What Highschool Is Essay Example for Free

What Highschool Is Essay Theodore R. Sizer in his essay What High School Is begins with an illustration, a detailed account of the opening of the day at a high school, following one student named Mark, sixteen years of age, as he arrives at school, greets his friends, and goes to class. This section is a rather dry recitation of his schedule on this particular day, with some vivid descriptions of the classes, the other students, and the different elements of the school day. This entire section runs four and a half pages and serves as the introduction to the entire essay. This is a daring and not entirely satisfactory approach. There is nothing ahead of this description to assure the reader that the entire essay will not consist of this detailing of one students day, though in fact the essay has something else in mind if it can hold the attention of the reader until the author gets to it. He might have offered some more traditional introductory remarks to indicate that he has a purpose in telling this lengthy story, which would gain him mileage with many, but instead he just launched into it and continues through to the end of the day. After this, of course, comes what might be considered a more The reading What High School Is by Theodore R. Sizer accurately depicts an average day for a high school student, but fails to show some of the most critical things about what high school is. A large portion of the reading tells about the average day of a student named Mark. This portion of the story is the focus of my response. Although the description of his day is pretty accurate, it fails to show the emotion and feelings of that day. The story only describes what he does in his classes and not what he thinks about those classes. The story over simplifies what high school is to each individual student. Although most students probably follow about the same schedule, the way that student reacts towards his classes, teachers, students, and administrators varies greatly. While one student might enjoy his or her schedule and teachers, another student with the same classes might hate school because of it. Another very significant part of high school that Sizer fails to mention is the so cial aspect. One of the MOST important skills learned in high school is social interaction. Sizer barely mentions that the part of the day that most students learn the most, and look forward to the most, is their lunch and passing periods. Most students opinions on high school and whether or not it was a good experience for them greatly depends upon how well they can socialize during these times of the day. If a person was to ask an outcast what they thought of their high school they would most likely relate the experience as a negative one. However, if a person was to ask someone who even had some social interactions that person would most likely have had a positive high school experience. Overall, Sizer does a good job of showing the class experiences of a student but fails to even mention one of the most important factors in that students high school career, their social interactions.i completely agree with you on the part about high school experience, and that is something that always differs from all of us. now going back to what schools are doing it can clearly be seen that depending on the location of the school, it is how the kids would learn to be socially aware citizens and critical thinkers. unfortunately not many of the schools are doing this.. but why? should we let our kids fail on their own so that they become responsible? I think its fine that the author didn’t include Marks feelings or how high school social life is very important. Thats not the focus of his essay. He is pointing out that the public education system is failing to provide true scholastic and humanistic substance for students. Schools say they want to teach moral and ethical values and self-realization to students, but do very little in those stated goals. Yes, a lot of us have had wholesome high school experiences but thats because weve made great friends and been around great people. What about great teachers or administators? What are they doing to give students a valuable education experience?

Becoming Influential Essay Example for Free

Becoming Influential Essay The public view of nurses as subordinates to physicians, simply â€Å"trained† to follow doctors’ orders, an overall lack of understanding as to the level of education and the kind of work nurses actually do (Sullivan, 2004) has lent to this perception. Sullivan (2004) writes about telling nursing’s story as an avenue to turn opinions around; empower nurses at an individual level, and ultimately raise the bar to a degree where nursing as a whole takes a stance to being viewed and treated as experts in the health care arena alongside other disciplines. Nurses outnumber all other health care providers (Kelly Crawford, 2008, p. ) in both acute care and community care settings; are the most diverse clinicians having knowledge and experience that intertwines with all other health professionals, the public and now the business world. Nurses collectively have a deeper understanding of the everyday goings-on within all areas of healthcare. The challenge is to convince those who do not recognize this attribute to tap into an invaluable resource. The message I have chosen to include in this paper will attempt to encourage and support the utilization of nurses in the area of clinical informatics, as this is an up-and-coming opportunity to recruit the experts. Deciding on My Message I have always had an interest in computers long before I went into nursing. As a new graduate nurse in the early 1990’s I went straight to San Antonio, Texas where at one of the hospitals I worked implemented a cutting-edge clinical documentation application in the intensive care units. I quickly became a champion user as I was quite comfortable with the whole concept. That, blended with my diverse clinical experience in nursing to include using many other applications in various areas set the stage for my area of expertise; clinical informatics. As a practitioner, I felt unfulfilled at the bedside, frustrated with the lack of positive recognition toward the profession, regardless of the root cause. Being able to move away from direct patient care to a role that required a strong clinical background, informatics became my passion. My concern has intensified over the lack of clinicians called upon to do what nurses do best: clinical workflow analysis, agents of clinical change management and clinical adoption, and most important ensuring the application is robust enough for that program, clinic or unit based on expertise in that area. The further I observe resistance to change and poor adoption by nursing the more incensed I become with the lack of expert utilization. The motives for the resistance are significant: the omission of the nursing process, the inability to enter orders (physician and nursing), track medication and document medication administration is to list a few. These gaps could have been identified and possibly avoided had nurses been involved in the initial requirements gathering. Nurses understand process and know what questions to ask, as opposed to non-clinical analysts, who could not know what they do not know; who better to understand specific practice methodology and process than those who live it? Furthermore, physicians are viewed as the key holders to patient care while nursing and other allied health groups are seen as simply assisting the physician, not as part of an integrated multidisciplinary team. Nurses understand and embrace this model far more than other disciplines and are the best choice in this domain. Deciding on How to Share My Message The conduit for my message is through networking with individuals I have met and worked with over the years with influence and power; those at the executive level in the health region, university and college leaders, business leaders and clients, in person, via letters, and public speaking. Another channel I will utilize is the Canadian Nursing Association Journal with a letter to the editor or submission of an article to be published within the magazine. The target audience at this time is business and other health care professionals as the need to have nurses recognized as assets to the fast moving execution of electronic systems in health care, soon to replace paper, is urgent. If more nurses are not involved in this process as expert consultants, there is a high risk of failure and inevitably patient safety. I will not directly target the public but indirectly as I believe once health care and business professionals view nurses as experts in our profession overall, then their perceptions and opinions will reach the public. The obstacle will be persuading those with little health care understanding just how nursing can be affective. Business leaders are all about deliverables, making sure they are provided. How the product is packaged is not of great concern; patient safety is not a term truly understood by non-clinical analysts and project managers. Within eHealth in general, the organizational structure from top down holds minimal if any clinical knowledge beyond the high level business of healthcare. The best way to convey the message in this arena is by example of competency and the successes when nurses are part of the team. Unfortunately, failed deliverables due to lack of clinical analysis and input is the other method of getting the message across in this instance. However, that would require a clear understanding of why the project failed, which has slowly been coming to light within the eHealth community. Therefore, the target for this message would be the CIO and the medical officer of eHealth, however, the argument must be well supported to ensure being heard. As Kelly Crawford (2008) discuss, the lack of awareness noted by the reluctance of nurses to be identified as experts creates an obstacle. Opportunities to speak at various forums that involve nursing directly or indirectly is the best way to share the message with nurses. I was recently asked to speak to an audience from the informatics graduate program at a university in order to encourage and promote more nurses into the program. As one individual stated, â€Å"we recognize the unique expertise nurses bring to informatics and have identified the gap in this program. † My Message In preparation for this assignment I learned that there are others in the profession that have identified similar trepidations around the lack of positive recognition toward nursing, however, a solid foundation to build on has been laid. As discussed in Sullivan (2004) nurses rarely take the opportunity to promote the profession through the media, citing shortage of time, or fear of repercussions as a motive to decline. In order to be valued in positive locus those in the profession must promote their own successes without fear of appearing egocentric or as a braggart; taking pride in undertakings that might seem unremarkable but are more than that. While other professionals present their individual accomplishments regularly, gracefully accepting the prestige and standing that comes with their show, nurses must embrace this characteristic in order to continue paving the road to professional recognition. I am inspired to carry on promoting nursing as I have- by example, through networking.

The Issue Of Handphone In School English Language Essay

The Issue Of Handphone In School English Language Essay   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Handphone has become indispensable gadget, an absolute necessity for both adults and children. Like every other invention of man, whether or not to allo the use of handphones in Malaysian schools is not an easy yes-or- no issue. This is the dilemma of the authorities.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If properly used, the handphone can bring more benefits than harm especially to children. When television first made its debut in the 1960s, everybody imagined that it would have a negative effect on children. Parents fret over their childrens addiction to the idiot box and the neglect of their studies. Their fears were unfounded as they soon found that if strictly contolled, the television was as harmless as the radio or the gramophone.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In more recent times, the same anxiety greeted the advent of computers, especially the Internet. Today, the Internet has becomean essential tool and we cannot imagine a life without computers. Like the computers, the handphone has many advantages, while an abuse of it can have disastrous results. Handphones are useful tools of communication. Parents and children can keep in touch with each other and any last mintue change of plans can be conveyed easily without any trouble to either party. Some children however, cite this as a loss of privacy as parents will have a 24-hour access to their children   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Parents say the handphone is more than a convenience-it is an essential item that can function as a tracker divece. With it they can monitor their children and check on their whereabouts via satelite. Thus, from whereevr they are, paretns can ensure the safety of thier children and avoid incidents like kidnapping and such crimes.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Education Ministry officials, school authorities and many parents believe that allowing handphones in schools would only widen the disparity between the haves and the have-nots among students. Handphones come in a variety of shapes, colours and function:from generic ones to highly sophisticated ones that double up as camers, video cameras and palm tops. Not every child in school comes from middle or upper class families that can afford to buy each child a handphone. The self esteem of children who do not own a handphone or who possess a basic one wii be affected. Low esteem among students would cause a rift among children. Cliques, jealousy and rivalry would result. This unhealthy situation should not be nurtured in a school. Instea, the school environment should promote equal opprotunities and equal treatment.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another reason for the strong outcry against allowing studentsto bring handphones to school is the distraction it poses. SMSes, games and ringing tones are some of the distractors that take the students attention away from the lesson. Children being children will not be able to resist the temptation of answering calls and sending messages when they should be listening to the teacher or classes, the games available on the phone is something the students would resort to after classes to overcome boredom.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Apart from diverting students attention, the handphones can threathen the validity of school examinations. Students may cheat durin examinations via text messages. Information or answers can be passed from one student to the next while examiners may be totally oblivious of the cheating that happen.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Finally, even adults find it hard to exercise social etiquette and discretion in the use of handphones, therefore children cannot be expected to do any better. Despite explicit messages in movies threatres, at meetings and at formal meetings, we still hear phones ringing away. School administrators and discipline teachers would find it difficult to to effectively prohibit students from using their phones during lessons.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If Ministry of Education lifts the ban on handphones, schools may come up with new rules or guidelines to control the use of the handphone. Inevitably, teacher will be burdened with the task of monitoring the use and misuse of the handphone. All this is additional stress for teachers who are already loaded with heavy responsibilities. The Malaysian school system has thrived so far even with handphones being banned from schools. Why sudden change of heart? http://ngkwdaniel.spaces.live.com/blog/cns!61F13D5E0ECD31F0!521.entry Cell Phones at School: Should They Be Allowed? by Maya Cohen The question of whether cell phones should be allowed in schools has been hotly debated over the years. Most school administrations regard cell phone use as disruptive and distracting, and have implemented policies that prohibit using them on school grounds. There are benefits to giving your kids cell phones for use outside of school, but before you add them to your family plan, read the pros and cons: The Pros You can be in touch with your children, and know their whereabouts. Your kids can reach you in the event of an emergency, and vice versa. If in danger, your children can reach the authorities or a medical provider. Phones can be silenced during class or study periods, and active only in appropriate places. Cell phones create a convenience that was previously unavailable. With cell phones, you can easily reach your kids for any reason: to ask them questions, change plans, or to simply say hello. The Cons Students often forget to turn off their phones in class, and ringing noises or text-message alerts disrupt learning. Even if set to silent, cell phones can still cause distraction, since text messaging has become a high-tech method of passing notes in school. Students have been known to use cell phones to call in bomb threats to schools, to avoid or condense class time. In the event of a widespread crisis, rampant cell phone use can overload communication systems and render them inoperable. Student cell phone networks add to the spread of rumors and misinformation, which can be harmful during a widespread crisis. Phones can be used as cheating devices during exams. The long-term physical effects of cell phone use are still undetermined. There are compelling arguments on both sides of the debate, and both enthusiasts and critics make convincing points. What do you think? Take our poll: POLL: Should schools allow cell phones? In fact, the real decision regarding cell phones lies with parents. Short of checking each and every backpack, school officials can only enforce cell phone bans if they catch a student with a prohibited device. Would you allow your child to bring a cell phone to school? Share your opinion in our poll: http://life.familyeducation.com/cellular-telephones/school/51264.html By MALLIKA VASUGI WHEN initial reports about students being allowed to use handphones in schools were first released, many teachers were incredulous.    There were already enough problems in schools where the ruling against handphones was strictly enforced. With the lifting of the ban, all hell was bound to break loose.    We shuddered in our staff rooms, imagining the consequences.    It was a great relief therefore when the announcement to renew the handphone ban came shortly after that although there were a few raised eyebrows and wry comments passed about the now its on-now its off thing.    During the period between the first and second announcements, many letters to the editor were written and opinions given about the ruling both in favour of, and against, the bringing of handphones to schools.    While teachers were generally opposed to the idea, some parents were pleased.    Times have changed, one parent wrote. We need to keep in touch with our children. How else will they reach us in case of emergencies?    http://thestar.com.my/archives/2006/2/5/education/09cartoon.jpg One colleague remarked, The way some parents go on, you would think their offspring came into the world clutching handphones to their ears.    Many teachers laughed quietly when further restrictions on the use of the handphone were outlined.    Only during break time, in the canteen or school compound, not during lessons.    As teachers smack in the middle of this issue, with first-hand knowledge of the problems caused by handphones despite school rules against it, it is difficult not to be sceptical. Besides being an effective examination cheating tool and major distraction during the teaching-learning process, handphone text messages have also replaced the classic love-letter to the girl in the last row.    Thats an understatement, said another friend who is the discipline master in his school.    Remember the old school boy trick of yesteryear involving strategically placed pencil-sharpener mirrors. Just imagine what they can do with camera-phones these days.    And do you know what the worst part is?    Some of the models in the lewd, almost pornographic, camera-phone shots are our students. Makes you wonder what the root of all this moral decadence is, doesnt it?    Of course banning the handphone in schools does not mean all these problems are going to be solved. Cheaters will still cheat and inappropriate behaviour in girl-boy relationships will still continue.    Besides, asked another parent, Wouldnt it be unfair to students who genuinely need to have the handphone with them? What about kids with medical problems who need to be in constant contact with their parents?    School administrators have never been unaware of this situation and for that reason, there are always teachers on duty everyday to deal with emergencies such as sending students home, to the hospital, contacting parents and so on.    Some schools I know even allow students to bring their handphones to school but they have to turn the phones in to the school authorities throughout the school session.    You know what really amazes me? said my discipline teacher friend.    Every time we conduct a spot-check and confiscate handphones, parents who have never attended any school function, never turned up on open day to check on their childs progress throughout the school year, are at the school office within half an hour of notification, pleading with us to return the handphones to their children.    Another point brought up by the no handphones in school proponents was the possible feelings of resentment, envy or even feelings of inferiority which may arise when students begin comparing handphone models in schools.    Like most of our material possessions that start out as needs, handphones have become a sort of status symbol for some.    Parents know this when their teenagers tearfully plead for the over RM1,000 model that every other kid has.    Imagine a kid who applies for the Textbook Loan Scheme because his father earns less than RM1,000 a month, sitting next to a student flashing the latest Nokia N90 which cost his dad RM2,500.    Most of us teachers especially, are glad that the issue is finally settled and the ban remains effective.    But we know some of the negative comments that are bound to be made by those less satisfied with the ruling.    Teachers should not blame handphones for discipline problems.    It is the teachers job to ensure students pay attention in class and do not play with handphones. Teachers should not shirk their responsibilities or pass the buck, and so on and so forth.    I wish someone would teach us teachers how to keep a student awake in class when he has been working part-time until 2am to pay for the luxury items he needs, handphones of course being at the top of the list.    While we are at that, I also wish someone would teach us teachers how to prevent students from using vulgarities in school when they use them all the time at home.    Or tell them it is not okay to cheat although this allows them to get what they want.    Or that it is morally wrong to flash an expensive Samsung D500 in front of another kid whose parents cannot afford to give him lunch money.    http://www.mobile88.com/news/read.asp?file=/2006/2/5/20060205000212sec=cover%20story By KAREN CHAPMAN PETALING JAYA: The Education Ministrys decision to lift the ban on handphones in schools from this year has generally caused an uproar.    Director General of Education Datuk Dr Ahamad Sipon cited the increasing number of students owning handphones due to cheaper service charges and handsets as the reason for lifting the ban.    Basically, the Education Ministry does not want to prevent the usage of handphones in school. But their use by both teachers and students must be controlled so that the teaching and learning process is not disrupted, he said in a circular.    RING IT IN Yim Pheng Lets not panic unnecessarily with the lifting of the ban. Lets see what happens first. If there are problems as a result of the directive, I am sure the Education Ministry can then review the situation.    Schools should also have their own rules on the matter.    SMK La Salle (Petaling Jaya) principal A Rajenthran I welcome the ministrys lifting of the ban. We allowed students to bring their handphones last year for convenience and security reasons.    Many parents want to be able to contact their children. They also want their children to be able to contact them in case of an emergency.    We set up a process where students who want to bring their handphones can do so, but they have to first register with us.    We cannot run away from the fact that handphones make things extremely convenient these days.    Parent Abu Kadir Abdullah, 49 All of us in the family keep in touch with each other via handphones, so in this ICT (information and communication technology) age, having handphones will help us communicate faster better.    Parent K.K. Wong, 43 In this day and age where both parents are busy working until late in the day they have to depend on the handphone to keep in touch with their children in school. It is no more just a gadget to show off, it has become a necessity.    Many parents can attest to the fact that it has helped them in their lives. School authorities should make sure students help us communicate faster and better.    CALL IT OFF Parent V. Gunasekaran I am really scared for my daughter. Some IT savvy boys may take funny pictures of girls and circulate them through the MMS. The Ministry should have a rethink.    Senior assistant Mary Goh We have a strict ban on handphones. I really dont see a need for students to bring them to school. There are enough public telephones in school and if there is an emergency, they can always use the office telephone.    Although we are very strict, and will confiscate the phones if we catch them with one, some still manage to sneak them into school. Its really not a good idea.    Principal Suzana Ahmad I am concerned because bringing handphones to school will distract students from concentrating on their studies.    Students are here to learn but they may be unable to resist the urge to check their phones for messages every now and then.    After teaching for many years in urban schools, I can tell you that children in these areas can be very sneaky and may put their phones on silent mode in class.    Teacher R. Usha I agree it is not a good move. I am worried about the impact on those who do not have handphones.    Children from wealthier backgrounds may possess state-of-the-art phones while the poorer ones may have something simpler or none at all. This will cause jealousy and may even result in thefts. http://www.mobile88.com/news/read.asp?file=/2006/1/12/20060112213741sec=news

Herbert Spencer Essay -- essays research papers

Herbert Spencer The most extreme reflection of nineteenth-century individualism is to be found in the encyclopedic system of Herbert Spencer (1820-1903). Both his paternal and maternal ancestors were of a long English and French nonconformists, dissenters and rebels, and Spencer traces in his "Autobiography" his "conspicuous disregard" of political, religious, and social authority to the tradition of independence and dissent so long cherished by his family. Spencer’s education was informal, unconventional, and highly deficient in the more traditional studies of literature and history. His father encouraged his interest in the science and tecnology, and Spencer became an engineer. However, he practiced his profession for a few years, because he became increasingly interested in political economy, sociology, biology, and philosophy. He was a subeditor of The economist from 1848 to 1853, and then ventured into a full-time career as a free-lance author. As early as 1842 Spencer contributed to the Nonconformist a series of letters called The Proper Sphere of Government, his first major publication. It contains his political philosophy of extreme individualism and Laissez Faire, which was not much modified in his writings in the following sixty years. Spencer expresses in The Proper Sphere of Government his belief that "everything in nature has its laws," organic as well as inorganic matter. Man is subject to laws bot in his physical and spiritual essence, and "as with man individually, so with man socially." Concerning the evils of society, Spencer postulates a "self-adjusting principle" under which evils rectify themselves, provided that no one interferes with the inherent law of society. In discussing the functions of the state, Spencer is concerned with what the state should not do, rather than what it should do. Maintenance of order and administration of justice are the only two proper realms of government activity, and their purpose is "simply to defend the natural rights of man to protect person and property." The state has no business to promote religion, regulate trade and commerce, encourage colonization, aid the poor, or enforce sanitary laws. Spencer went even so far as to deny the state the right to wage war; but as he says in his Autobiogra... ...yond the ethical sanction bestowed on it by the free consent of the citizens: " The function of Liberalism in the past was that of putting a limit to the powers of the king. The functions of true Liberalism in the future will be that of putting a limit to the powers of parliaments." Spencer’s political ideas hardly changed between 1842, when he published his Proper Sphere of Government, and 1903, the year of his death. The constancy of his political thought in the face of rapidly changing social and economic scene explains why the same ideas that were the last word in radical individualism in the eighteen-forties had become the orthodox conservatism by 1900. And Spencer’s appeal to the English Liberals to return to their original individualism remained unheard, but he correctly foresaw that Conservatives would become the defenders of economic individualism. Spencer failed to see that the issue of the state intervention in the economy was essentially one of means and not of objectives, and that Laissez Faire could be progressive, dynamic, and revolutionary at one time –early 19 century-, and conservative, stagnant, and sterile at another time – late 19 century-.

Searching For a Balance in Education :: Learning Education Essays

Searching For a Balance in Education The definition of "education" encompasses many different meanings. It can be defined as schooling, studies, learning, the educational system, and the list continues on. Both Adrienne Rich and Jon Spayde feel that education is composed all of these elements. But learning at a school, inside of a classroom is only the beginning. There is much more to learn other than what is inside of a text book. Learning, in large part, will come from experiencing the happiness, horrors, tragedies, and other lessons that life will bring us. We will not be able to truly appreciate our gift of knowledge until we learn to look within ourselves and to gain the self- awareness we need to recognize the meaning and importance of education. Spayde and Rich feel that a school education alone does not prepare us for the real world. Both Spayde and Rich give accounts of what they have experienced inside the educational arena. (66) Jon Spayde, author of "Learning in the Key of Life, ²s ntless experiences of many writers to illustrate the various types of education that exist in today ¹s society. He and his colleagues don ¹t necessarily believe that a formal education is the only way to learn, but instead there are various avenues for acquiring knowledge.  ³The whole world is a classroom, and to really make it one, the first thing is to believe it is. "(62) In Spayde ¹s essay, Elizabeth Sutton- Lawrence discusses Greek education, known as "in-the-street education,"where the Greeks "learned largely in part from first-hand experience. Socrates met and challenged his "pupils ²"in the streets, at dinner parties, and after festivals. ²"(us) Even if universities had been established in Greek times, Socrates, most likely would still have chosen to educate himself in the streets. He probably would have chuckled at the idea of formal schooling. (62) According to Spayde, not only did the Greeks believe in self-education, but so did other classical philosophers. They believed that to enliven the mind  ³"You need to be very alert to the world around you."(63) Awareness is so critical to our learning experience. We ¹ll never appreciate the beauty that life brings us if we don ¹t sit back and reflect on the experiences that we ¹ve learned from. New York Jazz and rock writer Gene Santoro expressed that we can also learn a lot from  ³popular culture. ² "Jazz", for example,  ³"is the artistic version of the American experience.

Morality In America :: essays research papers

The reading by Johnson starts out with a married lady by the name of Katherine Watkins complaining of rape by a black slave. Throughout the remainder of this section, depositions are given by other black slaves and people who claim to have witnessed the occurrence. Most of the accounts indicate that Mrs. Watkins seduced the slave into a sexual act and then blamed it on him in order to stay out of the trouble that her Quaker husband’s beliefs would have brought on her. The other section in this book is the sermon by John Winthrop entitled, A Model of Christianity. Two rules by which all men should abide, he says, are to show mercy and do justice. Among many other good deeds, he preaches love among Christians, performing service for the Lord, having unity and conformity in the community, and strict obedience to God’s word lest some punishment befall you. The handout given in class deals with the issue of homosexuality and the punishments for sodomy and buggery.   Ã‚  Ã‚  Ã‚  Ã‚  The reading by Marcus was solely concentrated on the Salem Witch Trials. A former minister, George Burroughs, is accused of witchcraft and much of the section deals with people who claimed to have been bewitched by him. There are a couple of letters by Cotton Mather explaining the difficulty of the witchcraft trials and his defense of the conviction of George Burroughs. The rest of this reading is letters of confession by the accused and more letters relating to the trials.   Ã‚  Ã‚  Ã‚  Ã‚  The role of Colonial women in society is given an in depth look in the segment by Graebner. In these days, the husband was seen as the supreme head of the family and women were basically domestic. Women were basically known only as the wife of their husbands and often helped them with their business affairs. Eventually, a minimal level of trade arose among women in the village, but nothing big enough to trigger a large outbreak of feminism at that time. A women’s role in society can basically be summed up in this quote, â€Å"The economic roles of married women were based upon two potentially conflicting values – gender specialization and identity of interest. A wife was expected to become expert in the management of a household and the care of children, but she was also asked to assist in the economic affairs of her husband, becoming his representative and even his surrogate if circumstances demanded it.

The Epic of Beowulf: Order Overpowers Chaos

In the epic poem Beowulf, the warrior hero Beowulf chooses to confront the tyrannical monster Grendel in his own domain, the hijacked mead hall of Heorot. A battle of brute strength ensues, in which Grendel, unable to escape his opponent's awesome armgrip, rips away from his own arm and flees, dying soon after from bloodloss. Beowulf's victory, though relatively early in the story, is a pivotal moment that signifies the defeat of discord and the return of civilization.Due to the stark ifferences in their appearances, lineages, and tactics of warfare, Grendel and Beowulf in battle symbolize the recurring conflict between chaos and order. When it comes to physical form, Grendel's wild nature is demonstrated by his scaly, barbed, hulking fgure and his razor-sharp talons, while Beowulf's powerful human form and clothing present him as much more civil. As the Danish soldiers marvel at the monster's severed arm, they notice that â€Å"Every nail, claw-scale and spur, every spike and welt on the hand of that heathen brute was like barbed steel.Everybody said here was no honed iron hard enough to pierce him through, no time-proofed blade that could cut his brutal blood-caked claw' (983-989). Their description not only refers to their unsuccessful attempts to penetrate Grendel's flesh by blade, but it illustrates a conception of his features as a whole. The creature's size and bodily protrusions characterize the hostile nature of Grendel, making him uncivilized to the point of being inhuman. Beowulfs features, however, have the opposite effect.Speaking of the hero, the Danish coast guard exclaims, â€Å"Nor have I seen a mightier an-at-arms on this earth than the one standing here: unless I am mistaken, he is truly noble. This is no mere hanger-on in hero's armor† (247-251). Beowulfs appearance and frame, although imposing, do not spark fear such as that of Grendel, but rather awe and respect. Likewise, his characteristics portray him as honorable, including his sleeping garments when he decides to face Grendel unaided by sword or breastmail (669-673); both his clothing and appearance of chivalry depict him as a fair and ethical fghter.Therefore, while Grendel's monstrous image paints him as a arbinger of anarchy, Beowulf's regal aspect and normal human look illustrate his role as civilization. In the case of their family backgrounds, Beowulf is a prince descended from many honourable and noble kings who served their people, and is therefore orderly; Grendel, in contrast, is the offspring of generations' worth of violent sinners, mainly the biblical Cain, and is feral by default. When asked of his origins, â€Å"The man whose name was known for courage, the Geat leader, resolute in his helmet, answered in return: We are retainers from Hygelac's band.Beowulf is my name† (340-343). The Geat warrior inherits a lineage that manifests itself in his name and reputation. Essentially, Beowulf and his ancestors are known for being valiant an d honorable, which are reflected in his actions, such as his offer to face Grendel. In contrast to the poem's protagonist, Grendel is a member of â€Å"Cain's clan, whom the Creator had outlawed and condemned as outcasts†¦. and out of the curse of his exile there sprang ogres and elves and evil phantoms and the giants brother, is infamous for being violent and vengeful; such traits are conferred to Grendel.Like his ancestor, Grendel ambushes his enemies without warning while gnoring moral conduct, effectively depicting his wild disposition. In essence, Grendel's heritage embodies his part in the conflict as barbarism, whereas that of Beowulf paints him as civil society. Lastly, what ultimately determines the two characters' natures is their fighting strategies: Grendel lashes out and demolishes his enemies in the middle of the night, but Beowulf chooses to fght without weapons to ensure a fair battle.The monster's unjust battle tactics are outlined in â€Å"the vicious raids and ravages of Grendel, his long and unrelenting feud, nothing but war; how he ould never parley or make peace with any Dane nor stop his death-dealing nor pay the death-price† (152-156). By choosing to ambush his enemies in their moments of vulnerability, Grendel highlights his own lack of ethical standards, as well as his inner cowardice, both shameful traits for a warrior to possess.His tactics of constant war and ignorance with respect to war atonement also feature his savage essence, making him the embodiment of lawlessness. In reference to his opponent, Beowulf states that â€Å"He has no idea of the arts of war, of shield or sword-play, although he does possess a wild strength. No weapons, therefore, for either this night: unarmed he shall face me if face me he dares. And may the Divine Lord in His wisdom grant the glory of victory to whichever side He sees fit† (681-687).His decision to battle Grendel without arms exemplifies both his sense of honor in warfare a s well as his courage; on a different note, it is also indicative of his intelligence, as none of the other warriors were aware that Grendel's hide was impervious to weapons. Additionally, Beowulf accepts that the fate of the brawl will ultimately be chosen by God, demonstrating his moral values. As a result, Grendel represents disorder hrough his cowardly war strategies and his unethical values; Beowulf, on the other hand, symbolizes organized society due to his courtesy in war as well as his valor.By virtue of their symbolic roles as order and chaos, Beowulf and Grendel oppose each other Just as they did in the mead hall. The very existence of both fgures was inherently contradictory, illuminated by the fact that â€Å"As long as either lived, he was hateful to the other† (814-815). Lawfulness cannot be present while anarchy and tumult remain. Therefore, Beowulf's overthrow of Grendel personifies the transition from discord and turmoil to order and civilization.