A View From Teh Bridge :: essays research papers

A View from the Bridge - Carbone family and community in scene 1 [-red-] Eddie is very protective of Catherine. Eddie seems very concerned as to the welfare of Catherine. "Where you goin' all dressed up?" "where you goin'?" "whats going on?" "I think its too short ain't it?" Eddie doesn't want Catherine to grow up "you're walking wavy!" He is concerned that she might get sexually assaulted or may be taken advantage of by men. Catherine disapproves of his protectiveness and nearly starts to cry "almost in tears because she disapproves". There seems to be a link between Catherine and B, Catherine wanted to wait until B was there before she broke her news. It is as if B understands Catherine but Eddie does not. This is shown by the fact the Catherine brakes the news to B. before she tells Eddie. Catherine feels that she can be more open with B than with Eddie. Eddie thinks that B. is too friendly, he is worried that they might end up sleeping on the floor and their guests might end up having the beds. Eddie wants Catherine to finish school and once again this shows concern for Catherine, but B sides with Catherine, once again it is as if they have an understanding with each other. B knows that Eddie is being too over protective and that they cannot keep Catherine in cotton wool all of her life. Eddie does want the best for Catherine but B realises that she may not get another well-paid job like this one. Eddie considers Catherine as a little project "I supported you this far I want to support you a little more". As a result Eddie finds it hard to let go of Catherine. This is shown by the fact that is takes Eddie a while to be persuaded by B. that the work is the best thing. Eddie is worried that once Catharine has her job she will get her own place and they will never see her again. "And then you will come visit on Sundays, then once a month, then Christmas and new years finally" I get the idea that B understands what Eddie is going through and that there is an understanding between them because of this. After reading the 1st scene that Catherine objects to being wrapped in cotton wool for all of her life, she wants to walk wavy and she want to go out with boys.

George W. Bush as the Anti-Christ Essay -- Exploratory Essays Research

George W. Bush as the Anti-Christ To really grasp the significance of the symbol of the anti-Christ we must first posit politics as itself symbolic. Politics is the semiotics of a nation's will: it becomes the People just as the People become it by being elected into office and participating in the political process, or in dictatorships, by following the rules and not forming underground movements. But in a democracy, it is an especially tight symbolic relationship, thus the clear relationship between political symbol and anti-Christ in George W. Bush. Both subject and subjectifier, politics in this nation exploits as it empowers by allowing a popular will (or a popular sense of defeatism) to manifest itself as a political candidate, who in turn is forced by his media (and his electability) to pander back to the People. Thus a candidate becomes a symbol--being both subject and object in the mind of the electorate. This goes beyond being a mere figurehead: figureheads are allowed peccadilloes since they are not considered to be "real" decision makers. Figureheads express a polity's emotions about an office, and only those. American political figures--especially presidents--express emotions and will, and they express them in terms of a man (Americans seem to feel strongly that the office should be held by a man). The presidency is symbol in that it expresses us: we impeached Clinton because we found his conduct with Monica Lewinsky to be reprehensible. There was not the political will to convict him, however, because we knew that essentially he stood for us, and who among us has not had love affairs of which we are embarrassed? In essence, we brought Clinton before a crowd, but the crowd could cast no stones. Th... ...lves: rich, spoiled, kind of dumb, but basically likeable. Bush is the essence of America's self image: untrusting of too much wit, intelligence or erudition. It would be a miracle if he were to win the White House, which is exactly why we will put him there. Thus the cycle of representation and symbolism is complete: Bush is who we are: corrupt, unrepentant, in awe of money and simultaneously endowed with it. The ultimate estimation of the Bush candidacy in terms of Revelation is not so much that it will positively usher in the End Times, but the indicators are undeniable. We have become the corrupt society that Revelation predicts. We have become ripe to receive the deceiver. Works Cited Conason, Joe. "Notes on a Native Son." Harper's Magazine Mar. 2000: 39-53. Phillips, Kevin. "The Prospect of a Bush Restoration." Harper's Magazine Mar. 2000: 54-8.

The Alternative Fuel Race: Which One Will Go the Distance?

Since the discovery of fire a million years ago, man has gone a long way in developing sources of energy to support his way of living. Of the world’s current energy sources, about 95% come from fossil fuels such as coal, natural gas, and petroleum. (Cunningham & Saigo, 1997). With issues such as pollution, global warming, and energy conservation, alternative fuel sources emerged, with the competitive vision of erasing the need for fossil fuels in cars.Implementing an alternative for petroleum in vehicles entails many concerns, such as availability, cost of production, energy output, and level of greenhouse gas (GHG) emissions (Farrell et al. , 2006; Hill et al. , 2006). At present, ethanol, battery power, and hybrids are available as alternative fuel sources for passenger vehicles. The question now is: which of these three has what it takes to replace fossil fuels? This research paper aims to give an overview of three alternative fuel options for passenger vehicles existing to day: ethanol, battery power, and hybrid cars.The data and issues presented in this paper should provide information to the general public about the pros and cons of each, and hopefully will aid in the decision as to which alternative fuel is the best option for possibly replacing fossil fuels in passenger cars. To examine each alternative fuel option, the researcher uses information gathered from peer-reviewed journals and news articles published within the past decade. Each of the three topics for investigation is first defined before data is presented and interpreted.The data covers a brief explanation of each fuel option, including statistics and results from studies conducted on them. Also included in this report are economic and environmental pros and cons of the three presented options for passenger cars. This paper does not give mention to the implications of ethanol, battery power, and hybrids on industries other than passenger vehicles. Furthermore, this research does not c over political and cultural issues affecting the implementation of alternative fuels.

Teaching Functional Skills to Students with Disabilities

Teaching Functional Skills to Students with Disabilities Teaching functional skills will look very differently depending on the age and level of   function of the students.   With young students with disabilities, it is really a matter of creating structure for acquiring those skills not that long after their typical peers.   Still, success in those skills are a mile marker those students need to put behind.   In many cases parents over function for their children with disabilities, and it is often left to the special educator to encourage and coach the parent through self dressing, tooth brushing and the other skills required for independence.   For older students with more significant disabilities, it is incumbent on their teachers to address those functional needs in the present levels of their IEP’s and create programs that lead to success in the functional areas.   These are unquestionably essential for helping students with disabilities reach their full potential, for if they can’t care for their own teeth or dress themselves, they will be unable to live in a supervised group situation that will offer them the possibility of employment and their own highest level of independence. Functional Skills These skills are skills our students need to master before they can truly develop independence: Self Care DressingTooth BrushingWashing   HandsEating with UtensilsBathing Housekeeping Skills Washing tablesLoading the DishwasherMaking the BedElements of a Program to Successfully Address Functional Skills Task Analysis: Breaking it Down Applied Behavior Analysis talks about the â€Å"topography† of behaviors, and there is nowhere the need is clearer than in teaching functional skills.   A task analysis will be the foundation of your data collection and even the way you define success in your student’s IEP.  Ã‚   It is essential not only that you describe each discrete step in the process, but that you do it in a way that is clear to anyone, i.e. aides, substitutes, substitute aides, and parents can clearly understand.   It is also important to also understand the student:   do they have good receptive language?   Will they respond to modeling or will they need hand over hand prompting?   Have you chosen vocabulary to describe the tasks that you can make part of a simple visual or picture prompting system?   Sample:   Pencil Sharpening You will find task analyses attached to the articles about these skills.   For our purposes, I will make a simple task analysis for a skill they will want in the classroom. Then the student identifies that his/her pencil needs sharpening, he/she will:   Raise hand and request trip to the sharpenerWalk quietly to the sharpener.Insert pencil in the correct opening.Push the pencil in, until the red light on top lights.Remove the pencil.Look at the point.   Is it sharp enough?  If yes, return quietly to seat.   If no, repeat steps 3, 4, and 5.   Teach Each Part of the Task There are three ways to teach functional multi-step skills:   Forward, backward and whole skill chaining.   This is the one place your knowledge of your student will be critical.  Ã‚   Using either forward or backward chaining, your goal needs to be sure the student feels successful at each step he or she masters.   For some students, backward chaining is the best, especially when preparing food, because that step leads immediately to the reinforcement: the pancake, or the grilled cheese sandwich.  Ã‚   For some students, you will be able to prompt each step verbally, or with pictures (see social stories!) and they may be able to master all the steps without the visual prompts after only a few probes (or grilled cheese sandwiches!)  Ã‚  Ã‚   Other students will benefit from completing each step as they learn it, and then prompting or modeling the subsequent steps.   This is a great way to teach a skill to students who may have great receptive language, but may have some difficulty with executive function, especially when it comes to remembering multi-stepped activities. Assessment As a special educator, you want to be sure that you have evidence that you have met the goal that should accompany the need expressed in the Present Levels.   A well written task analysis will provide a great platform for assessing student success.   Be sure that you have operationalized each step so anyone observing the student would check off the same items (inter-observer reliability.)

Life of a Rich Man essays

Life of a Rich Man essays Christmas is my favorite time of the year. This is when I walk around practicaly eating my way through the day. There is food everywhere and people are so cheery and daydreamers that they do not stop and look at the pretty, washed dogs to feed, over the older one who has not had a bath in too many dog years to count. I do not so much worry about being warm. As long as I have food, I forget about being cold. But then again, who am I to complain? Dogs are always warm. We were made to love outside. Humans do not have this kind of specia treatment. But then again, humans can complain! I remember when I was just a little pup and this little red-head girl with the biggest rosy cheecks took me in. Her bright blue eyes lit up so much when she brought me in front of her parents. Her mother almost had a heart atack; she started screaming and shrieking. The father was more understanding. He nicely told her to get the little ugly pup out of his face. Well, for the 20 minutes she hid me under the bed, and the two it took her parents to get me out, I never heard so many complaints. The people had absolutely everything in front of them at the snap of a finger and nothing was good enough. Maybe all these observations in life taught me that Nicolae is the best man a dog can ask for a master. He literally walks through life and it's like he takes everything within his body at the touch of a finger. This man simply stares at everything and finds not one thing wrong with this inperfect world. That is why I picked him. He is such a happy man. At only 48 years old, you imagine one would have a family or at least if he did not, he would talk about what a waste this life has been and how everything is so wrong left and right. Happiness has not always been his first priority like that, though. It was such a sad day. The clouds were beautiful and the sun was so bright, I could barely keep my eyes o...

The Changing Definition of African-American History

The Changing Definition of African-American History Since the origins of the field in the late 19th century, scholars have devised more than one definition of what constitutes African-American history. Some intellectuals have viewed the field as an extension or corollary to American history. Some have stressed the influence of Africa on African-American history, and others have viewed African-American history as vital to black liberation and power. Late 19th Century Definition An Ohio lawyer and minister, George Washington Williams, published the first serious work of African-American history in 1882. His work, History of the Negro Race in America from 1619 to 1880, began with the arrival of the first slaves in the North American colonies and concentrated on the major events in American history that involved or affected African-Americans. Washington, in his Note to volume two of his opus, said that he intended to lift the Negro race to its pedestal in American history as well as to instruct the present, inform the future. During this period of history, most African Americans, like Frederick Douglass, stressed their identities as Americans and did not look to Africa as a source of history and culture, according to historian Nell Irvin Painter. This was true of historians like Washington as well, but during the early decades of the 20th century and especially during the Harlem Renaissance, African-Americans, including historians, began to celebrate Africas history as their own. The Harlem Renaissance, or The New Negro Movement W.E.B. Du Bois was the foremost African-American historian during this period. In works like The Souls of Black Folk, he stressed African-American history as the confluence of three different cultures: African, American and African-American. Du Bois historical works, such as The Negro (1915), framed the history of black Americans as starting in Africa. One of Du Boiss contemporaries, historian Carter G. Woodson, created the forerunner of todays Black History MonthNegro History Weekin 1926. While Woodson felt that Negro History Week should emphasize the influence black Americans had on U.S. history, he too in his historical works looked back to Africa. William Leo Hansberry, a  professor at Howard University from 1922 to 1959, developed this trend even further by describing African-American history as the experience of the African diaspora. During the Harlem Renaissance, artists, poets, novelists, and musicians also looked toward Africa as a source of history and culture. Artist Aaron Douglas, for instance,  regularly used African themes in his paintings and murals. Black Liberation and African-American History In the 1960s and 1970s, activists and intellectuals, like Malcolm X, saw African-American history as an essential component of black liberation and power. In a 1962 speech, Malcolm explained: The thing that has made the so-called Negro in America fail, more than any other thing, is your, my, lack of knowledge concerning history. We know less about history than anything else. As Pero Dagbovie argues in African American History Reconsidered, many black intellectuals and scholars, such as Harold Cruse, Sterling Stuckey, and Vincent Harding, agreed with Malcolm that African-Americans needed to understand their past in order to seize the future. Contemporary Era White academia finally accepted African-American history as a legitimate field in the 1960s. During that decade, many universities and colleges began to offer classes and programs in African-American studies and history. The field exploded, and American history textbooks began to incorporate African-American history (as well as womens and Native American history) into their standard narratives. As a sign of the increasing visibility and importance of the field of African-American history, President Gerald Ford declared February to be Black History Month in 1974. Since then, both black and white historians have built on the work of earlier African-American historians, exploring the influence of Africa on the lives of African-Americans, creating the field of black womens history and revealing the myriad ways in which the story of the United States is the story of race relations. History has expanded to include the working class, women, Native Americans and Hispanic Americans in addition to the experiences of African-Americans. Black  history, as practiced today, is interconnected with all of these other sub-fields in U.S. history. Many of todays historians would probably agree with Du Bois inclusive definition of African-American history as the interaction among African, American and African-American peoples and cultures. Sources Dagbovie, Pero. African American History Reconsidered. Urbana-Champaign: University of Illinois Press, 2010.Painter, Nell Irvin. Creating Black Americans: African-American History and its Meanings, 1619 to the Present. New York: Oxford University Press, 2006.Williams, George Washington. History of the Negro Race in America from 1619 to 1880. New York: G.P. Putnams Sons, 1883.  X, Malcolm. Black Mans History. 1962 speech.

Bach analysis Essay Example | Topics and Well Written Essays - 1500 words

Bach analysis - Essay Example And just as important it stands a clear testimony of the skill and wonder of Johann Sebastian Bach as the foundational composer of Western music. This portrayal of â€Å"Herr, unser Herrsche† is so rendered by the Cologne Cathedral Boys’ Choir.1 Conductor Eberhard Metternich has shaped the quivering triple-like motif that is later carried through the lower instrument voices as a continuum expressed and released on a recurring sixteenth motif. The accents on the third, and the first in the phrases of four sixteenths maintain the triple feel activeness or energy of the quiver. Durr describes the motif as an enhancement over "a persistent pedal point" that is latter carried into the voices 2. The contrast of the strong pedal and the persistent repeating motif to dictate rises and falls in emotional feeling is perhaps indicative of the tools and techniques Bach has, at that time in his life, finally polished to display skillful and precise artistic control. Bach wrote his m usic through the Lutheran Christian frame of reference. He guided it through the Baroque frame of the Enlightenment to its decorative height, by way of the Saint John Passion and the Magnificant, to his magnus opus, as noted and appreciated by so many, the St. Matthew Passion. \ Discussion The St. John Passion was first performed in 1724 as Bach entered the first prolific period of his Leipzig phrase. As the New Canto zu St. Thomae, some believed he had written the work earlier in preparation for the Good Friday performance, the high point of the year for music in the Lutheran church.3 The work covers the Passion play biblical narrative in John 18:1 to 19:42 and enabled Bach to realize an uninterrupted and thematic score for the chorales and the arias. The work leads up to the Pontius Pilate tribunal scene in Part II where it ends with the Golgatha and burial scene. Repeated text passages were used, along with repeated crowd scene responses to unify the work. Wolff identifies "inten sity and depth of expression" in the key sequence as it progressed later in part two. His sketch identifies Bach's precision toward foundation harmony. Chapter 19-22 is scored with three flats; through 24, four sharps; through 28, two flats; through 35, four flats; with the vocals and instruments expressing contrasting colors.4 Over the course of time, Bach took the Passion through several changes and never seemed quite satisfied with the final form. A year before his death, he had reworked almost half of the two part, 40 piece work. By that time he had reverted, after two major edition changes, back to the tighter original version. The problem he had was not a musical one but a libretto one. Wolff writes of it lacking textual unity.5 Bach uses familiar church hymns to develop some of the recitatives, arias, and choruses making up his work and draws from the work of other composers and poets for themes and ways of rendering the libretto. The music was written for a four-part chorus with solo tenor and bass, and a solo quartet of soprano, alto, tenor and base. Bass voices belong to Jesus, Peter, and Pilate, and the Evangelist is tenor. Instruments of the orchestra comprise two flutes, two oboes, viola da gamba, strings, lute and organ. Period instruments included viola da gama, two violas d'amore, continuo with cello and two oboes da caccia. The opening chorus is followed by the Evangelist recitative who sets the background for the betrayal of Jesus. Jesus sings to identify himself to the