Scarlet Letter Essay Example for Free

Scarlet Letter Essay The Scarlet Letter There are many forms to degrade a person, some are deep wounds that can leave an imprint forever, and some go through one ear and out the other. There have been many occasions where ones life is played upon, where the only solution is death. But there are two of those imprints I want to focus on; revenge and hatred and how these two abhorrent features can destroy a person physically and spiritually. Revenge is defined as to inflict punishment in return for injury or insult. In Nathaniel Hawthornes novel, The Scarlet Letter, we find that two characters exemplify this theme. Roger Chillingworth and Reverend Arthur Dimmesdale have an extensive conflict that portrays an example for us. The clergymans shy and sensitive reserve had balked this scheme. Roger Chillingworth, however, was inclined to be hardly, if at all, less satisfied with the aspects of affairs, which Providence- using the avenger and his victim for its own purposes, and, perchance, pardoning where it seemed most to punish- had substituted for is black devices. In this quote from the book, it states that Roger Chillingworth, being the doctor of Dimmesdale, will use his medications against him. Chillingworth suspects of Dimmesdale committing a great sin that involves his wife Hester Prynne. Calm, gentle, passionless, as he appeared, there was yet, we fear, a quiet depth of malice, hitherto latent, but active now, in this unfortunate old man, which led him to imagine a more intimate revenge than any mortal had even wreaked upon an enemy. To make himself the one trusted friend, to whom should be confided all the fear, the remorse, the agony, the ineffectual repentance, the backward rush of sinful thoughts, expelled in vain! Chillingworth is taking advantage of being Dimmesdale so called friend, so he gets him to confess this reat sin that he is being suspected upon. He will be asking questions that will provoke Dimmesdale or rather make him think in such a way that he will express it physically. The reason why Dimmesdale seems to be sick is because of the secret sin he keeps inside, its destroying him. Making him weak, pale, rather old, and putting him in a position where he believes that medicine will cure it. Dimmesdale being the preacher of the town will have a great spiritual agony that will haunt him through this life and the next, making this the spiritual sickness that will not leave unless he confesses. And the cause of this all would be Chillingworth. Hatred can destroy victim or attacker, being an intense dislike, extreme aversion or hostility. All of these aspects, Chillingworth was putting upon Dimmesdale, slowly making him pay for the sin. In a word, old Roger Chillingworth was a striking evidence of a mans faculty of transforming himself into a devil, if he will only, for a reasonable space of time, undertake a devils office. He was going through stages of hatred that transformed him into something that he didnt foresee. Chillingworth was turning into a devil within a blink of an eye. Hester said to Chillingworth while talking to him about Dimmesdale, Since that day, no man is so near him as you. You tread behind his every footstep. You are beside him, sleeping and waking. You search his thoughts. You burrow and rankle in his heart! Your clutch is on his life, and you cause him to Chillingworth is like a dark shadow haunting Dimmesdale every mille-second of the day, and Dimmesdale not knowing what Chillingworths real intensions are. In this case, hatred was destroying both Chillingworth and Dimmesdale, one turning into a devil and the other being tortured and pressured. With this I come to a conclusion that revenge, hatred, and a person, dont mix well. Just like oil and water. Think about having the conscience follow you throughout your life, that with a simple act of these implements you completely destroyed a person into pieces. It degrades him or her, self-esteem drops down to a low level, but most importantly you can put that person into a place where death is the only answer to escape. A rattlesnake, if cornered will become so angry it will bite itself. That is exactly what the harboring of hate and resentment against others is a biting of oneself. We think we are harming others in holding these spites and hates, but the deeper harm is to ourselves. †E. Stanley Jones

The Holocaust :: World History

During the Holocaust an estimated six million Jews were killed. Hitler’s hatred towards the Jews was deliberated from Karl Lueger. Karl was a young mayor of Vienna and he blamed the Jews for Australia’s economic problems. There were a number of events that led to the Holocaust: World War I, Civil War, poor economy, failed coup, and the voters giving power to the Nazis. World War I was settled by the Treaty of Versailles which said that Germany was responsible for War repairs and also the treaty included an embarrassing guilt clause. World War I led into the Civil War because Germany was humiliated. After the Civil War the German economy was poor and a few years after it stated to pick back up the economy fell again. In 1923 Hitler attempted what is called the failed coup he and some of his confederates went into a beer hall and attempted to force the triumvirate, three men that governed Bavaria, to join him in a national revolution and the men disagreed. Three da ys later Hitler was arrested and after a short trial for treason, he was sentenced to five years in prison. During his time in prison he put his plan for the social change on paper. In 1932 an election was held and after a run-off Hindenburg won and Hitler lost. The Nazis held more than one third of the seats in the parliament which was an effective majority. Hitler was named chancellor and Von poppen was named vice chancellor. Once Hitler was in a position of power he used the Nazi majority to call a national state of emergency. Hitler turned Germany into a one party police state and all non Nazis were forced out of office and individual freedoms were taken away. The government was allowed to tap phones, read mail, and search homes without a warrant. Everyone that opposed this was banned and their leaders jailed. Hitler had brown shirts which were young jobless men walking the streets beating and killing opposers of the Nazi party. The attacks put fear caused many governments to remain silent even though they did not support the Nazi party because they were scared of the SA. In the summer of 1933 Hitler became dictator of Germany and his racist plan would soon be put into action. The Holocaust :: World History During the Holocaust an estimated six million Jews were killed. Hitler’s hatred towards the Jews was deliberated from Karl Lueger. Karl was a young mayor of Vienna and he blamed the Jews for Australia’s economic problems. There were a number of events that led to the Holocaust: World War I, Civil War, poor economy, failed coup, and the voters giving power to the Nazis. World War I was settled by the Treaty of Versailles which said that Germany was responsible for War repairs and also the treaty included an embarrassing guilt clause. World War I led into the Civil War because Germany was humiliated. After the Civil War the German economy was poor and a few years after it stated to pick back up the economy fell again. In 1923 Hitler attempted what is called the failed coup he and some of his confederates went into a beer hall and attempted to force the triumvirate, three men that governed Bavaria, to join him in a national revolution and the men disagreed. Three da ys later Hitler was arrested and after a short trial for treason, he was sentenced to five years in prison. During his time in prison he put his plan for the social change on paper. In 1932 an election was held and after a run-off Hindenburg won and Hitler lost. The Nazis held more than one third of the seats in the parliament which was an effective majority. Hitler was named chancellor and Von poppen was named vice chancellor. Once Hitler was in a position of power he used the Nazi majority to call a national state of emergency. Hitler turned Germany into a one party police state and all non Nazis were forced out of office and individual freedoms were taken away. The government was allowed to tap phones, read mail, and search homes without a warrant. Everyone that opposed this was banned and their leaders jailed. Hitler had brown shirts which were young jobless men walking the streets beating and killing opposers of the Nazi party. The attacks put fear caused many governments to remain silent even though they did not support the Nazi party because they were scared of the SA. In the summer of 1933 Hitler became dictator of Germany and his racist plan would soon be put into action.

A Look at Personal Beliefs of Teaching

When I was immature, I ne'er had a dream to go a instructor. My instruction besides was non in the instruction field. I had ne'er been learning anyplace before I worked at my university. Therefore, instruction is a new thing for me. When I began to learn, I realized that it was non easy to go a good instructor. It was a large duty. What you teach today could impact person ‘s hereafter. Therefore, as a instructor, I need counsel as my foundation to go a good pedagogue. I believe it is of import that personal beliefs about instruction be explored. This should be an on-going and germinating procedure, because constructing up a personal doctrine of instruction has been a journey of hunt and find. It will turn over the clip based on experiences, and besides on personal and educational developments. The challenges that I will run into during the journey excite new demands to go a better pedagogue. As a instructor, it is my desire to link with my pupils. I believe that instructors should give the pupils attending and affect them in learning and larning procedure. This essay is about my doctrine of instruction. It will be organized as follows: first, I will offer my point of position about the purposes of instruction. Second, I will exemplify my beliefs about instruction and larning methods. Third, I will show my positions about curriculum execution. I will so depict my moralss and morality in instruction and acquisition procedure. I will shut by reasonin g my doctrine of instruction that I mentioned before. My doctrine of instruction starts with what I feel about instruction. For me, the purposes of instruction should include and learn rational, personal, civic, cultural, and moral facets of life. This will guarantee all-around and balanced persons. Education is non merely about developing pupils ‘ minds but besides developing pupils ‘ emotional capacities. Education should make people who care for other people. We do non desire create rational but nescient people. Education should besides concentrate on the civic duties of persons beyond the schoolroom. I think pupils should be encouraged to make out in openness and service to the community beyond the school, to go actively involved in their community. Persons should obtain accomplishments through instruction which contribute to autonomy in work outing jobs of mundane life. I feel pupils should develop regard for the usage, civilizations, and beliefs that occur in our diverse universe. Students should develop values that will be good to the common public assistance of society. In add-on, I feel it besides of import for instruction to encompass plans that develop regard for the environment. Students should acknowledge and aware about their environment and how to use sustainable life. I realize that to accomplish those purposes is a challenge. I hope my doctrine of instruction will assist me and pupils to accomplish them. As a instructor in a distance acquisition university, my focal point is on-line learning. It is a bit different from learning in a â€Å" conventional † or face to face university. I normally have a big on-line category for my class. Sometime it is hard to pay attending to every pupil separately, but I do believe that pupils need attending to do them prosecute with the class. They need to be recognized as an person. So, my doctrine of instruction is a student-centered 1. I believe in concentrating on single demands, and affecting pupils in the procedure of their acquisition. It is my belief that single differences need to be respected. I believe that all pupils have strengths, and that is the end of instruction to help pupils in identifying and edifice upon these. These beliefs are stronger after I have been analyzing at Simon Fraser University ( SFU ) . I see that pupils can larn more if they are engaged with the lessons and with the instructors. Therefore, the lessons have t o be interesting and instructors have to give their best attending to the pupils. I besides believe Freire ‘s ( 1970/2000 ) construct about teacher-student with students-teachers. He argued that â€Å" the instructor is no longer simply the-one-who-teaches, but one who is himself or herself taught in duologue with the pupils, who in bend while being taught besides teach. They become jointly responsible for a procedure in which all grow † ( p. 50 ) . I think it can be employed in distance acquisition university, where most of the pupils are big scholars, and parts of the teaching-learning procedure are based on tutorials. In this method, instructor and pupils have chances to develop treatments, and from those, we can larn from each other. For me, the most meaningful acquisition takes topographic point when pupils are motivated and interested. It is my belief that the manner to accomplish this is by giving pupils a voice in the acquisition procedure, and by helping them in happening connexions in the course of study with their ain life and involvements. By leting pupils to convey their ain narratives, experiences, and thoughts into the schoolroom, we provide the pupils with chances to work together, to larn from each other, and to esteem each others ‘ differences. I besides believe that pupils should be given chances to associate their acquisition and critical thought accomplishments to societal challenges and jobs outside of the schoolroom. Not merely do pupils hold the possible to do a difference within the society, they can turn as persons in the procedure. This attack has the benefits of authorising pupils and constructing their ego regard and job resolution accomplishments. Related with course of study, I believe that establishments and instructors still hold the chief function in developing course of study, and instructors can be flexible in the course of study execution. I learned from my experiences in SFU that pupils could be involved in curriculum execution. They are given a opportunity to give their input, so instructors can place their demands. I believe when instructors give the pupils chances like this, it will do them experience challenged to larn and go more interested and satisfied with the acquisition procedure. Analyzing in a distance acquisition university is non easy. Students have to go self directed-learners. They have to be independent. However, sometime they need to inquire and confer with about their survey troubles with instructors. That is why I besides believe that I should be a good facilitator for my pupils. Not merely should I be a good instructor academically, but besides I should be a usher to my pupils. If there are some inquiries and concerns about their survey, I will assist them exhaustively, administratively and academically. My doctrine besides includes respects, kindness, duty, democratic instruction, forbearance, and clip. Even though pupils and teacher hold different functions, I believe that I, as a instructor, have to handle them with regard, because when we respect each other, the learning acquisition procedure will run swimmingly. I besides have duties to give my pupils a good quality of instruction. Students should derive something utile when they study. In add-on, in my experience, because pupils besides need attending, as a instructor I should be patient and give them my clip for listening. My doctrine of instruction has been shaped by experiences within my ain life and my instruction. I feel that attending every bit good as affecting pupils are of import as parts of the instruction and acquisition procedure. As I enter the profession of instruction, my doctrine may germinate as I gain experiences as a instructor. However, the foundations of my educational doctrine will go on to steer me in the manner which I interact with my pupils.

Why Women Should Vote Perspective From 1917

The following is an editorial from the Hearst  Newspapers, written by Arthur Brisbane. Its not dated, but it was probably written about 1917.  Arthur Brisbanes syndicated column was widely read. He became editor of the New York Evening Journal in 1897, the Chicago Herald and Examiner in 1918, and the New York Mirror in the 1920s.  His ​grandson, also named Arthur Brisbane, became public editor of the New York Times in 2010, leaving in 2012. In this country and throughout the world women progress toward the full possession of the ballot, and toward equality with men in educational facilities. In one State after another women are beginning to practice law, they are obtaining new suffrage rights, they flock to newly opened schools and colleges. In England and Scotland, but a few years ago, only a few men in the population were allowed to vote--money was the requisite quality. Today, in those countries, women vote at county elections, and in many cases at municipal elections. In Utah, Colorado and Idaho women as voters have the same rights as men. They have certain rights as voters in nine other States. In the great Commonwealth of New Zealand, so far ahead of all the rest of the world in humanity and social progress, the wife votes absolutely as her husband does. The woman who votes becomes an important factor in life, for a double reason. In the first place, when a woman votes the candidate must take care that his conduct and record meet with a good womans approval, and this makes better men of the candidates. In the second place, and far more important, is this reason: When women shall vote, the political influence of the good men in the community will be greatly increased. There is no doubt whatever that women, in their voting, will be influenced by the men whom they know. But there is also no doubt that they will be influenced by the GOOD men whom they know. Men can deceive each other much more easily than they can deceive women -- the latter being providentially provided with the X-ray of intuitional perception. The blustering politician, preaching what he does not practice, may hold forth on the street corner or in a saloon, and influence the votes of others as worthless as himself. But among women, his home life will more than offset his political influence. The bad husband may occasionally get the vote of a deluded or frightened wife, but he will surely lose the votes of the wives and daughters next door. Voting by women will improve humanity because IT WILL COMPEL MEN TO SEEK AND EARN THE APPROVAL OF WOMEN. Our social system improves in proportion as the men in it are influenced by its good women. As for the education of women, it would seem unnecessary to urge its value upon even the stupidest of creatures. Yet it is a fact that the importance of thorough education of girls is still doubted -- usually, of course, by men with deficient education of their own and an elaborate sense of their own importance and superiority. Mary Lyon, whose noble efforts established Mount Holyoke College, and spread the idea of higher education for women throughout the world, put the case of womens education in a nutshell. She said: I think it less essential that the farmers and mechanics should be educated than that their wives, the mothers of their children, should be. The education of a girl is important chiefly because it means the educating of a future mother. Whose brain but the mothers inspires and directs the son in the early years when knowledge is most easily absorbed and permanently retained? If you find in history a man whose success is based on intellectual equipment, you find almost invariably that his mother was exceptionally fortunate in her opportunities for education. Well educated women are essential to humanity. They insure abler men in the future, and incidentally, they make the ignorant man feel ashamed of himself in the present. This editorial is a good summation of the views expressed by Susan B. Anthony, Carrie Chapman Catt, and other Suffragettes of the day.