is "power hungry". The conflict that arises between Jack, is with another character named Ralph, about who will be leader. Id say that in my opinion Jack is a dynamic character because the seeds of evil were always there to begin with. Even though he does in fact become as one would say "eviler", this is only but in degree not in kind. As for Jack's credibility, he could easily represent what a person could really be like. It's very credible for everyone to become savage, especially when freedom comes around.

Johnny Gibbs, is a 15 year old boy, he is black skinned, does well in school and is very well behaved. He is found to be a "good and happy boy" according to Wright. But this was only at the beginning, before Johnny had learned what was really out there, in the open world, where he was all alone. "The world was rosy and happy" Indeed, it was until the loss of his innocence while he lived on the streets after running away from home. This for one is something that compares to Lord of the Flies, when the boys received their freedom on the island. There are a couple of conflicts in this book, but the one that is most important to me would probably be the conflict between Johnny and himself. Whether or not he should let himself go and become some one else, whether or not he should let his evil take over and whether or not he should join some street friends and their acts of mugging and stealing In order to survive on the streets. This certainly contrasts with the conflicts in Lord of the Flies, where the conflict is mainly all the time between boys and their abuse with each other whether emotionally or physically. In my opinion, in contrast as well to Lord of the Flies, Johnny upholds a trait of being a static character. In the beginning of the book Johnny was in fact opposite what he had become in the end. Although evil lurks in every one of us from scratch, the change was so drastic that it makes us think this way about him. Finally, Johnny, in comparison with Jack, is also a credible character because this is something that can for sure happen in real life. Kid leaves home, lives on the street, and isn't sheltered anymore. The environment he is now in is going to change him. This happens in every day life, in the past in the present and will most likely happen as well in the future.

Secondly, the setting of any book is certainly very important. It makes us more involved in the book, as well as more aware of what's happening. It makes us feel like we are inside the book and it expands our imagination.

The setting in Lord of the Flies, of when the boys first arrived on the island, is a beautiful place, a paradise… that gave us the impression of silence, and peace. Just like in the beginning of Rite of Passage, When Wright says "About him the boys and girls whistled, jumping Jupiter, he was free till Monday" happy atmosphere equals enjoyable plot. Although later on in the book Lord of the Flies, Golding's whole "paradise" idea, gets destroyed into a disgusting a horrible dirty atmosphere. That was when things started to get worse and worse. "Then the clouds opened and let down the rain like a waterfall. The water bounded from the mountain top, tore leaves and branches from trees, poured like cold water over the struggling heap on the sand" This stormy weather was only a bit before the killing of Simon occurred. It is warning us and letting us know that something bad is going to happen.

Section -

As I finalize this report, I would like to say that I definitely found Goldings concept of evil more convincing, because in his novel its shows gradual change as the evil gets worse and worse until some body actually dies. Where as in Rite of Passage, the concept of evil is shown in a less obvious way such as racism on the streets, and stealing money or mugging people. Evil, in Lord of Flies is shown through out the who time, whether through emotional abuse , physical abuse or just violence. "Maybe it's just us.." one of the boys said. He was surely right. It was only them. It was them without rules.

After reading that book we should all be able to realize that with out rules and laws the evil inside all of us is bound to come out, the temptation is just too strong.

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A THIEFS TALE

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PART 1

Thalos Vanmor was known to the thieves and thugs as one of the greatest trackers, trap-finders, scouts, thieves, and lock picks on all of Oerth. To the common folk, he was just another face in the crowd. He was easily the most skilled member of the Crimson Shadow Guild of Gray Hawk.

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Not such a tall man. He only stood just over five feet tall. He was as graceful as a swan and slightly built. He had long raven black hair and green eyes that glistened like two emeralds. He was quite charismatic and always clean shaven. He always carried a silver dagger at his side. He commonly was dressed in all black, but occasionally wore green and brown when venturing off into the forest. On his right shoulder he bares the mark of the Crimson Shadow.

(A hazy red fiend clutching a dagger ). He wouldn't even go back on a deed owed to a friend nor enemy. One day, he was in the Silver Goblet, a tavern in the upscale district of Gray Hawk. He noticed a noble in red robes enter the tavern. He took note of the man's great Golden Dragon pendent right away. Suddenly a thought clicked in his mind that he had to have the pendent. An over whelming thought , a promise of riches and eternal life emanated from the pendent. As if the pendent beckoned for him. He quickly decided that he would have to steel it from the man. He slowly maneuvered his way through the crowed of people over to the man. As he reached out to slyly cut the man's pendent form his neck, a drunken dwarf bumped into him. His hand slipped, and he accidentally stabbed the man into the back of his head. He took the pendent, and then bolted out the door.

A moment later as he gracefully weaved and darted through the crowd, he heard shouts for the city guards. As he looked back, he saw two members of the guards in studded leather armor. Their spears held high and close to their chest, they maneuvered through the crowd in pursuit of Thalos.

Thalos moved on franticly looking for a means of escape. He could sense the guards getting closer every moment. In his haste, he darted down an ally, but to his dismay he soon realized the horrible truth that it was a dead-end. He searched for a place to hide but there was nothing. He began to realize that he was going to have to fight the guards or admit defeat and be arrested.

As the guards began to come into site, Thalos felt an arm on his shoulder. He looked over and saw an arm coming through the wall, and he was pulled through. He sat on the floor, breathless for several minutes talking in the last few events. He looked up to see a tall hulking beast of a man. He remembered the man as a half orc, one of the few mixed breeds between orc and man. The man had small tusks jolting from his bottom jaw. He had red eyes that shined like fire red rubies. His hair was a tangled mess of knots. He had no real nose but in its place were two nostrils. He had hair all over his hulking frown. There was a tattoo of the shadow fang gang on his right peck. (A white fang surrounded by a circle of black) The half-orc looked down with a puzzled look on his

and said "Thalos?" in a gruff stern voice.

Thalos shook his head in agreement and asked "And who might you be." in a calm tone.

"I am Pintrom. I have been sent by my gang leader, Rostile, to gain your help." He said in his gruff voice as he extended his arm to help Thalos up.

"Ok, I will help your gang Pintron." Thalos said, as he thought to himself that he owed this man a favor for saving his life. He reached up to grasp Pintrom's arm to right himself. Then, Pintrom led Thalos down a pitch black corridor. Thalos pulled out his silver dagger and activated it's light ability. As he did, he noticed the splendor or this corridor. The walls were made of smooth polished marble. The ceiling had a magnificent painting of a huge Great wyrm red dragon laying serge to a towering black cathedral. The view was breath taking. He also noted that some of the figures in the painting moved slightly as if the whole event on the ceiling was unfolding at that very moment. The floor was polished obsidian with white spots that resembled the endless night. The smell of fire burning filled his nostrils as a gentle breeze blew past his face. He closed his eyes for just a second, and he nearly forgot where he was.

When they reached the end of the long corridor, there was a great stone door. On the door, there was a carving of a great wolf of the shadows. The carving seemed to leap out at you. If he didn't know any better, he would have thought it to be the Wolf of the Shadows.

Pintrom pushed the huge door open with ease and an eerie silence. The door opened into a gargantuan room. The room was adorned with great violet tapestries, beautiful tables, and realistic statues of great beasts. At the far end of the room. There was a man sitting in an oversized chair.

Pintrom lead Thalos over to the man in the chair.

The man then said "I am the great Rostile Leader of the Shadow Fang Gang, One of the most prominent gang in Flaless.", In an oddly deep voice for a man of his size.

Rostile seemed to be only about 4'. He had short brown hair and sky blue eyes. He had a very predominant chin. There was an odd, yet comforting smile on his face. He wore a blue noble outfit with a dark indigo cloak trimmed with silver. He had a short sword with a very large ruby in it's hilt set on the arm of the massive chair on witch he sat.

"Your probably wondering why I asked you here.? In fact there are probably several thoughts running through your head." Said Rostile in a playful tone with a hint of sarcasm.

"Yes. What is this place?" said Thalos with an odd innocence.

"This is the new grand hall of the Shadow Fang Gang. We acquired from a great wizard in a recent business venture, but on a more serious note I need a favor." Said Rostile.

"What kind of favor do you have in mind?" Said Thalos with a puzzle look upon his face.

"I need a item from a wizard and your skills will be a key part in my attaining this rare item, but until you accept I cant tell you any more." He said in a more serious tone.

"What will this task pay?" Said Thalos in a quick and a harsh tone.

"You will receive 100 gold pieces and you may keep the items I provide you with and any thing you find in the wizards keep." Said Rostile. The smile appearing on his face again.

"I'll accept your offer but only if you put up 1000 gold pieces up front." Said Thalos with a smug grin upon his face.

"Ok you may your gold Thalos." Said Rostile after much deliberation. As he tossed Thalos a rather large pouch of gold .

"So what will this job consist of and what is the item I will have to obtain for you." Thalos said in a grinning child like manner.

"The item I need is the legondary Shadowstaff . I heard that it is now in the possession of Gorthose The Arch mage of Dyves. It is lock away some where with in the walls of his colossal tower. Now Pintrom will take you to Levinon our wizard. He will help your travel." Rostile said now more serious then ever.

Pintrom led Thalos to a small wooden door in the southeast corner of the magnificent room.

As Thalos walked through the door he saw …

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Health

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Health Study Guide (Quiz 1//0)

• Protein molecules that are designed to make chemical reactions in your body occur rapidly --------------------------------------------------------------------------------------------------enzymes

• The pathway food travels through your body --------------------------------------alimentary canal

• The tube leading from your mouth to your stomach ------------------------------esophagus

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• The involuntary muscle contractions involved in swallowing -------------------peristalsis

• The structure that keeps food from entering the wind pipe----------------------epiglottis

• Your "wind pipe" ----------------------------------------------------------------------------trachea

• Your food-storage organ -----------------------------------------------------------------stomach

• The major purpose of your stomach is to _____ ____ ---------------------------store food

• Where most of the food you eat is digested ----------------------------------------small intestine

• The first section of the small intestine ------------------------------------------------duodenum

• Microscopic tubes inside the small intestine ----------------------------------------villi

• The largest internal organ of your body ----------------------------------------------liver

• A yellowish-green or brown liquid produced by your liver -----------------------bile

• Called your "blood sugar" ----------------------------------------------------------------glucose

• What your liver changes the excess glucose into ----------------------------------glycogen

• If you take in more glucose than your glycogen storage can handle the liver changes the excess glucose to ---------------------------------------------------------------------------adipose tissue

• A byproduct of alcohol-breakdown is a poison called ------------------------------acetaldehyde

• Excess fat accumulating in the liver results in a --------------------------------------fatty liver

• A gradual deterioration ----------------------------------------------------------------------cirrhosis

• A pear-shaped sac situated under your liver used to store bile -------------------gallbladder

• Cholesterol crystals that form from concentrated bile -------------------------------gallstones

• An elongated, slightly flattened organ about six inches long that lies behind the stomach and produces pancreatic juice to help digest carbos, proteins, and fats --------pancreas

• Clumps of endocrine glands in the pancreas that secret hormones- islets of Langerhans

• hormones secreted by the islets of Langerhans -----------------------------insulin & glucagons

• An extremely low level of glucose in the blood ----------------------------------------hypoglycemia

• A high level of glucose in the blood ------------------------------------------------------hyperglycemia

• A deficiency of insulin lead to the serious disease ______ ______-----------diabetes mellitus

• A deficiency of iodine leads to ---------------------------------------------------- goiters

• A deficiency of vitamin C leads to ------------------------------------------------ scurvy

• A deficiency of calcium leads to -------------------------------------------------- osteoporosis

• A deficiency of iron leads to ------------------------------------------------------- anemia

• An extremely low level of glucose in the blood (blood sugar) causes--- hypoglycemia

• List the 5 major classifications of nutrients-

(1) carbohydrates

() proteins

() vitamins

(4) minerals

(5) fats & oils

• Known as the sunshine vitamin; a severe lack of this could cause rickets- vitamin D

• Helps the blood to clot properly ------------------------------------------------------- vitamin K

• Helps fats from becoming rancid or spoiling, protects other vitamins from being destroyed by oxygen, and helps burns to heal quickly ----------------------------------------- vitamin E

• What does the epiglottis do? ------------------------------------------------------------ a small flap

which keeps food from going into your trachea

• The importance of potassium in the diet--------------------------------------------- is necessary to

help maintain water balance in the cells

• Cholesterol crystals that form from concentrated bile ---------------------------- gallstones

• What causes cirrhosis of the liver ---------------------------------------------heavy drinking (alcohol)

• Protein molecules that are designed to make chemical reactions in your body occur rapidly ----------------------------------------------------------------------------------------------------- enzymes

• If only one pair of hydrogen atoms is lacking in the fat molecules -----------monounsaturated

• A yellowish-green or brown liquid produced by your liver -------------------------- bile

• The involuntary muscle contractions involved in swallowing ----------------------- peristalsis

• What is the worst meal of the day to skip? --------------------------------------------- breakfast

• The largest internal organ in your body -------------------------------------------------- liver

• The 0-foot long pathway that food travels through your body ---------------- alimentary canal

• Microscopic tubes inside the small intestine --------------------------------------------- villi

• The major purpose of this is to store food ------------------------------------------------ stomach

• How much water should you drink every day? ---------------------------------------6 large glasses

• Aids in the elimination process by helping to clean the intestinal walls ------------ fiber

• Describe the following

o Amino acids- found in proteins; some proteins are made up of about 0 different kinds of building blocks which are amino acids

o Anorexia nervosia- an extreme fear of getting fat that keeps someone from eating even what he should eat

o Carbohydrates- starches and sugars which supply most of the energy for your body

o Dental carries- (commonly known as cavities) is the most common disease in man

o Glucose- most important sugar in the body, also known as blood sugar, and is the form of sugar which is used by the body's cells for fuel

o Hyper- prefix meaning "more than normal or excessive"

o Hypo- prefix meaning " less than, beneath, or below"

o Kidneys- most important organs of the excretory system which filter the blood

o Liver- the largest internal organ of your body; produces bile

o Metabolism- the process by which the body produces and uses energy from food

o Obesity- being 0% or more overweight; being obese raises the body's risk of disease

o -Osis- suffix meaning "disease"

o -Sclero- suffix meaning "hard"

• Know the diagram of the digestive system p. 4

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Child soldiers

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This poem was written by Rashid Peters a former child soldier in Sierra Leone only 15 years old.

When I was drugged and injected with cocaine,

Forced to join the war of stains

Brainwashed often and again,

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I would have told you I have so much to gain

With the heavy arms I lug at war.

I killed and raped and maimed and more.

Abducted away from my mother and father

to shoot and murder another

I cannot go any further,

with this shooting and killing that has no border.

Forgive me now if I injured your brother.

I was forced to pull the trigger

By elders who made my childhood wither.

In reality, child soldiers are children young enough to lift a rifle. Denied a childhood and often subjected to horrific violence, some 00,000 children are serving as soldiers in current armed conflicts. These young combatants participate in all aspects of contemporary warfare. They wield AK-47s and M-16s on the front lines of combat, serve as human mine detectors and participate in suicide missions.

Children have now become easy prey for armies. Physically vulnerable and easily intimidated, children typically make obedient soldiers. They are cheaper to keep as they eat less and are easier to manipulate.

Involving children as soldiers has been made easier by the making and selling of inexpensive light weapons. Before, the more dangerous weapons were either heavy or difficult to use, but these guns are so light that children can use them and so simple that they can be stripped and reassembled by a child of 10. The poorest communities now have access to deadly weapons capable of transforming any local conflict into a bloody slaughter. In Uganda, an AK-47 automatic machine gun can be purchased for the cost of a chicken and, in Northern Kenya, it can be bought for the price of a goat.

Children in developing countries desecrated by ongoing civil war find the only road to survival is to wield a gun. In Liberia in 10, children as young as seven were seen in combat because, according to the Director of the Liberian Red Cross, those with guns could survive.

Most of the children in armies come from conditions of poverty and ignorance where they don't understand war and their involvement is a means of survival.

Children seeking escape from poverty join military forces out of desperation however the majority of child soldiers are abducted and enslaved into guerrilla groups. Children of 15 or younger have been abducted from the villages and the poorest quarters of the cities, as well as from schools to enlarge forces. Once recruited as soldiers, children are treated as adults. Childrens actual duties in warfare cover the whole range of military activities. While children might be thought to be the people deserving greatest protection, as soldiers they are often considered the most expendable. Captured children are forced to kill implicating them in criminal acts making them fear being shunned should they manage to escape back to their community. Thus the army and the elders who stole their innocence become the only choice remaining to these children.

In Northern Uganda the Lords Resistance Army (LRA), an armed opposition movement fighting the Ugandan Government has over the last twelve years abducted more than 1,000 children and forced them to become child soldiers and slaves. Ninety per cent of the LRA are children, mostly aged between thirteen and sixteen kept and forced to work in conditions so appalling that it amounts to slavery.

The abducted children are systematically terrorized and brutalized. Once recruited, children undergo varying degrees of indoctrination. socializing them into violence. The elders in charge control all aspects of the children, they are tyrannized to take part in atrocities and forced to take drugs to overcome their fear or reluctance to fight.

In the civil war in Sierra Leone often after the RUF attacks a village they abduct the surviving children. The children witness or take part in the torture and execution of their own relatives are then removed to special camps, trained usually for about two or three months on how to kill other people. Thousands of children witnessed and participated in horrible atrocities against civilians, including beheadings, amputations, rape, and burning people alive.

Girls are also used as soldiers in many parts of the world. In addition to combat duties, girls are subject to sexual abuse and may be taken as "wives" by rebel leaders in Angola, Sierra Leone and Sudan. In Uganda they are forced into what the children call marriage to senior LRA soldiers or are given as a sexual reward for boy soldiers who are obedient. Nearly 100% of escaped girls and women from Sudan after being child soldiers have sexually transmitted diseases.

Because of their immaturity and lack of experience, child soldiers suffer higher casualties than their adult counterparts. Few peace treaties recognize the existence of child soldiers, or make provisions for their rehabilitation and reintegration into society. As a result, many end up on the street, become involved in crime, or are drawn back into armed conflict. Rehabilitation of the child soldiers is a difficult process. The children have been brutalized and have carried out killings. They have wielded life-and-death power over adults often in their local communities.

It is often suggested that too much money is spent for defense in both the developed and developing countries of the world, and that some of that money might instead be used to relieve hunger and to promote childrens survival and development. But, worldwide, many national budgets stay sharply skewed in favor of defense year after year to secure safety. If security means the protection of our most precious assets, child survival should be high on the agenda of all defense departments. Why isnt it? Perhaps in reality, the operational function of defense establishments is not so much to maintain the security of the country as a whole but to assure that the powerful remain in power. Rather than serving all their citizens interests, defense budgets serve the survival of the rich, not the children or the poor.

The world continues to watch as child soldiers are denied a childhood, only educated in violence in the interest of others. Are they responsible for their actions of destruction if they are forced to carry out these actions? To carry a gun is the cost of their survival but what does this really cost the world? Children uneducated brought up in evil, what is the future? The territorial and civil wars where child soldiers are trapped in torment may be of no consequence to your life. Their suffering however touches and effects everyone's future as through technology and globalization the world has become a smaller place bound closely together. I am sixteen and comparing my life of opportunity and freedom to that of Rashid Peters a former child soldier a year younger than me makes me question the morals which fabricate society. If I were powerless and suffering, I would hope that those

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Grrrk mythological creatures

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Greek Mythological Creatures

The Greeks created myths to both entertain and to explain the unexplainable. The stories told of great heroes, immortal gods, and fierce monsters. I think that the latter are the most interesting and entertaining of the three, and I am going to tell you about five of the biggest, deadliest, and meanest creatures to ever appear in mythology.

The Cyclopes were very interesting creatures. They appear mainly twice in mythology, once in the creation story and once in homer's The Odyssey. Theses two stories show the Cyclopes as very different creatures. In both of the stories, the Cyclopes were giants with one huge, round eye in the middle of their forehead.

In the first story there were only three Cyclopes. They were sons of Gaia (earth) and Uranus (sky). Their names were Brontes (thunder), Steroes(lightning), and Arges (brightness). After birth, they were imprisoned below earth by Uranus, and later by Cronus. They were skilled blacksmiths, and their fiery workshops were found deep under the earth, thought by some to be beneath mount Etna. Zeus freed the Cyclopes when he rebelled against the titans, and they repaid him by making some things to aid him and his brothers in their fight. For Zeus, they created a magnificent thunderbolt. For Poseidon, they made a mighty trident. Finally, for Hades the conceived a helmet that made its wearer invisible, so he could surprise his victims. The Cyclopes and some other creatures helped Zeus to a triumphant victory over the titans. They were allowed to stay on earth from then on and were thought of as Zeus's loyal blacksmiths.

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In The Odyssey, the Cyclopes were portrayed very differently. In this story, they were horrible cannibalistic monsters. There were many of them and they lived in caves scattered across the island of Sicily. They did what they pleased, and cared only for themselves. They had no society nor any respect for the gods. Polyphemus, the Cyclopes that terrorized Odysseus and his men displayed this when he says, " We Cyclopes care not a jot for Zeus with his aegis, nor for the rest of the blessed gods, since we are much stronger than they." (Dibbley 6).

Even more astounding than the Cyclopes were the Hundred Handers. Also known as the Hekatonchires, these three giants were truly amazing. They were huge and strong beyond all telling; from their shoulders sprang one hundred arms terrible to behold and each had fifty heads upon its shoulders, growing from sturdy bodies (March 05). They were sons of Gaia and Uranus, and therefore were brothers of the Cyclopes. Their names were Briareos (or Agaeon), Cottus, and Gyges (or Gyes). When they were born, their father was so repulsed by the sight of them, he tried to push them back into their mother's womb. They were imprisoned in Tartarus, and like the Cyclopes, were released by Zeus when he rebelled against the titans. After the titans were defeated, and Zeus threw them into Tartarus, and he gave the job of guarding the gates of Tartarus to assure that none ever escaped, to the great Hundred-Handers. Later, when the gods of Olympus tried to overthrow Zeus, Briareos, the mightiest of the three brothers went to help him. The mere sight of the Hundred-Handed giant was enough to stop the gods.

The great beast called Typhon may very well be the biggest, scariest, and most deadly creature of them all. He was the last challenge of the power of Zeus. The Typhon's origin differs; depending on which story you read.

One story tells that he was the child of Hera alone. It says that she was jealous when Zeus produced Athena from his mind, so she prayed to Gaia to make a creature even more powerful than the king of the gods himself, and Gaia heard. Not much later hera gave birth to the monster. In the other story, the Typhon was the child of Tartarus and Gaia.

Either way, this creature was very, very disturbing. On his shoulders were a hundred hideous snake heads, all with black tongues and glaring eyes. These heads could produce every sound thinkable (lion's roar, stampede of bulls, etc.). The Typhon was taller than all the mountains; his head was said to have touched the stars. His mouth shot flames, his body was winged, and instead of fingers he had a hundred serpents heads on each hand. From the thighs down he was nothing but huge coiling serpents. When he stretched his hands out, one touched the east, and one touched the west.

Amazingly, Zeus defeated this horrible monster, although it was no easy task. The Typhon cut off Zeus's hands and feet and put them in a leather bag. The Typhon flew the helpless god off to his cave. Zeus found the bag in a corner of the cave and put them back on. He then threw mount Etna on top of the beast, ending the ordeal. The volcano is supposedly caused by the Typhon struggling to escape.

Another amazing creature, the Sphinx, comes from a particularly gruesome family. Her mother was Echidna the half women, half serpent monster. Its siblings were the horrible multi headed Hydra, the three headed dog Cerberus, the great Nemean Lion, and the fire breathing chimera.

The bloodthirsty Sphinx had the body of a lion, the wings of an eagle, a serpent for a tail, and the face and breasts of a woman. Hera sent the Sphinx to punish the people of Thebes. It lived atop a mountain just outside of the city and would ask all the people who walked by a perplexing riddle. It went like this "What creature walks on four legs in the morning, two in the afternoon, and three in the evening?"(Dibbley 18) If the person answered incorrectly, as everyone did, the Sphinx would strangle him or her and eat them immediately. The sphinx continued to kill people since no one could answer this odd riddle. Finally, one day, the hero Oedipus came across the Sphinx, and answered the riddle correctly (The answer was a human). When the Sphinx realized that her riddle had been solved, she was so enraged that she jumped off the mountain onto some jagged rocks, killing herself.

The last creature I am going to talk about is the Chimera. The Chimera is a sibling of the Sphinx and another child of Echidna. The Chimera was a truly bizarre monster. It had two heads, one a lion's, and one a goat's. It had the body of a lion and a serpent for a tail. To top it off, this deadly monstrosity breaths fire. The Chimera was killed when Bellerophon, riding Pegasus, jammed a chunk of lead into its throat. The beast's fire breath melted the lead, causing it to drip down her throat, scorching its insides.

Those are just five of the amazing creatures used in Greek mythology. I didn't even mention the snake-haired gorgons, the soul eating harpies, the half bull, half man Mintaur, or the graceful flying steed Pegasus. As you can see, the Greeks were some very imaginative people and it seems like the myths never end.

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Genetic Engineering

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Over the past decade genetic engineering has moved from the realms of fantasy to reality thanks to the sequencing of the human genome and developments in molecular biology techniques. A definition of genetic engineering is "the manipulation of DNA using restriction enzymes which can split the DNA molecule and then rejoin it to form a hybrid molecule." It is the introduction of genes into existing cells; this may be used to prevent or cure a wide range of diseases or perhaps to genetically alter a plant so that it gives more food.

There are three types of genetic engineering. The first is used for gene therapy and involves the use of retroviruses. Retroviruses are viruses that can transfer their own genetic information and also genetically alter the human gene. This type of therapy can be used in the treatment of brain tumours. Suppose a brain tumour is forming by rapidly dividing cancer cells. The reason this tumour is forming is due to some defective or mutated gene. The therapy chosen for this case would be to use a herpes virus that has had its virulence removed, rendering it harmless. The virus is still able to insert its genetic material into the target cells. The virus is then taken and injected into mouse cells, where it makes additional copies of itself. These mouse cells, now containing the virus, are then injected into the brain containing the tumour. Once inside the brain, the virus seeks out the target tumour cells and invades them. The tumour will now start to produce herpes enzymes because the virus has inserted its genetic material into the tumour cells. Once this happens, a physician can treat the patient with a herpes curing drug that will destroy the tumour cells along with the mouse cells that are producing the herpes enzyme.

The second method involves blasting genes with a pressurized gun filled with helium. The helium gun will fire very small gold bullets, which will be coated with the genetically altered genes. This technique was done on mice that had tumours. The gold bullets coated with the altered genes were shot at the skin of the mice that surrounded the tumours. The cells that were successful in receiving the altered genetic code activate immune cells. By this activation of the immune cells, it is hoped the tumours will decrease. By using the gene bullets the genes are not permanently in the cells of the mice but the effects ware off in a few days to a few weeks. This may be an advantage or a disadvantage.

The final method involves liposomes. These are hollow, fat molecules in solution. This method has been experimented with cystic fibrosis, where chloride ion levels need to be kept low. By inhaling liposomes coated with genetically altered genes, the build up of chloride ion is prevented. There is a significant decreased in chloride ion levels. This method does not pose the harmful side effects that retroviruses do.

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Despite this new technology possibly curing thousands of diseases, there are many disadvantages to using it. The basis of gene therapy is finding a gene that is not functioning right and to insert a healthy portion into that gene. To find these genes, scientists must perform genetic tests or genetic screening to see if the gene that causes the defect is present. This genetic testing is highly controversial and is raising many ethical and legal issues. Many believe that this is an invasion of privacy. If, for example, tests are performed during pregnancy to find genetic faults, these could lead to an increase in the number of abortions. Many young couples may find out that they are carriers of a disease and then have to decide if they want to have a child that could be born with a genetic disease. One major dilemma is finding adequate insurance once a person finds they have a genetic disorder. This may be insurance to cover the treatments, which could be gene therapy, or living their lives knowing that they carry a gene for a disease. A positive test will have placed them in a high-risk group, a group they may have not been in if they hadn't been tested. It is this labelling that makes insurance coverage almost impossible to find. The insurance that will cover them may be extremely expensive. So, choosing to have the test may be a question of whether they think their current insurance will cover them or not.

Another problem is regulation of the uses of gene therapy. For example, society is obsessed with the idea of youth and beauty. If scientists could identify the gene that contributes to youth or beauty, then the technique of gene therapy could be monopolized by the cosmetic industry to enhance beauty or to "turn back the clock". The problem with this is whether baldness, height, or beauty should be enough of a reason to require gene therapy. Then where does it stop? Do we have the right to design who we are, what are children should be? Should people have the power to play God? Many people are worried that new virus or unseen disasters could be provoked by human's medalling in genetics. Do we know all the consequences? Although precautions are taken, the risks of harmful modified bacteria (as an example), escaping, still exist. There is also a fear that biological weapons could be developed as a result of genetic engineering. This, for many, this is a central problem in the future capabilities of genetic engineering.

A final disadvantage relates to taking genetic information out of other animals and placing them into humans. For example if an animal produces an enzyme, which is in short supply in some humans, the gene from the animal could be placed into humans. Many moral issues are raised here also. Should we be taking cells from animals and putting them in ourselves?

However, for many, the advantages far out-weigh the disadvantages of gene therapy. First of all, advances in the field have introduced treatments to various diseases that were previously thought to be hopeless. Secondly, gene therapy has brought about the production of medicines in mass quantities. The medicines are pure and much cheaper if technology allows it to be produced in large amounts. Also genetically engineered organisms have many potential applications in agriculture, including novel foods, pesticides, and animal drugs. These include, among others, animals engineered for leaner meat, plants engineered for insect resistance, and bacteria engineered to produce drugs for livestock. Many of the problems that exist with genetic engineering could be eradicated with further funding. While, if precautions are taken the risk factor can be minimised to a miniscule scale. Whatever the view point, there is no denying that genetic engineering has the potential to be a revolutionary new form of curing diseases or even solving industrial problems in agriculture. Perhaps, eventually genetically modified food could even be a cheap solution to world hunger. What should be remembered throughout is that if used for good, genetic engineering could save millions of lives. For that reason alone, I believe that developments into genetic therapy should continue.

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Book Review Lives on the line

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The book Lives on the Line by Miriam Davidson tells five different stories each describe what life is like. There lives represent what has been going on and what is going on in Nogales. From a maquiladora worker, a man who was diagnosed with cancer then became an environmental activist, a child of the streets and two maquiladora managers. These stories tell about the dramatic transformation from the industrial boom of the maquiladora and the pressure of the border itself. In this essay I will try to cover how these lives have been impacted on both sides.

Miriam starts out by telling us that she believes the transformation of Nogales is because of the maquiladora boom. These maquiladoras attract large number of people without jobs to the city especially women because they have smaller fingers and do better jobs. Thousands and thousands of people flocked to all over the border. In Nogales from the mid 180's to mid 10's the population tripled. (p.10) They received thirty to forty five dollars in a forty-eight hour workweek but rent was so high that they could not afford it. So with all the new people that were arriving every day in Nogales and the insufficient housing and Mexico's lax of environmental enforcement that Davidson says is the driving force of the changes in Nogales.

Many problems arose from the economic boom from the Maquiladoras. A very large issue in my opinion the environment and the health of the people surrounding the border. With all the new population growth and all old in the second story with Jimmy Teyechea the founder of LIFE- Living is for everyone this man tells us of his fight for trying to make the town of Nogales aware of what was going on and he fought to make it safer for the people. This man's life was greatly impacted by the ignorance and purposeful dumping of toxic chemicals down drains, washes, bright green rocks found in the city dump. Unlike the regulations that say these chemicals are supposed to properly be disposed of, but with money and ignorance involved this did not happen. Jimmy and thousands of other people died from cancer or strange diseases because heads were turned the other way. Children diagnosed with leukemia and babies being born with missing or partially formed brains. Jimmy helped by getting the attention of the public at no matter what cost.

In the first story with Yolanda Sánchez she shows us how the maquilas have an effect on the lives of women. Yolanda came to Nogales seeking work trying to flee from her drunken husband and trying to make a new life for herself. She did so by going to Nogales finding work in one of the maquiladoras. She stayed with a friend and later on acquired a piece of terreno. She also sold used clothing, kitchen utensils and babysitting. After three years struggle Yolanda said "I felt like the queen of the hill." (p.) This was the story of thousands of newcomers that came to Nogales trying to find jobs at the maquilas and new lives. Trying to make it was the central theme of Nogales.

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Many people like Yolanda who at first many have no water no electricity they use old chemical barrels to store their water in began to protest this. They would lie in the middle of the highway to block off traffic this was a way to get the attention of the media which did and they were forced to take action. They promised to bring public facilities to them and they did.

Many people believe that the maquiladoras should take some part in this because they are what draw all these people to the border and exploit them. Maybe they should give a little back to the community also. This is what Douglas Chapman CEO of the Chicago based ACCO World Corporation visited the town of Nogales and saw the kinds of places that his workers were living in. He decided to set up a charitable foundation were he put several thousand dollars into an organization. This was slow to start because many of the other maquiladoras would not even donate 5 cents an hour per each worker saying that they already contributed millions to the government of Mexico through salaries and taxes and what not. Finally in 15 Infonavit Mexican government's low income housing authority agreed to finance the construction.

In my opinion I believe that the maquiladoras have both benefited and harmed the people of Nogales. Women like Yolanda have benefited by breaking away from the traditional roles that the Mexican culture upholds for women. The female maquiladoras workers now have the power to take control of there bodies and minds. They are many who go to work and have there husbands stay at home and watch the kinds. Another benefit is that some of the people from the maquiladoras are trying to make a difference in the communities of the workers of these places no longer saying that just their presence is enough.

Some of the negative effects of the maquiladoras are the destruction of the environment. Many people like Jimmy Teyechea dying from the chemicals that are produced by the maquiladoras and are not properly disposed of. Many people diagnosed not known how many people have died from these chemicals. An additional negative effect that the maquiladoras have had on the border is illegal immigration. People flock to the borders in search of last hopes maquilas but they pay so little money that people are not able to live on this and so they figure the only way to get out is to leave. With the militarization of the border people who try to cross "accidentally" get shot or the border patrols are getting stabbed. Our people who can not afford to feed there families so they take up drug trafficking and sell drugs across the border or to there own people.

After all this I do believe that Davidson has hope for the future of Nogales with start of unions that work for the rights of the people and the housing and hopefully a new and improved relationship with the US will lead these lives with not some much hunger and desperation.

In my opinion this big gives a very good description of the lives on the border and who these foreign industries have brought work but nothing else. These is just like the factories in other countries they are being exploited by their work but the only reason that we recognize it more is because it is so close and it is hurting the American side of the border. I think that hopefully as the years go on things become better for the women, the children the environment and everything surrounding this. In the last page Miriam Davidson says that while she was there she did not make a difference. Maybe not then but I am sure that has opened the eyes of some people including myself. The backs of both governments were both turned with the maquilas on or side and the workers on theirs. Someday maybe will live in harmony with out "the fear of the U.S. becoming a third world country."

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Teachers

If you order your cheap custom essays from our custom writing service you will receive a perfectly written assignment on Teachers. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Teachers paper right on time.

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In the article "Teachers in Transition," Sandra M. Lawrence and Beverly Daniel Tatum present conclusions drawn from a research study they conducted on the impact of antiracist professional development on classroom practice. They address the presence and role of racism in our society and in our education system. In particular, they wanted to determine if antiracism education actually change the behaviors of educators in a way that is effective to their students. This problem is worthwhile to examine because awareness must be a part of the knowledge base to better prepare pre-service and in-service teachers within the context of real-world situations. The article makes a good contribution because it addresses the need for the centrality of antiracism in the teacher education reform agenda, it provides first-hand accounts exploring the need to combat racism from varied vantage points at teacher education institutions, and puts forth views to guide antiracist teacher education practice. This article is a valuable resource because it fosters contemplation of the connection of the many manifestations and implications of racism and racial inequality to educational practice.

The sampling technique used in this study was asking participants of a voluntary desegregation program who had taken the course, Anti-Racist and Effective Classroom Practice for All Students, if they were willing to participate in ongoing research regarding the course and choosing 84 suburban, white teachers. This knowledge could be adapted and used by other faculty in different disciplines to incorporate multiculturalism and antiracist curriculum into their teaching since the goal is to stimulate change in teachers attitudes toward diversity and in their ability to infuse their particular curriculum with multicultural antiracist concepts, strategies, and materials. However, selection bias is a possibility because the teachers who are in a voluntary desegregation program may not be representative of the population of teachers in the Boston area. Also, the sampling may have been improved if the participants were not only from suburban areas but from urban areas as well because urban areas usually have more diverse populations.

Lawrence and Tatum analyzed writing sample data of the participants with specific interest to descriptions of explicit antiracist actions the participants had taken in and out of school. This was an appropriate choice because the study was to trying to evaluate the impact of an antiracist professional development program on teachers thoughts about racism and their antiracist educational practices. Using some form of standard testing would have been inappropriate in measuring the teachers actual educational practices. The data were analyzed according to antiracist actions that were exhibited by the teachers during the course.

The treatment used in this study was the course, Anti-Racist and Effective Classroom Practice for All Students, which was given to all participants. "The need for professional development efforts to help white educators expand their perspective and deepen their understanding of the ways in which race and racism have affected their own education as well as that of their students is evident" (Lawrence and Tatum, 17). The treatment is appropriate because the course was not attempting to displace white culture from the position of dominance but to help white teachers acknowledge their own racial identity and see that the identity is gained at the expense of people of color (Lawrence and Tatum, 17).

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I think that this study is descriptive with a narrow focus. Its aim is to determine the relationship between the independent variable, professional development, and the outcome variable, teacher practices. The study does not attempt to establish causality but to show associations between these variables. The authors did not attempt to omit other variables that may have affected the teachers antiracial professional development and its usefulness in the classroom.

Of the eighty four white participants whose documents were analyzed, forty-eight described 14 specific actions they had taken during the course 5% of the actions involved improving relationships among teachers, students, parents; 7% constituted curriculum transformations; and 0%of the antiracist actions involved changes at the institutional level regarding support services for students of color (Lawrence and Tatum, 17). The authors concluded that the course succeeded in breaking the silences about racism in schools and it made visible the personal, cultural, and institutional manifestations of racisms in schools. Lawrence and Tatum also states that this course directly affected how the teachers thought systematically about useful materials, classroom experiences, and assignments that make racism more understandable and easier to connect to the developmental needs of the children. However, maintaining one's momentum as an antiracist educator without support and opportunities for continued growth is difficult (Ayvazian, 15). Lawrence and Tatum recommend that school districts who implement the type of professional development described in their study need to provide ongoing opportunity for discussion and support in order to ensure that antiracist educational practices will continue.

"Although everyone has a culture, many times members of the culturally dominant group of a society may not even think of themselves as cultural beings. For them, culture is something that other people have, especially those that differ from the mainstream in race or ethnicity" (Nieto, 000). I think this article is particularly important for educators, since white cultural norms are systematically enforced without any recognition that these norms are present in the schools. The course given in this study made the attempt to help white teachers become aware of how their own identity in white culture directly affected their educational practices with students of color. I believe that providing pre-service and in-service teachers with antiracist or multicultural professional development will improve their understanding of a diverse community and improve pedagogical patterns. I think that one of the weaknesses of the article was that the sample was chosen from a group that acknowledged the fact of racial inequality in schools and this is probably not representative of the general population. Multicultural Education addresses the dimensions of curricular content integration, knowledge construction, prejudice reduction, an equity pedagogy, and the creation of empowering school cultures (Banks, 1). The research in this article can be used as a model for implementing multicultural education in schools for teachers, students, and school districts

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Self Disclosure

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Self-Disclosure

(A) A very important form of interpersonal communication that you can employ in is talking about yourself, or also referred as self-disclosure. Self-disclosure is the process of revealing something about yourself to another person, in most cases revealing something that you usually keep hidden like a secret. Self-disclosure might involve information about your values, desires and beliefs, your behavior, and your self-qualities or characteristics. You can also self-disclose nonverbally for example by, wearing certain clothes with certain colors, wearing t-shirts with slogan, wearing earnings, having tattoos or a wedding ring that reveal who you are, or what you believe in, like your beliefs.

Self-disclosure occurs in all forms of communicating, it can occur in small groups, in public speeches and in television talk shows. Self-disclosure varies by culture for example, in some countries like Great Britain and Japan people don't disclose as much as in the United States, in some countries like China students may believe that self-disclosing, can be inappropriate at times. Some cultures view self-disclosing as a weakness or coward ness, showing signs of low self-esteem or not being sure of something. Self-disclosure is also different among genders, woman tend to self-disclose more than men do, they tend to reveal more intimate information than men, and most commonly woman tend to disclose more than men about their previous romantic relationships, their feeling about their friends and their greatest fears.

Women also seem to self-disclose more as the relationship becomes more intimate, whereas men don't change their self-disclosure levels. In self disclosure you reveal information to feel better or to let somebody know what your feeling or what you believe, self-disclosing happens everyday and everywhere and many times, we might not know that we are self-disclosing information.

(B) In an incident in my life were I used self-disclosure to communicate information about myself to another person was two years ago. Two summers ago while in Mexico for vacation, I was determined to find a nice girl to meet and possibly one day to marry.

One day I met this girl, and the moment I saw her, I knew she was one; she was the most beautiful woman I had ever seen and I had to meet her. The first time I talked to her was at a party, we started dancing and I began telling her about myself, the normal stuff like what my name was my age and were I was from, but when we sat down, our conversation changed totally. I began to disclosed information about myself that I normally kept to myself, I wasn't sure why I did this, but I later realized that I wanted her to know what I believed in, and who I really was as a guy, to get to know the real me. I told her that I was a nice guy who believed that in a relationship both partners had to treat each other equally and with respect, I told her that I was not a machismo individual. I told her that at times I could become grouchy and that at times I was very sweet and even that I was afraid of rats, something I always felt embarrassed revealing to anyone. I told her that I was a little shy among people and that I became very nervous when I had conversation with them. I even told her that I was addict to alcohol, something I never wanted to admit to anybody.

My goal was to show her that I had confidence in myself by revealing my weakness and strengths. I wanted her to know that I wasn't scared to reveal the truth no matter what it was, by doing this I believed I was a doing a positive thing because I was demonstrating to her that I was a real man and not a sissy and it payoff because she got my point and she truly understood me and thanks to that we are enjoying a beautiful relationship.

(C) The theory of self-disclosure explains what happened in my experience and also what happens in my everyday life because it demonstrates a lot of what self-disclosure is as defined, and also the effects it has towards people, or group of people in different kinds of situations and places.

In my case I self-disclose myself to another person in order reveal my beliefs, values and desires, my behavior, and my self-qualities, I wanted to explain what I wanted with my life. I think I self-disclose information in a positive way, because it made a good impression about myself and also I self-disclose negative information about myself in order to demonstrate that I accepted my weaknesses and that I wasn't perfect. I also believe that self-disclosure explains what happens in my life, because everyday I disclose information to people, although it may not be as intimate or secretive all the time. I do it everyday to get a point across and that is to communicate to others freely and to get my point perfectly understood. As I got to know her better, I became more sociable and extroverted and in a way this made me self-disclose more to this special person. I couldn't of picked another theory for interpersonal communication; this theory fully explains what happen during that incident and what happens everyday in my life.

(D) The theory of self-disclosure is important because being competent makes me have a greater self-confidence and makes me reveal more positive things, and with more self-confidence you become a better person. Showing more self-disclosure makes me more willing to risk possible negative reactions, self-disclosing myself has made me a better person, I have lost my shyness towards other people and I've become a positive thinker.

Using self-disclosure helped me increase my self-knowledge, communication and relationship effectiveness, and physiological well-being. With greater self-knowledge I have gained a new perspective on myself, a deeper understanding of my own behavior, through self-confidence and I have gotten into a better position to see my positive responses. Self-disclosure helped me meet the nicest girl in the world, and by self-disclosing my hidden information, I won this girls hearth. If you want to be recognized and have good self-confidence, you have to be willing to disclose information about yourself to others so they fully can understand, who you are and what you believe in.

Being self-disclosure or when someone discloses you is sign of trust and affection, it demonstrates that you are a peoples person and that is a plus these days. It is also proven that if you self-disclose you are less vulnerable to illnesses. If you self-disclose your information you feel good about yourself, because you let out some kind of information that probably worried you and now you feel better that you let it out. And because of this self-disclosure has helped me solved many problems, when I needed help for something or was not sure what to do. I self-disclosed myself, and I received information that really helped me out, and that changed my life

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Everyday Use

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EVERYDAY USE

By Alice Walker

"Everyday Use," written by Alice Walker, is a short story in which the use of imagery combined with characterization allows the readers to dive deep into the story, perhaps detecting hints in to what the characters are feeling or thinking. These methods prove successful in portraying how two characters, Maggie and Mama, psychologically confined themselves, thus resulting in submissive attitudes towards their intimidating and educated sister/daughter, Dee.

The story takes place in the past, probably around the mid-late 100's. In a old run down house live a mother, Mama, and daughter, Maggie, of African American descent. A poor family, they live a simple life and are people of faith. Mama has another daughter, Dee, who was sent away to be educated at an early age. Dee being pretty, superficial, and snobbish likes to belittle her mother and sister who are neither educated nor pleasing to the eye. Maggie is homely and badly scarred from being burned in a fire, which leaves her envious of her beautiful sister. Dee comes back one day to "visit" and asks her mother for an heirloom quilt that has already been promised to her sister. Maggie, who is used to seeing Dee get her way, is stunned when her mother denies Dee the quilt.

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Through Mama, the narrator, Walker uses characterization to share Mama's observations of her daughter Maggie. From this it is easy to see what kind of person Maggie is and how she might perceive herself. Details shared throughout the story tell that Maggie's self-image is one of negativity, which explains why she is always cowering and hiding herself in shame. Mama observes her poise while in her sister's presence; "She will stand hopelessly in corners homely and ashamed of the burn scars down her arms and legs." (Walker p.6). One can only imagine the effect of having burn scars and what it can do to one's self esteem. It is also stated, "she stood there with her scarred hands hidden in the folds of her skirt." (p. 70). Maggie's posture and poise is one of doubt. "She has been like this, chin on chest, eyes on ground, feet in shuffle, ever since the fire that burned the other house to the ground." (p.64).

The imagery used by the author the create Maggie starts with her red skirt. After reading about the fire she had been involved with earlier in the story, it is obvious that the red represents the flames that brushed upon Maggie's body leaving behind a painting of scars. Then comes the pink blouse, pink may represent sweet, calm, and innocence, all of which as we get to know Maggie fit together with her personality.

As with Maggie's character, the author uses characterization to create Mama as well. What is told about Mama is only her description of herself. Her self-image, like Maggie's, is one of negativity. She describes herself as being uneducated, manly, and fat. She realizes that Dee would like her to be just the opposite of what she is but, "in real life [she is a] large, big-boned woman with rough, man-working hands" (p.64). The use of imagery comes back into play here with Mama's rough man-working hands. Although Mama states straight out that she is not educated, it is also apparent through her vocabulary and the questions she contemplates to herself. Sentences such as, "That's make them last better," and "If that's what you want us to call you, we'll call you," are indications of where she stands educationally. Through imagery and characterization it is apparent that Mama has a poor self image.

Though both Mama and Maggie show signs of resentment toward Dee, they remain intimidated by Dee's sophisticated and educated persona. They allow Dee to manipulate and belittle them, all the while beating them with her intelligence. The main paragraph that Mama shows resentment towards Dee is seen here

"She would read to us without pity; forcing words, lies, other folks' habits, whole lives upon us two, sitting trapped and ignorant underneath her voice. She washed us in a river of make-believe, burned us with a lot of knowledge we didn't necessarily need to know. Pressed us to her with the serious way she read, to shove us away at just the moment, like dimwits, we seemed about to understand." (p.64)

Mama's submissive attitude is shown through her actions. While Dee is seizing particular items around the house Mama just watches, "When [Dee] finished wrapping the dasher the handle stuck out. I took it for a moment in my hands You didn't even have to look close to see where hands pushing the dasher up and down to make butter had left a kind of sink in the wood."(p.68). These words reveal that Mama cares about this particular item and maybe she doesn't want to part with it, but her submissive side can't say, "no!" to her daughter Dee.

Maggie's resentment toward Dee is portrayed through Mama's observation as stated here, "[Maggie] thinks her sister has held life always in the palm of one hand, that 'no' is a word the world never learned to say to her."'(p.6). Or it may also be depicted by the way she looks at Dee "…eyeing her sister with a mixture of envy and awe." (p.6). She is also heard making gasping sounds at the sight of Dee. Not likely gasps of happiness since the narrator describes them as the sound one might make when seeing "…the wriggling end of a snake."

The way she cowers and hides in the background may represent Maggie's submissive attitude. Her presence in the room may be hardly noticed. She is described as "cowering behind," "hidden behind the door," and lurking "back in the kitchen over the dishpan." Even when she speaks in the presence of others her tone of voice is such that "you almost couldn't hear her" (p.68). Towards the end of the story when Dee asks for the quilt Maggie says, "She can have them, Mama" even though Maggie knows they are rightfully hers.

At the end of the story Mama releases herself from her psychological confinement by doing "…something [she] had never done before," she was able to say, "no," and take a stand to her antagonistic daughter Dee. At this point her daughter does not intimidate her, and her intuition is screaming that the quilt belongs with Maggie. After Dee storms off it seems Mama and Maggie are left with a sort of gratification in themselves as the narrator ends the story describing what they did after Dee left, "And then the two of us sat there just enjoying, until it was time to go in the house and go to bed."(p.70).

In conclusion, Walker's brilliant use of imagery and characterization is very abundant, leaving many aspects of the story, which may be explored. The use of color and great description allows one to discover the different personalities of the characters.

The main theme of the story is that a person's heritage is to be valued and cherished, not exhibited.

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Malaysian studies

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bye byeMalaysian Studies

Topic Religions and Beliefs

There are many religions and beliefs practiced in the whole wide world. Basically in Malaysia there are 4 main religions and beliefs. The religions practiced in this country are Islamic, Buddhism, Hinduism and Christianity while the beliefs are Confucianism and Taoism.

The Islamic Religion

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The Islamic Religion is the official religion in Malaysia. Islam was brought to the world by Prophet Muhammad who was born in Mecca on 4 Apr 570AD or 1 Rabiul Awal Tahun Gajah. His father was Abdullah bin Abdul Muttalib and his mother Aminah binti Wahab. He was raised by his grandfather, Abdul Muttalib when he was orphaned then by his uncle, Abu Talib when his grandfather died. Even as a young man, he was already honored as al-Amin by his community who was impressed by his noble character. He married Siti Khadijah binti Khuwailid at the age of 5 and managed his wife's business. He showed his leadership qualities when he solved a dispute among the chiefs of Quraisy over the relocation of the Hajarul Aswad Stone to its original site after Mecca were beset by flood.

The Prophet received the first divine revelation on 6 August 610 (17 Ramadan) from the angel Gabriel at the Hira' Cave. The first revelation was the Surah al-Iqrawhich means 'Read in the name of your God who made man from a drop of blood…' After a few months, he received the second revelation from the Allah S.W.T to spread the teachings of Islam. He carried the command for 1 years. During this time the Prophet and his followers suffered great anguish and torment from the Quraisy people of Mecca.

On receiving Allah S.W.T command to move, the Prophet then migrated to Yathrib on 1 September 6 AD (1 Rabiul Awal). The Prophet and the people of Yathrib entered into agreements, namely the Aqabqh I Agreement and the Aqabah II Agreement. Following that Yathrib was renamed Madinah. After a few years the Quraisy was forced to succumb to the Prophet and accepted Islam.

The basics of Islam are akidah and syariah. Akidah is absolute faith or believe in the oneness in Allah S.W.T and everything that has been revealed by Allah S.W.T. Syariah is the laws and regulations of Islam contained in the holy Koran and the Sunnah (Hadis). The major festivals of the Muslim community are Hari Raya Puasa, Hari Raya Haji and Maulud Nabi.

Buddhism

Basically there are two types of practices. The Chinese practice the Mahayana (Great Vehicle) branch of Buddhism which spread to and developed bin China during the Han Dynasty. This version of the religion has undergone adaptation. The Thais, however followed Hinayana (Little Vehicle) Buddhism, a more original version which places importance on saintly living.

Buddhism is based on the teachings of Siddharta Gautama (56 to 48 BC), a prince from Kapilavatsu in North India near Nepal. Gautama was disturbed by the plight and suffering of the people so he leave the comfort of his family to seek truth and to experience the life of the ordinary people. He found enlightenment under the Bo tree.

The basics of Buddhist teachings are the four truths which the Buddhists call 'noble truths'

1. Suffering and unpleasantness in life, like old age, disease and death, are gifts of nature.

. Suffering is caused by greed or desire for wealth and pleasure which do not last.

. Suffering can end when greed and desire is overcome or controlled.

4. To overcome or control desire and end suffering one should followed the noble Eightfold Path or the Middle Way.

The Buddhist celebrates Wesak Day which is a public holiday in Malaysia.

Hinduism

It was brought here by the Indian workers who migrated to Malaya in the 1th and early 0th centuries. There is no one founder of Hinduism. The Hindus have two set of sacred books- the Vedas and the Upanishads. These books were written in Sanskrits. The epics Ramayana and Mahabharata are also regarded as holy texts. The Vedas consist of Rig-Veda, Yajurveda, Atharva Veda and Samaveda.The Hindus believed in Trimurthi (Three Transformation). This concept explains that god appears in the form of different deities- Brahma (the Creator), Vishnu (the Saviour) and Siva (the Destroyer). It also teaches the incarnation of the soul when people died.

The main festivals of the Hindus are Thaipusam and Deepavali. Others include Thaipongga, Navarathri and Hindu New Year.

Confucianism

It is founded in China by Kung Chung-Ni who was called by Kung Fu-Tze or Kung the Master. The Europeans, especially the Christians westernized the name to Confucius. The teachings of the Confucianism are contained in a holy book called the 'Analects'. He emphasized life in this world in his teachings.

Followers of Confucianism in this country worship Kung Fu-Tze as a deity and have built temples for this purpose. On festive occasions, they make offerings of roast pigs and sample money notes. There is no statue of Kung Fu-Tze, like that of Buddha, in such a place of worship; only a stone tablet on which is written the teachings of Confucius.

Taoism

It was founded by Lao-Tze. His teachings focus on 'Tao', which means 'way'. Hence the name of is teachings, Taoism. His teachings are just as blur and difficult to understand today, as they were in the past. The holy book of Taoism is Tao Teh Keng.

According to Lao-Tze, Tao determines the course taken by the universe and is responsible for its movement. Because of this, Tao is the 'way' which must be used by mankind. It is the way to unite mankind with the universe and consequently co-ordinate man's life with the universe.

The two complementary principles of yang and yin in Chinese tradition explained the concepts of harmony in Taoism. Yang is positive, bright and masculine. Yin is negative, dark and feminine. The interaction of Yang and Yin is thought to maintain harmony of the universe and to influence everything within it.

Christianity

It was brought here by Christian missionaries during the Portuguese control of Malacca. According to believers, the Christian way of life was taught by Jesus Christ. Jesus began teaching as an itinerant preacher. He taught obedience to one another and also performed some miracles. The Jewish leader plotted to get rid of Jesus. He was sentenced to death and crucified in about AD. Christians believe that God raised Jesus from dead three days later. Jesus met and spoke with his followers for a short period of time and after that was taken into heaven. After this his followers spread the teachings. The basics of Christian teachings are oneness with the God, obedience to God, brotherhood and love. The holy book of Christianity is the Bible.

The Christians celebrated Christmas, God Friday and also Easter.

Please note that this sample paper on malaysian studies is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on malaysian studies, we are here to assist you. Your persuasive essay on malaysian studies will be written from scratch, so you do not have to worry about its originality.

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