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It is the habit of man to associate good with white (light), and all that is evil with black (dark). As believed, when the sun sets, all the malicious beasts and iniquitous spirits will come out of their hidings and misbehave; whereas when the first beacon of light cuts through the morning sky, all evil will be diminished. Since people's fear of darkness is so great, for centuries people have been inventing new ways to light the evening sky; likewise, through teaching, they try to resist the power of evil that has been planted within them. Bit by bit, by the development of technology, the flourishing of teaching, and the growth of consciences, man can now both light the midnight sky and bury their evil nature. However, just like the unalterable circulation of day and night cannot be denied, the evil inside a man can be concealed, but not eliminated. In J.R.R. Tolkien The Hobbit, the color black ignites a common fear in different races, but as the panicking people react differently to darkness and evil, they reveal different aspects of human nature concerning light and dark, good and the inextinguishable evil.

First of all, the dark side of human natured is shown when the party has reached the Misty Mountains in the beginning of Tolkien's story. When the party has finally escaped from the claws of the goblins in the Misty Mountains, the fear of darkness and evil grows immense. At the same time, the party of dwarves irritates Gandalf as written, ¡§Gandalf was arguing with the dwarves¡K and Gandalf was saying that they could not possibly go on with their journey leaving Mr. Bilbo Baggins in the hands of the goblins¡¨ (87). By studying this quotation, readers can predict that if Gandalf isn't there leading the group, the dwarves will turn their backs on Bilbo. Also, the dwarves show their tendencies to abandon Bilbo by saying, ¡§ ¡¥He has been more trouble than use so far' said one. ¡¥If we have got to go back now into those abominable tunnels to look for him, then drat him, I say'¡¨ (87). Although the dwarves are actually kind and loving people (but a little selfish), their courage is defeated by the fright of facing the darkness and the evil creatures in the Misty Mountains. In this circumstance, morality conflicts with fear and personal benefits, but the dwarves, and most humans will abandon their conscience and choose to survive. By running away from evil and fear and abandoning Bilbo, the dwarves are revealing the hidden evilness of their nature. To conclude the paragraph, when hostile situations and formidable inner conflicts come at hand, people will think for themselves more than considering their consciences and the goodness of others. (On contrast, when people react differently to hostile situations, they show the different side of nature.)

¡§Suddenly a darkness came on with dreadful swiftness¡Kwinter thunder on a wild wind rolled roaring up the rumble in the mountain.¡¨ In chapter XVII of The Hobbit, the clouds of darkness created by crows and bats have ignited panic in the groups of elves, man, and dwarves. However, everyone manages to fight against their fears and at the same time they show the bright side of their nature. Soon, after the clouds have completely covered the sky, there arrive the tide of the evil goblins that have burnt the flame of fear to its extreme. Unlike the dwarves in the beginning of the book, even though most people's hearts are occupied with great fear, none escapes and all is determined to face their fear and the darkness. Consequently, the end result of the determination in fighting the darkness and evil is a bright victory over the dark goblins. Even though the goblins are not eliminated, by confronting evil and darkness, the Four Armies have shown their strength in mind and bright side of their nature. In reality, when humans are determined to fight against the dark side of their nature, they're showing the courage and the

There's an ancient Chinese saying, that ¡§humans are born with evil nature, and teaching is merely a tool to restrain people's behaviors and make humans more hypocritical.¡¨ (Moi Tze) This quotation may seem radical, but it expresses an idea that even the greatest teachers cannot eliminate the dark and evil part of human nature. To prove the idea, in the midst of many violent riots and radical rebellions, no matter how high a person's been educated, he/she will do anything to secure his/her own security. During these occasions, as the originally ¡§good¡¨ people collide with the ¡§evil¡¨ people and circumstances, the ¡§good¡¨ people will act even more frantically and more savagely in order to secure their own lives. The stressful fact is that even with years and years of learning and teaching, the dark and evil side of humans cannot be eradicated.

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Despite the fact that education can never extinguish the dark side of human nature, it is still beneficial to humans when the world is peaceful. For example, in many natural and artificial catastrophes, a lot of people volunteer to join the rescuing even if their actions may out themselves in danger. In these occasions, we see the success in education that empowered the virtues and intergrity of humans. Thankfully, with the teaching that's been cultivation the seeds of goodness inside every man, humans are able to control their most original lust and evil when the world is peaceful. However, when true crisis enter people's doors, and the hypocritical masks of humans are taken off, the ugliest and the most brutal faces of humans will be uncovered.

Light and dark, good and evil represent the irony in life that will always conflict each other. No matter how much effort humans put into the development of technology and education, the fact of the day and night circulation, and the fact that evil does exist in humans are undeniable. By examining human reactions during hostile situations that effect their benefits and lives, different sides of human nature are revealed. In conclusion, when another morning sun rises, the black sky will fade away, the dark and evil nature of humans will only be compressed and concealed, but they will never be eliminated.

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The history of wind power shows a general evolution from the use of simple devices driven by drag forces to heavy material to efficient aerodynamic lift devices. Aerodynamic lift isn't a modern concept. The earliest known use of wind power was the sailboat. Ancient sailors understood lift although they didn't understand the physics to explain how it worked.

Early windmills were used for tasks like grain grinding and water-pumping. The earliest known design was the vertical axis system developed in Persia in about 500 AD. The first known documented design is also of a Persian windmill. It had vertical sails made of bundles of reeds, which were attached to the central vertical shaft by horizontal struts.

Grain grinding was the first documented windmill application. A grinding stone was attached to the same vertical shaft. The machinery was commonly enclosed in a building which featured a wall to block incoming wind. This prevented wind from slowing the drag-type rotor.

Vertical axis windmills were also used in China. The belief that the windmill was invented in China more than two thousand years ago is widespread. The earliest documentation of a Chinese windmill was in 11 AD. The primary applications were grain grinding and water pumping.

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The first windmills to appear in Western Europe were of the horizontal-axis system. The reason for the sudden evolution from the vertical-axis design is unknown. European water wheels served as the technological model for early windmills. These mills used wooden cog and ring gears to turn the grindstone. This gear was adapted for use on post mills from the horizontal-axis water wheel.

As early as 10 the Dutch set out to refine the tower mill design. It had first appeared in the Mediterranean. The Dutch fixed the standard post mill to the top of a multi story tower. The tower had separate floors devoted to grain grinding, removing chaff, storing grain and living quarters. Living quarters were for the wind-smith so he had a place to live. Both the post mill and tower mill design was oriented into the wind manually, by pushing a large lever at the back of the mill. The wind-smith's jobs were protecting the mill from damage by furling the rotor sails during storms.

A primary improvement of the European mills was their designer's use of sails that generated aerodynamic lift. This feature provided better rotor efficiency compared with Persian mills by allowing an increase in rotor speed. This allowed superior grain grinding and pumping action.

The process of perfecting the windmill sail in efficiency took 500 years. By the time the process was completed, windmill sails had all the major features recognized by modern designers as being crucial to performance. Windmills had camber along the leading edge. They also had a nonlinear twist of the blade from root to tip. Some models also featured aerodynamic brakes, flap and spoilers.

These mills were the "electrical motor" of pre-industrial Europe. Applications were diverse, ranging from the common water-well, irrigation or drainage pumping using a scoop wheel. They were also used for grain grinding, saw milling of timber and processing of other commodities such as spices, cocoa, paints and dyes. Tobacco was also another commodity.

While continuing well into the 1th century, the use of large tower mills declined with the increased use of the steam engine. The next spurt of wind power development occurred many thousands of miles to the west.

For hundreds of years the most important application of windmills at the subsistence level has been mechanical water pumping. Small systems with rotor diameters of one to several meters were used for this. These systems were perfected in the United States during the 1th century. The Halladay windmill in 1854 was the first then the Aermotor and Dempster designs. All are still in use today.

The first windmills had four paddle-like wooden blades. They were followed by mill with thin wooden slats nailed to wooden rims. Most of these mills had tails to direct them into the wind. Some were weather-vaning mills that operated downwind of the tower. Hinging sections of blades so that they would fold back like an umbrella in high winds provided speed control of some models. This action reduced the rotor capture area to reduce thrust. The most important refinement of the American fan-type windmill was the development of steel blades in 1870. Steel blades could be made lighter and worked into more efficient shapes. They worked so well that their high speed required a reduction gear to turn the standard reciprocal pumps at the required speed.

Between 1850 and 170, over six million mostly small mechanical output wind machines were used to pump water in the United States alone. Very large windmills with rotors up to eighteen meters in diameter were used to pump water for steam railroad trains that provided the primary source of commercial transportation in areas where there were no navigable rivers.

The first use of a large windmill to generate electricity was a system built in Cleveland, Ohio in 1888 by Charles F. Brush. The Brush machine was a post mill with a multiple bladed "picket-fence" rotor seventeen meters in diameter. It featured a large tail hinged to turn the rotor out of the wind. It was the first windmill to incorporate a step-up gearbox in order to turn a direct current generator.

Despite its relative success in operating for 0 years, the Brush windmill demonstrated the limitations of the low-speed, high-solidity rotor for electricity production applications. The twelve kilowatts produced by a modern lift-type rotor.

In 181, Dane Poul La Cour developed the first electrical output wind machine that displayed the aerodynamic design principles. It was used in European tower mills. The higher speed of the La Cour rotor made these mills practical for electricity generation. By the end of World War I the use of electrical output machines had spread throughout Denmark, but cheaper and larger fossil-fuel steam plants soon put operations of these mills out of business.

By 10 the two dominate rotor configurations had both been tried and found to be inadequate for generating large amounts of electricity. Further development of wind generator electrical systems in the United States was inspired by the design of airplane propellers and monoplane wings.

The first small electrical-output wind turbines simply used modified propeller to drive direct current generators. By the mid 10s wind generator's developed by companies like Parris Dunn and Jacobs Wind-electric found widespread use in the rural areas of the Midwestern Great Plains. These systems were installed at first to provide lighting for farms and to charge batteries used to power crystal radio sets. But their use was extended to an entire array of direct-current motor-driven appliances such as refrigerators, freezers, washing machines and power tools. But the more appliances were powered by the early wind generators, the more their operation became a problem.

The demise of these systems was hastened by during the late 10s and the 140s by two factors the demand of farmsteads forever-larger amounts of power, and the Great Depression. The Great Depression spurred the U.S. federal government to stimulate the depressed rural economics by extending the electrical grid throughout those areas.

While the market for a new small wind machine of any type had been largely eroded in the U.S. by 150, the use of mechanical and electrical system continued throughout Europe. It also continued in windy, arid climates such as those found in parts of Africa and Australia.

The development of bulk-power and utility-scale wind energy conversion systems was first created in Russia in 11. This machine operated for about two years on the shore of the Caspian Sea. Experimental wind plants in the United States, Denmark, France, Germany and Great Britain during this period of 15-170 showed that large-scale wind turbines could work but failed to result in a practical large electrical wind turbine.

The largest was the 1.-megawatt Smith-Puttnam machine, which was installed in Vermont in 141. This horizontal axis design featured a two bladed, 175-ft. diameter rotor with a 16-ton stainless steel rotor. In 145, after only several hundred hours of operation, one of the blades broke off near the hub. This was a cause of metal fatigue.

European developments continued after World War II when temporary shortages of fossil fuels led to higher energy costs. As in the U.S. the primary application for these systems was interconnection to the electric power grid. In Denmark the Gedser Mill wind turbine operated successfully until the early 160s when declining fossil-fuel prices once again made wind energy uncompetitive with steam-powered generating plants. This machine featured a three-bladed upwind rotor with fixed pitch blades that used windmill technology with an airframe support structure. The design was much less complex than the Smith-Puttnam design.

In Germany, Professor Ulrich Hutler developed a series of advanced, horizontal-axis designs of airfoil-type fiberglass and plastic blades with variable pitch to provide lightweight and high efficiencies. This design approach sought to reduce bearing and structural failures. A unique feature that was used was the use of a bearing at the rotor hub that allowed the rotor to teeter in response to wind gusts. Hutter's advanced designs achieved over four thousand hours of operation before the experiments were ended in 168.

Post war activity in Denmark and Germany largely dictated the two major horizontal-axis design approaches of wind turbine development in the early 170s. This refined the simple, fixed pitch, Gedser Mill design by utilizing advanced materials. The engineering innovations of the lightweight and higher efficient German machines such as a teeter hub, which were used later by U.S. designers.

G.J.M. Darrieus began the development of modern vertical-axis rotors in France in the 170s. Of the several rotors Darrieus designed, the most important one is a rotor comprising slender. Major development work on this concept did not begin until the concept was reinvented in the late 180s by two Canadian researchers.

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Baseball games are a wonder of sights, sounds, scents, and smells. You would be very surprised at the amount of different senses a person can use at such an event. Rival teams compete on the field of battle using each half inning as a counter attack. The crowd screams at the umps and the opposing team's fans. Even with all this noise you can still hear the sweetest sounds of the game if you listen hard enough. The sounds on the field like cracking of the bat when it hits a Perdo Martienez fastball as it blisters down the heart of the plate at 8 mile per hour. The head jarring pop of a leather glove when a smoking liner hits the webbing.

The best games are always played at night under the lights that pump out thousand of watts of candlepower. The way the player's uniforms always have a shine about them no matter how dirty they get. Then there's the grass, the neon green pigment the glows from the field is a sight you would only expect to see at such a place as Area 51. The visions of the player's faces, the interviews, and game stats the pop up on one of the sports worlds greatest wonders, "The Teletron". Each perfectly computer generated image, being larger than life, and causes people to become fixed on this giant TV screen in the outfield.

A person mind could play tricks on them if they're not careful. If you don't eat a light snack before you enter the ballpark you'll never see the game. The smell of buttered popcorn, fresh Fenway Franks, and pizza fill the air. These smells can make even the strongest of wills crumble. The game suddenly becomes uninteresting and the mission becomes to find the biggest and best snack for your money. When the unforgiving smell of roasted peanuts fills your noise its over you've lost all hope of seeing any of the game so you better catch all the excitement on Sportscenter the next morning.

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The technique of paper making was intoduced into Japan from China during the early seventh century. When the Japanese began making paper, it improved, because it was made sturdy and soft and it didnt rip when it was handled. The name of the paper was washi, and that unique type of paper inspired many forms of cultural creativity, among them origami.

The date of the origination of origami is unknown. However, a record was kept of the letters and wrapping paper that were first folded. During the rise of the samurai society, the art of paper folding for practical and formal purposes rose as well. An example of the way origami was once used can still be seen in the noshi, a decoration of folded red and white paper attached to a gift.

Origami that is made to look like a crane or boat, for instance, is retorted as origami for entertainment. However, They may have been used in the past for the purpose of taking the peoples mind off of their illnesses. They began to be made sometime around the beginning of the Edo period which shared the time of an age in which mass-produced, low-priced paper came to be widely used among the people.

During the Genroku era, origami of the crane and many varieties of boats used as designs on clothing became fashionable, and they were also replicated abundantly in Ukiyoe prints. Origami became wide-spread and used more during this time.

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About a hundred years later, books and such were published that were devoted exclusively to origami, which created a differeniated and mature form of origami. They were not only a form of childrens amusement, but because they were also intended for adults, many of these origami were difficult to make and incorporated many complicated steps.

The technique of creating paper was introduced into Europe in the twelfth century producing a distinct form of origami. However, the Europeans didnt use the origami quite as much as the Japanese did.

During the Meiji period, origami was a regular class for kindergardeners and children attending elemetary school. Japans origami was greatly influenced by Friedrich Wilhelm. August Fröbel a mid-nineteenth century German teacher had a method of deriving his teaching from European traditional origami, which further developed into folding to make various geometrical shapes, and was widely adopted particularly in the Japanese kindergartens.

During the Meiji period alone, many new origami projects were created by unknown people. However because origami required following exact directions, origami was not well received during the Taishou period, a time when educators preferred putting importance on originality and creativity. Origami was criticized as lacking these qualities. However, braced by a long history, origami once again regained its popularity.

Not only are there now many imaginative and novel origami creations, but its educational value and great potential have been also reconsidered and recognized. Many adults these days do origami as an everyday hobby. There are now many origami associations that have been formed overseas by people who specialize in origami.

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Throughout history, many have struggled with answers to 'the great questions of human experience'. Many have pondered the reasons for birth, life and death, or quested to discover the origins of the universe. Christianity, Buddhism and Humanism all attempt to provide answers to these questions and give reasons behind death, suffering and evil's existence. But perhaps their most challenging question to answer is simply, 'Is there a greater power than me?'

Philosophers have forever struggled with the ambiguous answer to the meaning of birth, life and death. Buddhism teaches that life is an ongoing cycle of birth, life, death and then rebirth, so that you are on a continuing spiritual journey with the final purpose being to attain enlightenment and lead all other beings to enlightenment. They define enlightenment as a state of being that goes beyond suffering. Once they have reached this, the journey has ended and they achieve freedom from this ongoing cycle of reincarnation by reaching Nirvana.

Christianity however has different views and believes that people only get one life. They believe that the purpose of this life is to discover and be with God, as he has died for their sins. Christianity also teaches to love and serve others as much as one does to themselves. They have a belief in charity and service to God and others with the knowledge that post death, they will be reunited with their God in heaven.

Contrarily, Humanists rely more on proof and therefore think that the meaning of our birth is due to the fact that we are the biological descendants at this point in evolution. Despite this disturbingly realist viewpoint, they state that instead of believing in a god as other religions do, their fundamentalist belief is in society and humanity. So therefore, as they do not trust in the existence of an afterlife, they regard life on earth as particularly precious and hence feel that the meaning of life is to further their society and endeavour to help people.

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The universe's origins also remain a constant mystery. Buddhism does not really provide a clear belief as to where they think the universe originates. They simply state that it has always been here and is never-ending. They say that it 'came from within itself'.

Christianity is similar to Buddhism in the sense that Christians consider the world to have been here forever; however it displays differences in its symbolic story of 'Creation', which is found in Genesis. It states that God created the world in six days, finishing with a man and a woman, whom he named Adam and Eve.

Humanism differs from Christianity and Buddhism greatly, in that it does not opt for belief in the intangible, but again, relies on proven fact. This quest for proof originates from the beliefs of Voltaire, an eighteenth century rationalist whom felt that reason was a way to solve mans problems. Hence, they deem scientific theories such as the 'Big Bang' theory or the idea that we have originated from blue-green algae's development.

Adversaries' such as death, suffering and evil will exist in our world forever and this is something that perplexes philosophers greatly as they struggle to answer the question if there is a god, then why do bad things happen to good people?

Buddhists attempt to answer the question with their Four Noble Truths. These state that suffering exists due to an attachment to cravings. These cravings for societal success, known as Trsna, are the nature of existence, but they delude and distract the mind from the correct 'path'. They say that the cure from these delusions is to observe the regulations of the Eight Fold Path.

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Similarly to Buddhists, Christians believe that the negatives of our world are consequences of the neglect of the right way, or God in favour of satisfying cravings and desire. Christianity teaches the belief in the existence of good and evil, God and the devil. They too believe that God gave humans free choice to choose him or not. When they do not choose him, they are indirectly choosing the devil, which creates evil in our world. Suffering and death occur as a consequence of this evil and the evasion of God.

On the contrary, Humanism does not believe in any outside forces such as a God. However, like Christianity, they feel that suffering exists in the world as a consequence of evil. For example, greed and the striving for materialistic pleasure is an evil which leads to the poor becoming poorer, which results in suffering. Death they justify as a part of nature, that science is yet to correct.

Perhaps the controversial, highly debated, so often pondered and most important issue that a religion attempts to answer is whether or not there is someone 'out there' that is higher, greater, more powerful and more supreme than us. Buddhists reject this idea, and while there are myths of particular gods and goddesses, Buddhists are not particularly fussed, and believe that we as humans choose our own destiny. Humanists too reject the idea of a personal god as they believe man to be the most important existing element in life. In addition, they wish to exclude all ideals of 'super naturals' as they believe that religion was invented when the world was undiscovered and man needed reassurance. In contrast, Christians feel very differently and definitely believe in the great power of God.

Buddhism, Christianity and Humanism all attempt to answer 'the great questions of human experience' through different means, based on their own belief systems. Many people have turned to Christianity and Buddhism as it provides a religious link, which they feel give their lives purpose. Religions' provide people with a set of beliefs that people can adopt, which offer them with a way of thinking and a way of life. Religious systems have existed for thousands of years, as they provide people with faith, which many feel to be a need. This need stems from the undying, universal curiosity that many posses as to what is the ultimate meaning and purpose to life.

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Industrial achievements have been economically successful but they have also brought additional problem. This larger problem is the environment affects. Now many nations must change the way they are living and their industries to deal with the environment. As the 1st century began, many countries that were developing and countries that were well-developed are coming to realize that their economies is posing a severe threat to the environment.

Industrialization has caused several global problems. There are many countries that specifically add to this problem. The major countries are Japan and the US. Japan uses an incredible amount of resources for their country. They consume 10 times the amount that smaller countries like Bangladesh which is an under-developed country. (doc.1) Developing nations only emit about a total of 6% of the carbon since the early 150's. Many smaller countries already fear what is going to happen to the planet because they don't use the same amount of resources but they are affected by the usage in other countries. (doc.) The concern about future environmental problems is that if the countries that are already emitting way too many pollutants into the air continue at the same rate and the undeveloped countries catch up, there will be serious problems that will take place in our planet's slowly fading equilibrium. (doc.) People fear that not only are we going to see more changes in the earth if the pollution continues, but the planted for the future generations will be completely destroyed. The combined affects of industrialization such as mixes of carbon dioxide, excessive fossil fuels, deforestation and pollution, the environment have been ruined for all industrial reasons.

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There are some steps that have been taken to slow down and possibly stop the rate of destroying the world by means of industry. Many countries that were a large threat have been finding different ways to go about their industrial needs. In 18, the US Dept. of Energy made a projection to let people of the world know that the US is a main producer in the problem and other countries are trying to help the issue. (doc.) Other countries and companies have taken steps to help the industry be environmentally friendly. John Browne of British Petroleum decided to take the step and invest in creating solar energy instead of burning oil for energy. In 18, Toyota started off a Hybrid car to help the environment and since then, many manufacturers of cars and other transportation machines have done the same. Denmark now generates most of its electricity from wind power. (doc.5) In 17 there was an environmental meeting about "Greenpeace." The members of Greenpeace meeting pin-pointed several problems and ways to fix them. Many countries are switching to "Green freeze" which is a mixture propane and isobutene which is not as harmful to the environment. (doc.7)

These are the global problems that have risen since the 1st century because of industrialization and as well as how we as a world are doing something to stop them.

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Antigone Essay Test

5. Are the characters of Antigone and Creon simple or complex (are either of them absolutely good or absolutely evil)? Once you have determined this, discuss whether the characters are static (do they stay the same throughout the action of the play) or changeable. Again, support with evidence or quotes.

In this essay I will discuss the characters of Antigone and Creon, their personalities. Whether Creon and Antigone are good or evil, and if they change at all during the course of the play.

I think that the character of Antigone is a very simple character. Antigone is I think a good character with some character flaws. One of the flaws in her character is that she has really no desire to live. One of best examples of this is, after Creon sentenced her to death for treason she did not stand up for herself she accepted her punishment. She also never said anything about Haimon during the whole play, which leads me to think that she really had no desire for him, but the play shows no proof of that being so. The character of Antigone stays the same the whole way through the play. The only time she shows emotion is when her sister is accused of being guilty as well, she gets real sad and mad because her sister is innocent but does not defend herself.

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The character of Creon appears to be a very wicked person. The first thing that he does as king is order that no one was to bury Antigone's brother Polonysious because he was a "traitor" to the country. Creon's law created a lot of future problems for himself. As the story progresses Creon seems to bend, especially after the visit of Teiresias and his message of doom. Finally, at the end of the play he is pretty much dead after his son, Haimon kills himself because Creon killed his future wife. Then to make bad even worse, his wife kills herself, because her son Haimon killed himself.

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High Schools do not accept the Law of English Immersion

I came to the United States for two reasons, excel my skills and learn a new language to succeed in life. I came to finish my last year of high school, in a school close to my house in the south west of Phoenix. Being a monolingual Spanish-speaking was very difficult to overcome each obstacle. I knew that one the worst of my problems would be this new language, English. For my surprise in this high school instead of teaching me in English, instructors were teaching their classes in Spanish. This experience disappointed me, because I was expecting a high school where all the instructors and students as well speak English only.

I told my parents about this atrocious experience, and we decided go talk to my counselor. We asked him to put me in regular classes, where I can get acquainted with native English speakers. To our surprise he refused to accept our request. He told us that those were not the rules in this high school; that a foreign student not speaking of English must pass for a process of bilingual classes before they can take regular classes. As a consequence, I decided to move to another high school in Peoria. This high school was completely different than the one that I went before. There were not Spanish classes, not bilingual instructors, and not even Hispanic students. I was the only Hispanic going to this high school, and to tell you the truth that scared me. Well, as time went by the school year ended and my English actually had improved. I could not believe that now I can read, speak, listening and even write in English and the most impressive thing is that all happened in only one year. The English Immersion Program which I was exposed helped me as an initial technique of teaching English for students that need English language assistance. English immersion programs normally do not exceed a year, and it is designed to give English learners a working command of the English language as quickly as possible. One day I went back to my old high school to see some of my old friends. When I asked them "How is your English going?" They did not answer; for my surprise they were still struggling with the language. They were still taking bilingual classes without any improvement in the language, but the worst thing was that they had lose their hope, their desire and their dream to become successful in this life and of achieve the American Dream .

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I am frustrated that a school district is openly violating the law by continuing with bilingual education. I think that maybe that answer of why they still teaching bilingual classes is that many bilingual-education proponents in the United States have a racist view of Latin American immigrants. Perhaps for them Hispanics are not smart enough to learn English. I think that the government should oblige, in every school in the United States, to replace all bilingual classes by English immersion and also it should get rid of waivers for bilingual classes.

Enforcing bilingual classes only creates a bigger disadvantage for struggling Latinos. In this egotistical world most people have no sympathy for those who can not speak English. If these students were to move to a different state, not knowing English would make it impossible for their families to survive. As a Hispanic, I fully understand that these families came from a country other than United States and that they want to maintain their tradition, but if they choose to live in a country other than there own, they must adapt. I give a standing ovation to families and teacher that want to keep remembering their native culture to their children, but wake up and remember where you live now.

According to statistics published in the Arizona Republic a couple of week a ago, today nearly a hundred thousand children in Arizona public schools do not know English, and less than five percent of these students successfully learn English most years. Ninety-five percent of the Arizona students who start a school year classified as no knowing English end that same school year still classified as not having learned English. Many of these children eventually leave school not able to read English, write English, or sometimes even speak English properly. Any educational system with an annual failure rate of ninety-five percent must be ended. That is why I encourage the school district to get rid of the bilingual classes and accept the English immersion.

About the only people who support bilingual education are the people who make money from this failed government program the bilingual teachers, the bilingual administrators, the bilingual professors, and the politicians they control. The bilingual education industry will say or do anything to avoid the Law of English immersion. The bilingual education industry makes extra money for every child who does not know English, so they sometimes even force young Hispanic children who already know English into their program against their parents wishes. Bilingual education means isolation and racial discrimination against Hispanic children, and must be ended.

The English language is the national public language of the United States of America and of the state of Arizona. It is spoken by the vast majority of Arizona residents, and is also the leading world language for science, technology, and international business, thereby being the language of economic opportunity. Immigrant parents are eager to have their children acquire a good knowledge of English, thereby allowing them to fully participate in the American Dream of economic and social advancement. The government and the public schools of Arizona have a moral obligation and a constitutional duty to provide all of Arizona's children, regardless of their ethnicity or national origins, with the skills necessary to become productive members of our society. Of these skills, being deft in the English language is among the most important. The public schools of Arizona currently do an inadequate job of educating immigrant children, wasting financial resources on costly experimental language programs whose failure over the past two decades is demonstrated by the current high drop-out rates of many immigrant children. Young immigrant children can easily acquire full fluency in a new language, such as English, if they are heavily exposed to that language in the classroom at an early age. Therefore, it is resolved that all children in Arizona public schools shall be taught English as rapidly and effectively as possible.

Bilingual education has failed in its mission to teach children English. By doing so, it has denied thousands of young Americans the opportunity to fully realize the American dream. Students are trapped for years in segregated bilingual classrooms that fail to teach them English. In Arizona, the annual failure rate for these programs approaches 5 percent. According to statistics, in certain districts, some students remain in bilingual education programs for ten years or more.

Despite its name, bilingual education is anything but bilingual. Most so-called bilingual programs exist only for native-Spanish speakers and are often taught exclusively or predominantly in Spanish. If bilingual education is so great why isnt it used for native speakers of the approximately 40 other languages spoken in Arizonas public schools?

Students in bilingual programs not only fail to learn English; they also receive a substandard education in core subjects. Not surprisingly, students in bilingual programs have some of the lowest test scores and highest drop out rates in the country. Even worse, their incapability to speak English considerably limits their future earning potential and opportunities. Basically, the best way to learn English is to be taught in English. It is time to rescue non-English speaking students from the academic Siberia of bilingual education and provide them with the tools they need to fully realize the American Dream.

A couple days ago I interviewed two of my sister's friends at their Marivale High School, in the south side of Phoenix. I asked them "What do you think about the way your instructors teach their classes? Are these classes harder than the classes you used to take in Mexico?" They laughed and suddenly replied "Our classes are very easy. Our instructors are Hispanics so they speak Spanish in the classroom all the time, so the language is not a problem". One of them also added "I do not, personally, miss Mexico because here I find everything pretty similar to Mexico, I speak Spanish at the school, at home and even at my work, so I do not think that I will need to learn the language any time soon".

I think that the classes here in the United States should be way harder than in Mexico or any other country. As I could confirm many students do not know the importance of learn the language, and even worst their teacher are doing nada to help their students. This is happening everywhere, not only in the south side of Phoenix. Hispanics are being segregated by Hispanics. Instead of helping our community, some people are harming people that their only desire is to succeed in life.

If we take a look to the dropout rate in high school, they are not dropping out because they are not intelligent. They are dropping out because they can not speak English. Kids in bilingual classes are learning nada. Kids are not gaining the language until they gain it orally. I urge the school district to apply English immersion in all the schools of Arizona.

In conclusion, parents should take more responsibility for the education of their children. They should ask for English immersion programs in their children's schools. This is the only way to weigh the school district conscience to really provide a good education for the children. I learned English in one year using English immersion. If English immersion really works, why do not try in all the school without exceptions. If the instructors really care about their children, they should teach their pupils English with English. Adopt English to adapt. Real learning means to learn English; if the faster way to learn English if for immersion we must try it.

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Hrothgar's Speech and Plot Connections

The plot of Beowulf can be looked at in three parts. These three parts consist of Beowulf killing Grendel, then Beowulf killing Grendel's mother, and finally with Beowulf being defeated by the dragon. Hrothgar's speech at the celebration following Beowulf's defeat of Grendel, serves not only as a foreshadowing and warning to Beowulf, but it also seems to mirror the three parts of the plot.

The beginning of Hrothgar's speech pays tribute to "Almighty God" and how he empowers some men with enormous physical strength and wisdom in order that they may have a "happy life". Hrothgar warns Beowulf, in his speech, about taking these powers for granted, having too much confidence, and of the limitations of mortal man. Hrothgar goes on to give an example of his strength at the height of his power in his speech. Hrothgar begins this part of the speech by reverting back to his youthful days as a warrior when he protected the Danes "…in wartime with spear and sword against constant assaults by many tribes" (46).

This part of Hrothgar's speech corresponds to the first part of the plot in which Beowulf kills Grendel. Beowulf is able to kill Grendel without the aid of any weapon and uses his bare hands to rip off the claw of the monster. Hence, Beowulf has been blessed with great physical strength. As Hrothgar did, Beowulf rises to glory and becomes famous throughout the Dane territory.

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The second part of the plot is concerned with Grendel's mother seeking revenge for the death of her son. As Hrothgar grieves over the attack by her on one of his men, Beowulf vows, "I guarantee you she will not get away. She'll have nowhere to flee to" (7). This confidence that Beowulf expresses in his ability to kill Grendel's mother is comparable to Hrothgar's implications in his speech that, as a young warrior, he became overconfident and believed that his "enemies had faded from the face of the earth" (46). Hrothgar warns, "Do not give way to pride" (46).

But Beowulf's confidence seems to fade somewhat as he sizes up the competition for the battle. The lake, containing the underwater cave, for which the battle with Grendel's mother will take place, is described as "bloodshot" and "infested with all kinds of reptiles" (8). Perhaps a decline in Beowulf's confidence can be evidenced by the choice he makes to wear armor and use a sword in contrast to his previous battle with Grendel in which he felt he could handle the monster without his war-gear.

The third part of the plot consists of an aging Beowulf whose land is being stalked by an angry dragon. Beowulf, taking on the dragon, is unable to go it alone. In this final part of the plot, his mortal body, wracked with age, fails him. To slay the dragon requires help of one of his faithful followers. Hrothgar's earlier speech predicts Beowulf's death "Your piercing eye will dim and darken; and death will arrive; dear warrior, to sweep you away" (

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Many black men traveled oversees to join the French Army where they learned hand to hand combat and received pilot licenses. Eugene Bullard and Bessie Coleman were the pioneers of black pilots, and the inspiration of the Tuskegee Airfield. On January 11th, 14 was the first time in history that air power won the surrender of a ground target, and this was due to the strike from the th Squadron. At this time in 14, the black Army pilots still had not earned respect from many of their white counterparts and much of the American nation. By the end of 145, the th, nd, and 100th, and 01st, had a total of 4 targets destroyed, and 8 damaged targets making them very successful. They had more individual missions than there white counterparts, whom were sent home after 50 missions, some black pilots flew over 60. The airmen became known as the 'Red Wings' because they painted their wings and nose the color bright red. This was to distinguish themselves from other American fighter units. They began to become escorts for bomber planes, and were considered 'angels' by the bomber pilots. Not once did they loose a bomber plane during the time they escorted them. Once the war ended, after the surrender of Germany and Japan, the th, 100th, and 01st Squadrons returned home.

Many of the white officers that returned home were greeted in the street with cheers, hugs, and kisses from beautiful women. The scene was different when the black pilots and crewmen returned to the home front; America still did not recognize them as 'sufficient' combat pilots. Although many of the pilots received purple hearts, legion of merit, silver star, solider metal, flying cross, bronze star, and air metal and clusters. By the end of the war there were pilots that graduated from Tuskegee. The Tuskegee airmen not only opened the doors for black Americans, but they also told the nation that 'blacks aren't going to be looked down on any more.' The men stood proud and strong through all of the hatred, and riots that happened because of their participation in the American Armed Forces. Not only did they change history for America they changed history for the World; they protected our bomber planes that had targets to be destroyed. They were able to take out ground targets that prevented thousands of weapons to be deployed to the enemy. They looked prejudice and hatred in the eye and stepped on it. They proved to the America that blacks are not inferior, they are equal. Men of the th Fighter Squadron and of the nd Fighter Group, they were brave black men who had to endure the difficulties of pilot training and go on and win their wings against the forces of home-grown discrimination. It wasn't until November 6th, 18 that Tuskegee was honored as a historic site by the United States government. President Clinton approved Public Law 105-55, which established the Tuskegee Airmen National Historic Site at Morton Field in Tuskegee, Alabama, to commemorate and interpret the heroic actions of the Tuskegee Airmen during World War II. The Tuskegee Airmen served their country proud and with open arms, even though they were not accepted the same way as the white pilots, they stood up for what they believed in and to make their families proud and honored.

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Joel and Ethan Coen's film, Blood Simple, can be classified as a low budget film. It is a very basic movie. There are several things that make it easy for people to classify this film as a low budget film. One of the things that make it easy for people to classify this movie as a low budget film is the setting. There is nothing extravagant about the setting. It is set in the middle of nowhere in Texas. It is a really mellow film in the aspect that there are no amazing scenarios such as stunts or explosions that would cost a lot of money to produce. Another thing that makes this a low budget film is its characters. It only has characters in it that are essential to creating the film. There are no extra characters in the movie. Also, the actors are not incredibly famous people that are already known to the public .

Even though this is a low budget film, it does not fit in the same category as most other low budget films. There are several things that help this film go above and beyond the other independent films. First, it has a higher quality than most other independent films. This film is crisp and has a strong plot unlike many other low budget films. The film is very suspenseful and has many twists and turns throughout the plot. The film creates enough spook that you are able to watch it without it being down right scary. It creates enough emotion in the viewers that many actually jump in fright in parts of the movie. It has excellent camera work. The camera angles and lighting are exceptional. Almost all of the scenes are dark but the most important scenes are lit up so that more attention is brought to them. They use the long roadways and the ceiling fan to make easy transitions from one scene to the next. This helps to make the transitions from one scene to another more crisp.

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Emily Elizabeth Dickinson, an American poet who is often described misleadingly as a virgin recluse and a partially cracked poetess (her own phrase) is now widely regarded as on of Americas 1th century genius of letters (Morehouse 618). Dickinson was born on December 10, 180 in Amherst Massachusetts to Edward Dickinson (a prominent lawyer, and later Congressman) and Emily Norcross Dickinson, and died May 15, 1886 in Amherst also. Her death certificate indicates that her occupation at home (Eberwein 56), an ambiguous title. Dickinson led a reclusive lifestyle, living most of her life on the Dickinson Homestead. Despite this, her poetry brilliantly reflects an inner creative inspiration. This is demonstrated when, in a conversation to her mentor Thomas Wentworth Higginson in 1870, she says I find ecstasy in livingñthe mere sense of living is joy enough (Kennedy and Goia 6).

Dickinson grew up in a New England environment, which emphasized the close bonds between religious devotion, intellectual activity, and citizenship (Eberwein 564). Her education took place between the balance between Amhersts intellectual growth and the tradition of maintaining submissive behavior. Dickinson handled this balance quite beautifully. She began her education at Amhersts primary school, and then attended Amherst Academy from 1840-1847 along with her sister Lavina. During her time at Amherst Academy, Dickinson was greatly influenced by the scientist-theologian Edward HitchcockÖand worshiped at the First Church during the period of revivalistic evangelical Protestantism known as the Second Awakening (Eberwein 564). It was Amherst Academy that effectively excited and activated her intellectual capabilities. She was known as a wit; she wrote comic sermons parodying the rhetoric of the local clergy (Morehouse 6). Dickinson spent her schooldays studying and socializing with the young and sharp men and women of the Academy.

From 1847-1848, Dickinson attended Mount Holyoke Female Seminary, which she left after only three terms to return home to Amherst and her family due to a persistent illness and also homesickness. In addition, it has been suggested that Dickinsons formal education had already taken place at the Academy, and that she actually preferred her own home library to the one at Seminary school (Morehouse 6). Milton and Shakespeare were among her favorites, but she also delighted in the works of female writers such as Elizabeth Barrett Browning and the Brontes. Dickinson read and considered both what was new and what was classic (Morehouse 6). Ironically, she had to smuggle in poetry, the very genre of work that she is famous for, because it was perceived by her father to be works of pure imagination and hence frivolous and indulgent to read (Morehouse 6). Although she professed to fear her father, Dickinson fortunately seemed to have a sense of humor concerning the peculiarities of all members of her family (Morehouse 61).

| Top | After she returned from Mount Holyoke Female Seminary, Dickinson rarely left Amherst again, taking only a few trips to Boston for medical reasons, Philadelphia, and Washington D.C. As the years passed, she became more and more reclusive, spending a large amount of time in her roomóoften writing poetry. What survives from these circumstances is the intensely passionate poetry written from these private circumstances (Kennedy and Goia 6). Dickinson increasingly narrowed her circle to her family and a few close friends, notably Susan Gilbert (Eberwein 564), who married her brother, Austin Dickinson, in 1856. The couple moved in next door to the Dickinson Homestead, allowing Emily to frequently walk to visit Susan, whom she developed a deep friendship with.

We are only the poets, and everyone else is prose. (Morehouse 6) wrote Dickinson to Susan in the early 1850s. This letter marked a beginning of a deep friendship that was both literary and loving. The two women remained in contact for the next thirty years, despite stories of Dickinsons complete seclusion from the world. Susan married Dickinsons brother, Austin, in 1856, and the couple moved in next door to the Dickinson Homestead, and allowing Emily to frequently walk to visit Susan and her brother.

During the 1850s, Amherst was a center for the evangelical ardor that swept the northeast during the middle of the century (6). Emily Dickinson ceased going to church during this time, while her close girlhood friends were accepted into the church. In a poem, Dickinson wrote Some Keep the Sabbath Going to Church--/ I keep it staying at Homeó (Kennedy and Goia 67). This reflects the fact that she was pursuing an independent spiritual journey, despite social pressures.

Much speculation surrounds the crises that drove her to poetic expression and her reclusive behaviors. From 1858-1861 Dickinson composed three passionate romantic Master letters to an unknown male audience. The identity of this lover remains under speculation. Some suggest Charles Wadsworth or Samuel Bowles, both married men who she presumably had romantic attachments to. Other candidates include Susan and her friend Kate Scott Anthon Turner (Eberwein 565). It is during this time that Dickinson Begins to claim her poetic identity; writing is her sole province (Morehouse 6).

Instead of completing the domestic chores that were expected of her in the Puritan ideas of self-sacrifice, Dickinson formed her own version of domesticity and sewed her own manuscripts into books that had to wait until the world was ready for them (Morehouse 6). These booklets, known now as fascicles, contained poems which remarkable for their distilled wit, ambiguous manner, and stylistic idiosyncrasies (Eberwein 564). The poems were shared with close friends and family, but not offered for publication until after her death. In fact, very few of her poems were published during her lifetime, reports vary between just two (The International Dictionary of Womens Biography 144), seven (Kennedy and Goia 6), and ten (Eberwein 564), although she composed 1775 known poems (Kennedy and Goia 6). It is evident through her poetry, as well as her actions, that Dickinson valued her privacy and did not necessarily desire to risk the fate of literary celebrity.

| Top | In 186, Emily Dickinson began her correspondence with Thomas Wentworth Higginson, a magazine editor. Can you tell me if my verse is alive? she asked and sent him two poems, then thanked him for the surgery when hed replied with suggestions (Morehouse 64). In their lengthy correspondence, she signed herself his scholar. She complained to him in 1866 when A Narrow Fellow in the Grass was published (perhaps because Susan submitted it) saying it was robbed of meÖand defeated of the third lineÖI told you I did not print. This was not a poet without an audience; this was a poet who insisted upon the fluidity of a text. (Morehouse 64).

Dickinsons life, though private from the 1860s on, was not free of turmoil. Her eyesight bothered her, and some have speculated that she suffered from exotropia, a misalignment of the pupils which could have made her extremely sensitive to light (Morehouse 64). This could have at least partially accounted for her reclusive lifestyle. Dickinson took great pleasure in gardening, reading, friendships and nurturing Austin and Sues three children (Eberwein 565). She also took care of her invalid mother with Lavina. It seems as though Dickinson was constantly confronted with grief, as many of her family members and loved ones passed away. In her early poems, she coped width religious doubt. Her later writings, especially her letters, suggest an increasingly hopeful sense of her relationship with God (Eberwein 565). She remained fierce, witty, and physical, a poet who described her position as a woman and poet in terms of paradox and extremes My life had stood--/ a Loaded Gun(Morehouse 64). Emily Dickinson died, possibly of kidney failure, on May 15, 1886 at the age of 55 years. Interestingly, her coffin was not carried through the streets of the town which she inhabited her entire life, but through the fields, sweet with clover and wild flowers she had loved (Morehouse 64-65). Upstairs in her home, her poetry awaited the world.

Following her death, her sister Lavina came upon a box of fascicles and other manuscripts and decided to display Emily Dickinsons genius to the world. Higginson assisted with the publication and promotion, and in 180 Poems by Emily Dickinson was published. From 180 until the mid-twentieth century, nine posthumous collections of her poems were published by friends and relatives (Kennedy and Goia 6). If the reclusive and antisocial Emily Dickinson had been known only public achievements, she would have soon been forgotten (Eberwein 565).

Dickinsons style of poetry is definitely uniqueóirregular, condensed, emotionalóbrimming with intellectual energy and ironic wit. Her imagery ranges from domestic metaphors, through scientific and geographical references, to literary allusions (Eberwein 564). Although they suggested unrequited love and religious searching, Dickinsons lyrics are vague on circumstances and surrounding the feelings of longing, passions, and despair. In a quiet subversion to gender assumptions, Dickinsons poetry has been steadily gaining recognition as works of art. She has become the most widely recognized woman poet to write in the English language and as an inspiration, to modern women writers. Within the context of New Englands Protestant and Transcendental cultures, Emily Dickinson has crafted a voice of fruitful tension and spiritual anxieties unleashed by the Civil War (Eberwein 566). It is evident that attempts to categorize her would deny the language that she lived moving, various and variant, something alive, still living (Morehouse 61). Perhaps she described poetry in all its glory when, in 1870, she told Thomas Wentworth Higginson If I read a book [and] it makes my whole body so cold no fire ever can warm me I know that is poetry. If I feel physically as though the top of my head were taken off, I know that is poetry (Kennedy and Goia 68).

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Ann Marie Plane Colonial Intimacies Indian Marriage in Early New England

The author discusses the interactions between Indians and the English Colonists in Massachusetts Bay, Rhode Island, Plymouth, Connecticut, Nantucket and Martha's Vineyard in the late 17th and the beginning of the 18th century. She focuses primarily on the vastly different understandings of conjugal union. For the Indians in the pre-colonial world the most important and enduring links between adult men and women were those of clan affiliation and kinship, whereas the English regarded marriage as the most important factor. In their view marriage and hence household and family mirrored the larger society in miniature. They feared that Native practices such as premarital sex, polygyny and easy divorce imposed a threat to destabilize the orderly communities central to the Puritan agenda.

I assume that Plane wants to reveal how intimate relationships not only reflected the influence of European colonialism in southeastern New England but actually shaped the progress of colonial dominance, helping to make and remake the regions cultures (pp. 111). De facto divisions between the marriages of Indians and the colonists "tended to heighten cultural barriers separating whites from others, laying the groundwork for racial rather than cultural meanings of Indianness" (p. 151). Since Indians appeared lacking family governance and household ideology which were closely linked to marriage for the English minds, they were seen as inferior, unassimilable people who should be subordinated.

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This book is made up of many stories of interactions between Native Indians and European colonists. Plane uses an unusual set of Nantucket court records to show the impact of new marriage laws on the daily lives of Indian men and women. Unfortunately no written records from the Indian courts survived.

Furthermore travel narratives, missionary writings, diarists' musings, sermons and early histories complement the legal records that make up the backbone of her studies. Ann Marie Plane demonstrates a great skill in her elucidation of specific court cases. By doing so, she shows us the real tensions that existed within families, and between families and communities, in the different populations of early New England.

Scholarly reaction

Melanie Perreault criticizes that written records made by the English form the basis for her primary research. She states that "these cannot be seen as objective sources on an Indian perspective".

The review written by Nancy Shoemaker for the "Journal of American History" emphasizes that "marriage is used as a metaphor to naturalize political relationships, with New England cast as the husband taking Indian America for a wife". She zings that "Indians appear in the book more peripherally and dimly than the book's subtitle would suggest".

Finally, the review in the "American Historical Review" stresses that Plane only focuses on Massachusetts, thus omitting Rhode Island and Connecticut.

I enjoyed reading the book because it highlights so many stories of interactions between Native people and the Europeans. Thereby it seems to be lively and gives a good insight into the intimate lives of people at that time.

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Modern Health Hazards

Modern Health Hazards, dangers arising from man made circumstances that threaten the wellbeing of humans environment. These are normally taken as hazards arising from the mistakes humans have made over the past years affecting the Healthy status of the entire planet completely. Different hazards threat human life on earth & By the level or extent of threat the effect can be serious and sometimes even cause death. Modern Hazards mainly are pollution of different types ,Drugs , chemical usage and some day to day human activities too !

Air Pollution, contamination of the atmosphere by gaseous, liquid, or solid wastes or by-products that can endanger human health and the health and welfare of plants and animals, or can attack materials, reduce visibility, or produce undesirable odours. Among air pollutants emitted by natural sources, only the radioactive gas radon is recognized as a major health threat. A by-product of the radioactive decay of uranium minerals in certain kinds of rock, radon seeps into the basements of homes built on these rocks, posing a risk of lung cancer to residents.

Effects of Air Pollution

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Potential pollutants may exist in the materials entering a chemical or combustion process (such as lead in petrol), or they may be produced as a result of the process itself. Carbon monoxide if inhaled in excess can cause lung problems, loss of oxygen in the blood & finally cause death .In December 184 deadly methyl isocyanate gas was leaked from a chemical plant in Bhopal, causing the deaths of at least ,00 people.

Water Pollution, contamination of water by foreign matter such as micro-organisms, chemicals, industrial or other wastes, or sewage. Such matter deteriorates the quality of the water and renders it unfit for its intended uses.

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In the movie Kramer Vs. Kramer, divorce plays an important role in the life of a child and his father. The film looks at a different aspect of divorce from what society normaly would see by showing the father's point of view throughout the custody hearing.

The film is about a wife who leaves her unhappy marriage to fulfill her goal of making it on her own and having a career of her own. Along with leaving her husband, Joanna also leaves behind her five year old son Billy to be brought up by his father who he really has no relationship with. This is a perfect example of how families were put together in our early society. Due to the fact that the father had to bring home all the money, he never got a chance to really get to know his child. This is an important aspect in the rest of the film. After eighteen months, Joanna decides that she wants custody of Billy and takes the father, Ted to court. During the eighteen months that Joanna is gone, Billy and his father build a close relationship with each other. During the trial, the lawyer brings up the fact that Ted had no relationship to his son before his wife left, and that since his wife left he lost his job due to the fact that he had made his son his top priority. The court took this is a bad manner and looked down upon Ted for this, and also the fact that Billy had fallen at the park and had to have stitches on his face. The court made it sound as if it was Ted's fault that Billy had fallen, but in turn what child doesn't get hurt at the playground at least once in their life? The court tried to make it sound as if Ted was a bad parent due to the fact that he was the male figure in the childs life. In the end, Joanna gets custody of Billy but decides that living with her would not be the best thing for Billy.

Normally in society, the fact that the mother would decide to give back the son to the father is not even considered. In most custody cases the mother wins, even if it is the father who is the better parent. Men seem to be thought of as bad parents just because it is normally the father that leaves, and the mother is left to take care of the child. This film is one that hits home with a lot of its audience. Most kids have seen the effects of divorce and have seen how it affects kids when they are separated from one of their parents. The part in the movie that really effected me was when Ted and Billy were making breakfast before Joanna came to pick up Billy to move him to her place. Billy breaks down and cries that he has to leave his father. This is sentimental because the same scene first occured when Joanna first left and they were making breakfast. At first Billy wanted his mom to come home, but after he got to know his father and how much he loved him, his opinion of his father changed completely.

This was a great movie about divorce and how men do not have equal rights to women. This movie shows the affect of divorce cases from the viewpoint of the father instead of taking the mother's side as most of society does. Kramer Vs. Kramer. Dir. Robert Benton. Perf. Dustin Hoffman and Meryl Streep. 17. Video Cassette. Columbia, 1.

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A Quality Controversy inspired by Machiavelli

From this arises an argument whether it is better to be loved than to be feared, or the contrary. I reply that one should like to be both one and the other; but since it is difficult to join them together, it is much safer to be feared then to be loved when one of the two must be lacking. (Machiavelli, the Qualities of a Prince 44)

Machiavelli, therefore, is obviously very aware of the fact that questions of character and morality can not be answered in black and white. Somewhere in the many shades of gray an appropriate answer for a given situation can be found, but as situations change so must ones response.

Are Gods loved or feared? A little bit of both. Many people only love their gods because they fear them. Those who feel too loyal to their gods, to fear them, feel that those who are not so close to god, have something to be fearful of. It would seem that all people have some fear of their gods whether they are afraid for themselves or worried about others. Taking into consideration that people have both love and fear for their Gods, but more fear than love, and that people have followed religions for years; I would have to agree with Machiavelli's point of view. Love is an emotion of compassion for others, but like Machiavelli thinks, most people are not good; they would probably pay more attention to an emotion that affects them directly, such as fear. I believe that people would turn their back on a leader that they loved far more quickly than confront a leader that they are afraid of. Therefore, if an entire population is terrified about their leader nobody is going to want to be the first person to speak out against them.

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