Hitler Youth - Free Essay Example

Sample details Pages: 4 Words: 1178 Downloads: 2 Date added: 2019/07/29 Category People Essay Level High school Tags: Adolf Hitler Essay Did you like this example? The Hitler Youth helped hitler in so many ways because they they had to do things soldiers at war could not do like the boys ( teenagers ) had to have babies with a pure german so the generation would keep on going and the girls had to take care of those kids and know to be good wives. The role of the german youth from 1933 to 1945 was significant because they had to follow many rules that hitler created and the girls had to be good wives and mothers, the boys were trained to be soldiers, and togheter they taught the belief of the nazy party in order to keep the idea of a Pure German/Aryan Race.. Don’t waste time! Our writers will create an original "Hitler Youth" essay for you Create order Girls marrying a pure german was mainly their goal so that they would be able to have kids. Girls who had more than 8 kids received a gold medal given personally by Hitler. According to notebook information 12/14/18 it says,† the government gave money to couples who would get married so they would have more than 5 kids if the women had more than 8 they would get a gold medal personally by Hitler†. This shows that Hitler wanted the pure german girls to have as much babies as possible. They gave up on jobs to have babies and be beautiful. According to the information in notebook it says that,† women gave up on jobs and were called the 3 c’s which meant â€Å" church, cooking, children† they had a â€Å" mission of women is to be beautiful and bring children into the world†. This shows that hitler made them quit their jobs for them to be good wives and only have babies which was something the had to do in order to not be killed. Girls were trained to be prepared for Motherhood. According to League Of German Girls 12/06/18 it says that â€Å"Girls in the BDM received what would have been perceived then as the traditional training and education they would have needed to be good wives and mothers. A great deal of what they did was geared towards this. However, the older girls also received training for some jobs.†. This shows that they were trained for it and not only they were paid but they were teached so they would already have an idea of how to take care of them and not be a mother who didnt know anything about and would have durty kids. Girls and boys were trained more about nazys than what they had to be teached and were in school most of the time. According to Nazy Education 12/13/18 it says, â€Å" many attended class during school holiday in which the nazy curriculum was spelled out by 97% of all the teachers that joined the nazi†. This shows that most of the time they were in school and never really had a break to not be in school or about to learn about nazis and teacher had to be careful on what they would say or hitler could punish them. The education nazis got was so nazis would be loyal nazis when they grew up. According to nazy education 12/13/18 it states that ,†The Nazis were aware that education would create loyal Nazis by the time they reached adulthood.† this shows that nazi did not want any unloyal people in nazi germany and only wanted loyal nazis. Biology was not the same it was more about only them about how hitler was creating the hitler youth and not about outside life or na ture it mostly on why they should follow nazi germany. According to nazy education 12/14/18 it says that, â€Å"Biology became a study of the different races to ‘prove’ that the Nazi belief in racial superiority was a sound belief†. This shows that they changed what they supposed to learn and history also changed like they had a subject which was mainly of how nazi were going to succeed and about their weapons and those things. People in the nazi population required to be loyal nazis. They mandatory had to be loyal nazis. It became mandatory for every person to be loyal nazis and to work for hitler. This shows that they show them how to be loyal nazis in school but also it was mandatory for them to become loyal nazis and work for hitler which had around 7 procedures to follow and didnt helped them at all to learn new things but hitler still wanted them to do it. According to How Hitler Youth Turned a Generation of Kids Into nazis, â€Å"The boy scott was harrased and then attacked by a group of nazis. In an attempt to force him to join, one of the members stabbed him to join, one of the members stabbed him on the hand but scott fought back and cut one of the boys face off†. This shows that german people really wanted jews to become nazis before they had to kill them because hitler demanded if they dont want to join. All girls aged 10 14 were determined to go to groups if not they would get punished . They were not only change into 2 groups cause of their age but had to do a lot of things that hitler demanded. In 1930, the implementation of the law on the hitler youth, became mandatory for all girls aged 10 14 to be in the young girls league and girls 14 18 to be in the german girls league following certain things like doing combat training ,physical fitness ,take an oath to serve hitler, and many things like that if not do so they would get punished. Hitler gave a lot of rules and a set of them were the Nuremberg law which he new would help him get rid of the jews easily. Took away german citizenship from all full jews. The law took away german citizenship from all full jews and prohibited jews from flying the german flag. This shows that the hitler law were intense and not easy for the jews but easy for the german people and hitler. Marriage was prohibited between 2 different races. Prohibited intermarriage between jews and aryan or any type of relationship.this shows that they didnt even have their own rights and have to follow someone elses rights. Prohibited jews from employing and limited work. Prohibited jews from employing german as domestic servants and limited type of work they were allowed to do. This explains that hitler was taking most of their rights by letting them only work on certain things which wouldnt really work for jews so maybe meant that hitler only wanted the best for his people and not for jews. Girls married a white pure german soldier and mainly its goal was to be householders and have babies. Their schools were really different that other school outside nazy germany because they have different curriculums and mostly was about how they should be loyal nazis. While women were householders and good mothers the guys were soldiers and together with the hitler youth they were going to build a strong nazi world and keep their race which was aryan/pure germans and destroy the jews. Hitler Youth - Free Essay Example Sample details Pages: 3 Words: 884 Downloads: 9 Date added: 2019/07/01 Category People Essay Level High school Tags: Adolf Hitler Essay Did you like this example? After Adolf Hitlers rise to chancellor in 1933, Nazi Germany had over 1 million children in youth movements created to spread fascist ideology throughout younger generations. Hitler was obsessed about using the youth as a driving force in his political agendas. Hitler stated, I am beginning with the young. Don’t waste time! Our writers will create an original "Hitler Youth" essay for you Create order We older ones are used uprotten to the marrow. We have no unrestrained instinct left. The youth groups that were arranged were highly controversial and influenced the lives of boys and girls in many ways. Lisa Pine, the author of Girls in Uniform, investigated the impact a specific youth group had on the lives of young girls living in Nazi Germany. Another author that explored the topic of Hitler youth groups was Gerhard Rempel, who wrote the monograph Hitlers Children: The Hitler Youth and the SS. These two authors had similar thoughts about several aspects of youth groups, however their opinions diverged on others. Lisa Pines article, Girls in Uniform, focused on the youth group Bund Deutscher Madel (BDM). Many young girls would run away from home and join youth groups in order to escape traditional roles expected of women. However, the traditional roles were traded for strict authority and intense structure with everyday life when they joined BDM. Pine investigated the impact of Nazi Germanys BDM on young women and what the constraints and advantages came with joining the BDM. Many simple freedoms were taken from the young girls in the BDM. For example, Pine writes, Special training manuals elaborated on physical training for girls illustrating sports activities and formation dances. No free or spontaneous sport was allowed. Any expression of individualistic movement that went against Nazi order was proscribed. Self-expression when a young girl is developing is highly important, so the BDM eliminating any individual thoughts or expressions is potentially harmful to her. An advantage of being part of a youth group would be to serve the country, and to be highly praised. Overall, Pine concluded that BDM did create a deep sense of Nationalism within young women, but she did not say if it was detrimental to the young women to be a part of something like this or not. However, the actions of the BDM were entirely for bettering the Nazi System as a whole. This is significant because the Nazi dictatorial regime was rooted into peoples lives and this created a way of life extremely different from the way people live their lives today, however, no one tried to terminate it back then. Another author that focused on youth groups during Hitlers reign was Gerhard Rempel. Rempel wrote about the multiple youth groups within Nazi Germany. He investigated what the role of the youth groups were in Germany and what influence the groups on Germany overall. In this analysis, he compares BDM to Boys and Girls Scouts in the United States. He writes, The HJ and BDM were more than a streamlined German version of Boy Scouts and Girl Scouts, decked out in knee-pants and brown shirts.1 This suggested that the BDM was not as intense and rigid as Pine lead the reader to believe in her article. The significance of Rempels argument shows how embellishments could have been made on all youth groups in Nazi Germany to make them seem terrible for preparing all children for combat, when few groups may have been not as extreme as youth groups like the OKW, who primarily focused on getting their children ready for war. Pine and Rempel had similar and contrasting thoughts when writing about Hitler youth. Some of the similarities that the two shared were that Hitler youth groups targeted an entire generation of people shortly after he rose to power. The people in this generation were stripped of individual expression and freedom, and only could base their decisions of what was best for the Nazi regime. However, Pine felt like young girls were more affected by the rigid structure the BDM contained, and the girls were taken advantage of. For example, womens sole purpose of child bearing was made clear to them, and that was the only reason that staying healthy and fit was their duty. Rempel did not pick a clear side, however he focused mainly on how the Nazi party rose to power through targeting the youth. This in return mainly pertained to men and how they were conditioned to be future leaders of the Nazi part. He states, Beginning as a movement of youth, the Nazi party after 1933 became all things to all men.1 After youth were targeted, this resulted in the spread of Nazi ideals throughout childrens homes, which could have influenced the rampant spread of fascism throughout the 1930s. After comparing and contrasting the views of both of these authors, the author that has the most convincing arguments for her opinion that Nazi youth groups impacted the country overall, as well as generation of young girls and women that joined the youth movement. Pine showed how women were viewed as being useful for procreation and took away any of their rights that made them a human being. Overall, the Hitler youth groups in Nazi Germany were not completely ethical to any gender. The groups stripped children of normal childhoods and used them for political matters and to gain momentum to spread beliefs of the Nazi Party.

Greek Gods and Goddess - 875 Words

The Greek Gods: Ancient vs. Modern Views According to ancient Greek mythology the Greek gods and goddesses had at one time lived the savage, brutal and ugly life of humans. Eventually, however, they managed to rise above this ancient fierceness to become the nineteen elder gods and goddesses the Greeks knew as The Titans, who ruled the earth in a primordial era before the Olympian gods overthrew them. The ancient Greeks of the first millennium before the Christian era believed that the ruler of the Titans was Cronus, who was rebelled against and ultimately dethroned by his own son Zeus. When faced with the choice between who to support, most of the Titan gods and goddesses decided to fight with Cronus against Zeus, and†¦show more content†¦The ancient Greeks firmly believed in the divinity and power of the Titans and Olympians. They worshipped these gods and goddesses, feared them, implored them for help, and considered them responsible for everything that happened on earth. Today, most of the people who ar e interested in Greek mythology and in the gods and goddesses of Olympus consider their interest purely scholarly. Other people who study Greek mythology do so for simple entertainment, or to satisfy their curiosity about the Olympian gods and goddesses, who were certainly colorful, vibrant, and interesting figures. The relationships of the gods and goddesses with one another, and their love affairs, disputes, triumphs, and tragedies are fascinating to some of us today, for they were all related, and always seemed to be intent upon some mischief or grand scheme that involved love, betrayal, or intrigue. In fact, life on Mount Olympus reminds many modern students of Greek mythology as one big soap opera, for despite their perceived divinity by the ancient Greeks, the gods and goddesses acted in very human ways, and displayed human emotions, flaws, and weaknesses. These characteristics are what scholars of today find so interesting about the Titans and Olympians, for the portraits o f the gods and goddesses of ancient Greece are in fact portraits of the ancient Greeks themselves. The society of the gods and goddessesShow MoreRelatedGreek and Roman Gods 1375 Words   |  6 Pagesheroes, gods and goddesses to explain natural events. (Leonard, â€Å"Mythology†). In mythology, most stories are connected and explain another myth, (Stapleton 42). According to the article â€Å"Roman Gods†, the twelve greatest gods and goddess of Rome were parallel to the twelve Olympian gods in Greek Mythology. Many of the Roman gods were believed to have been involved in founding Rome (â€Å"Roman gods†). The Greek god, Zeus was King and father of all the gods and the sky (â€Å"Principal Greek and Roman Gods†). Read MoreGreek Mythology And The Mythology1154 Words   |  5 Pagesthemes and lessons of Greek mythology have shaped art and literature for thousands of years. 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Neptune and Pluto were then followed by Hestia (Vesta), Hera (Juno) who was both Jupiter’s sister and wife, Ares (Mars) who was the son of Jupiter and Juno, Athena (Minerva), Apollo, Aphrodite (Venus),Read MoreAncient History And Biography : A Week On The Concord And Merrimack Rivers1215 Words   |  5 Pagesexist at the time, humans came up with these stories. They created a set of gods and goddesses who they assigned unique personalities, traits and duties. They managed to c ome up with stories about love, affairs, jealousy and honor. Unlike other religions, the Greek managed to give these gods a lot of human traits. Although Greek mythology can sound ceaselessly entertaining and fictitious, it is in no way frivolous. Greek mythology was made not only for answers and entertainment, but to provide humansRead MoreCompare and Contrast Essay: Ancient Egypt and Greece812 Words   |  4 Pagesreligions that worshiped more than one god or goddess, this is called polytheism. 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Testing the Capital Asset Pricing Model free essay sample

Testing the Capital Asset Pricing Model And the Fama-French Three-Factor Model By Jiaxin Ling (Cindy) March 19, 2013 Key words: Asset Pricing, Statistical Methods, CAPM, Fama-French Three-Factor Model Abstract: This paper examines the Capital Asset Pricing Model(CAPM) and the Fama-French three-factor model(FF) and the Fama-MacBeth model(FM) for the 201211 CRSP database using monthly returns from 25 portfolios for 2 periods July 1931 to June 2012 and July 1631 to June 2012. The theory’s prediction is that the intercept should equal to zero the slope should be the excess return on the market portfolio. The findings of this study are not substantiating the theory’s claim for the fact that in some portfolios the alpha is statistically significant with non zero value and in some regression models, the slope is not statistically significant. 1. The BJS time-series test of the CAPM Black, Jensen and Scholes introduced a time series test of CAPM which is based on time series regression of the portfolio’s excess return on excess market return. [pic] (2) The intercept is known as Jensen’s alpha, which is a coefficient that is proportional to the excess return of a portfolio over its expected return, for its expected risk as measured by beta. Hence, alpha is determined by the fundamental values of the company in contrast to beta, which measures the return due to its volatility. If CAPM holds, by definition the intercept of all portfolios (Jensen’s alpha) are zero. Also note that, if the alpha is negative, then the portfolio underperforms the market. Table One presents the estimated alpha coefficients and the p values. Sample size for the regression is 972 for time period one and 588 for time period two respectively and period two is a sub period of period one. The following conclusions can be drawn from the table one and two available in appendix: 1) In period one, all estimated alphas are non zero ranging from -0. 53(portfolio 1) to 0. 57 (portfolio 5). Six out of twenty-five are negative which suggests that these portfolios cannot reach the expected return of market level. Twelve of twenty-five have p value smaller than 0. 05 which implies in those cases, it rejects the null hypothesis of zero alpha. The results of other thirteen portfolios confirm that the intercept is statistically insignificant upholding the CAPM theory that alpha is zero. 2) In period two, most of alphas are positive yet 5 out of 25 are negative, which indicates that they underperform the market. Besides, it is observed that the p value of alpha in fourteen portfolios is smaller than 0. 05 which implies that it rejects the null hypothesis of zero alpha. Similarly, the results of the intercepts of the remaining 11 portfolios show us that it cannot reject the hypothesis of zero alpha. Also in Table 1 and Table 2, interesting remarks can be derived from the following evidence based on the estimated beta coefficients and their p values: 1) In time period one, majority portfolios have beta larger than 1, which indicates that the return of those portfolios tends to be more volatile than the market level. All betas are statistically significant (p value less than 0. 05). In CAPM, it points out that higher systematic risk (beta) would lead to higher level of return. However, in this study, higher estimated beta portfolios are not associated with higher excess returns. Portfolio one for example, has the highest beta (1. 65) with -0. 53 excess return. In contrast, portfolio 13 has relatively lower beta (1. 17). But it produces a higher and positive excess return (0. 24). 2) In time period two, betas are statistically significant. Portfolio 4 has an estimated beta of the unit value which implies it has the same volatility as the market, other 17 having a superior to one, which therefore has a higher volatility than the market. Similarly, in this case, higher estimated beta is not necessarily correlated to higher excess return (which can be shown more clearly in the following plots). This evidence can be seen in portfolio 1 (with beta 1. 43 and alpha -0. 45) and portfolio 25 (with beta 1. 02 and alpha 0. 56). 3) One may observe that the data in period two is a sub period of period one and the beta is not stable over time for more portfolios have less than unit value beta in period two and some portfolios tend to be more volatile in the whole period (July 1931 to June 2012) but in sub period (July 1963 to June 2012) is less volatile than market level, take portfolio 24 as an example: its beta is 1. 4 in period one and in period two its beta is 0. 83. 2. The OLS cross-sectional test of the CAPM The CAPM states that the securities plot on the Security Market Line (SML) in equilibrium. We do cross-sectional test is to identify whether the above statement is true with our two data set and whether or not it rejects the hypothesis that the slope is zero. In the equation 3, the gamma 0 is the excess return on a zero beta portfolio and gamma 1 (the slope of the regression ) is the market portfolios average risk premium. [pic] (3) We perform the OLS cross-sectional test of equation (3) for both two periods. The results have shown in Table 3that gamma1 in time period 1 is positive (0. 55) and it is statistically significant for its p value is 0. 05, which implies that it rejects the null hypothesis of zero slope of the model. The gamma0 is also positive (0. 26) which suggests that the cross-sectional return of 25 sample portfolios during July 1931 to June 2012 outperformed the market level. In time period 2, gamma 0 is positive (1. 13) and gamma1 is negative (-0. 41) as shown in Table 4. In this case, the p value of gamma 1 is 0. 18, which indicates that it cannot reject the null hypothesis of zero gamma 1. Therefore, the model is interpreted as being false. The CAPM is rejected by the fact that the slope in period two is not statistically significant. We plot the values of Rj-Rf’s against betaj’s in both time periods. The Fig. 1 demonstrates the excess return of 25 portfolios in period one and their beta accordingly. These two curves are both wave-like pattern but not exactly follow the same movement. As discussed in previous section, higher stimated beta is not always necessarily correlated to higher excess return. These graphs are more vivid to illustrate this point. Majority portfolios follows the rule that higher beta is linked to bigger excess return. But special cases may be seen as portfolio one, six etc. Similarly, in Fig. 2 which is for period two, most of the 25 portfolios obey the rule that higher risk more return. But portfolio one seems to be an extreme case as well as it has the highest beta among the 25 portfolios with the lowest excess return (discussed in previous beta section). Also in portfolio six, it generates second highest beta (1. 4) but the excess return (-0. 20, portfolio 6) falls behind portfolio five (0. 61), which has much smaller beta (1. 08). 3 The time-series test of the Fama-French three-factor model [pic] (7) Table 5 presents basic statistics of the FF factors. We perform this test is to identify whether alpha is zero in each portfolio in equation 6. It is observed that these alphas ranges from -0. 87(portfolio 1) to 0. 09(portfolio 14). 12 out of 25 alphas are positive, but none of them exceed the value of 0. 1. Seven alphas are statistically significant with their absolute value of t statistics bigger than 1. 96. As a result, in these seven portfolios, it rejects the null hypothesis of zero alpha. Other eighteen ones cannot reject the zero alpha hypothesis. In time period two, the estimated alphas fall inside the limits between -0. 52(portfolio1) and 0. 18(portfolio 21) which seems to have narrower range comparing to period one in Table 6. Twelve out of twenty-five portfolios have negative alpha. Also in seven portfolios, each alpha is statistically significant and the null hypothesis of zero alpha is rejected. Interestingly, the seven portfolios in period one, which reject zero alpha hypothesis, are not the same as in period two (which is a sub period of period one). This result may show that the performance of these portfolios is not stable for the time being between July 1931 and June 2012. Besides, three zero alpha hypotheses of FF models remain rejected in both two periods (and they are portfolio 1, 6 and 21). 4 The OLS cross-sectional test of the Fama-French three-factor model. [pic] (8) The cross-sectional test of the FF three-model parallels the cross-sectional test of the CAPM. We mainly examine whether the intercept and the slope coefficients are equal to zero. In time period one, the results of gamma 0, gamma 1, gamma 2 and gamma 3 are 1. 98(t statistics 6. 04), -1. 25(t statistics-3. 96), 0. 19(t statistics 4. 01) and 0. 41(t statistics 6. 23) respectively. The null hypothesis of zero intercept can be rejected. And all estimated coefficients can be regarded as statistically significant. In the sub period (period two), the gammas are 1. 17, -0. 69, 0. 19 and 0. 41 respectively. The zero intercept is still rejected and this result is consistent with period one. Apart from gamma 1 with t statistics -1. 64, other coefficients are also statistically significant. It cannot reject zero gamma hypothesis. 5 The Fama-MacBeth(FM) month-by-month test of the CAPM in the July 1931 to June 2012 period [pic] (4b) The CAPM states that securities’ expected excess return and betas plot on the same line that passes through the origin. And it is also known that any unit-weight portfolio also plots on this line. It follows that a zero-weight portfolio’s expected return and beta would plot on a certain line too. In equation 4b, the gamma 0t is interpreted as the excess return on a zero-beta portfolio and the gamma 1t is a zero-weight portfolio return on the market in excess of the zero-beta rate. Since beta jt equals to beta j, the average of the gamma 0(0. 26) and gamma 1(0. 55) in our data set are equal to the results estimated from equation 3 in previous part. The estimated gamma 0 ranges from -102. 20 to 44. 08 and 546 out of 972 are positive. Among these 972 portfolios, 415 gamma 0 are shown statistically significant with their absolute values of t statistics larger than 1. 96, which indicates that the hypothesis of zero intercept of the FM model is rejected. That is to say, almost 43% of monthly return in this time series data set rejects the null hypothesis. 47. 5% of the estimated gamma 1 is positive. The minimum estimated gamma 1 is -35. 46 in the 20th month and it produces some what much bigger estimated value (127. 94) in the 23rd month. There are 499 gamma 1 out of 972 months are statistically significant. In these 499 portfolios, it rejects zero gamma hypothesis. Conclusion The CAPM null hypothesis of zero alpha is not always true in our findings. It is also shown that in real financial world, higher estimated beta portfolios are not always associated with higher excess returns. It happens that lower beta would generate higher return. Note that beta is also not stable through periods of time. Besides, in one of our FF model, the CAPM is rejected because the slope is not statistically significant in one sub period(period two) but different result is drawn in a longer time period(period one).

Uniforms Essays - Uniforms, Childrens Clothing, Education Economics

Uniforms Outline Thesis: School uniforms should be required in public schools because their use would lead to higher education, less violence, and lower cost to parents. I. Education A. Discipline toward learning 1. Less distractions 2. Less stress B. Better Grades 1. Attendance 2. Focus II. Violence A. Less hostility 1. Less peer pressure 2. Everybody's equal B. Weapons 1. Harder to conceal 2. Less will try to conceal III. Cost A. More affordable 1. Fewer clothes to buy 2. Competition with peers B. Help for low-income 1. Clothing vouchers 2. Business donations 3. Thrift stores School uniforms in public schools are becoming increasingly popular across the nation. The public school system would benefit greatly if this policy were to be adopted. Opposition is always a factor when trying to make changes. Taking all things into consideration, the positive effects would be far greater than the negative effects. School uniforms should be required in public schools because their use would lead to higher education, less violence, and lower cost to parents. By requiring school uniforms in public schools, education will be improved. A dress code will enforce discipline toward learning. Uniforms improve a person's outlook toward success. Students generally act the way they are dressed. With fewer distractions, students see the school as a workplace for teaching and learning. Students also have less stress in their lives because they are not in a fashion competition. Dress codes also lead to a change in grades. Mainly this happens because the student's attendance comes up. There is also a change in grades because it is easier to focus when everyone looks alike. Another reason school uniforms should be required in public schools is that it causes less violence. There will be less peer pressure toward competition to distract the students from their studies. Everyone will be equal if the uniforms were to be required. The weapons factor will be cut down drastically by mandatory uniforms. The reason for this violence decrease is that weapons will be harder to conceal. If the weapons are harder to conceal, there will be less attempts to hide the weapons and fewer will be brought to our school or school functions. This brings about a change for the better, because it reduces social classes. Cost is another reason that school uniforms should be required in public schools. Critics complain that this policy is too costly; uniforms are actually more affordable. There are fewer clothes to buy because everyone will be dressed in similar clothing. There is no competition between peers to outdo each other. There are also ways to help low-income families with the cost. With community support for low-income families, in the form of donations, clothing vouchers, and support from the business partners of the communities, this problem can be overcome. The great number of thrift stores and uniform supply houses also reduce the cost for the clothing. These things combined can make it far less costly to purchase standard clothing than to meet the demand for designer clothing worn now. Chosen by each school, uniforms can provide students with a school identity. It can also strengthen school and individual spirit and pride. This is achieved in much the same way as an athletic team uniform builds team unity. The joining together by all students will also raise the morale and self-esteem of students. Students that are together in one mind lead to a school that is united. There are a lot of things to consider when making your decisions on how you feel about mandatory school uniforms. No one should jump to any conclusions without being fully informed. After gathering information on the pros and cons of the issue, then each person should think long and hard on the benefits of wearing school uniforms. These benefits far outweigh the disadvantages for the well to do and low-income alike. Social Issues

The glass Menagerie By T Williams Essay Example

The glass Menagerie By T Williams Essay The glass menagerie is a play written by Tennessee Williams in the mid 1940s and is what many consider to be his best ever work. Like many of his plays, The Glass Menagerie is set in the south of Northern America and consists of five characters. The play is said to mirror Tennessees life very closely as he was brought up with an overbearing mother, a disabled sister and devoid of a father figure in his life. The play shows the Tom characters struggle for independence and freedom from his current existence. The entire play is centred on two of the five characters, even though one of these characters, the gentleman caller, only arrives in the final scenes, and the father, who is illusive throughout the entire play but is mentioned and referred to throughout. For the performance piece, I played the character of Amanda, Toms imperious mother. The scene that we performed was directly after a scene where Tom and Amanda had had a furious argument with Amanda and Tom both saying how they truly felt about how the other one treats and acts towards them. Our scene starts with lots of stage directions that truly build up the tension between Tom and Amanda that grows and grows with the silence and the physical distance between them, and is only broken by Tom breaking this strain of characters by saying the first sorry. We will write a custom essay sample on The glass Menagerie By T Williams specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The glass Menagerie By T Williams specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The glass Menagerie By T Williams specifically for you FOR ONLY $16.38 $13.9/page Hire Writer There is very strong sub- text to the scene that is shown more in the stage directions then in the text. The sub- text being that Amanda was truly hurt by the things that Tom had said to her and is genuinely terrified that she will once again be left another loved one, but this does not mean that she is scarred because she will miss her son solely as a mother, but because the more manipulative, self centred side of her will miss him as the provider and the bread-winner. This sub- text is apparent when she turns the conversation from Toms love of the movies to how he should completely forget about his own aspirations and dreams and concentrate more on his job, most young men find adventure in their careers. which is paying for the house which he coincidently he shares with his mother and sister. The main plot in the scene is not set and changes from Tom apologising to his mother, to her trying to talk to him about Laura, to them both ultimately arguing about what they where arguing about in the previous scene. I played the character of Amanda to demonstrate the plot and the sub-text by using the dialogue and the stage directions that are given and exaggerated them slightly as the play is that of memory and is not a realistic play. I used facial expressions to display the way I felt about the way the conversation was going and to show the way that my character was feeling, such as the look of embarrassment when she asks Tom, promise me son that you will never be a drunkard. I think that while asking Tom this Amanda has an uncomfortable look because that is how she feels, she thinks that Tom may dismiss her worries as a load of over the top dramatisation that his is so used to seeing from his mother, or because she is revealing one of her biggest fears to her son, that stems from her husband leaving her, and will also expose an extremely venerable side of her that her son has probably never seen to her before. The start of the scene is one of the most important parts, as it is the part that has the most stage directions in it. The stage directions that were given told me that I should play Amanda as a hard character, I showed this by turning away from Tom as soon as he entered the room, and saying like this throughout, until he apologised. When he did apologise I remained facing away from him because even though Amanda was crying, Tom had given her the higher status by making amends first, and I feel that Amanda is a character that would want to hold on to the higher status for as long as she could, and by turning away from Tom she is keeping him in suspense as to how she is going to react to his request for forgiveness. The staging of the scene is very simple as the entire play is a memory and is therefore very selective. The set for this scene is a small dining table and two chairs. All of the props are mimed as directed at the very beginning of the play. The audience were end on as we felt that they could then see all of the facial expressions and gestures better in this type of staging. The only entrance made is from Tom as we thought that is would be better if Amanda was already in the scene, that way the audience would be able to see the contrast between how she behaves and her body language is before Tom is in the scene, and how she is and how they are towards each other after he has entered. There is a moment at the very beginning of the play where there is no dialogue but lots of stage directions. This creates a very tense atmosphere as neither of our characters was doing a lot of movement, but because they have just had a dispute and you can see that Tom is going to make an attempt to talk or apologise to Amanda it builds and builds the tension so much that with every failed attempt Tom makes, the atmosphere is at breaking point, until Tom actually speaks and it is somewhat of an anti-climax as all of a sudden all of the dramatic tension is lost and Amanda cries. This section as an opening to the scene also shows pace as well, as the pace in the beginning is very slow and almost not moving at all, as where in the middle of the scene where Tom and Amanda have started arguing again the pace is very quick with lines overlapping. This also created a tense atmosphere between our two characters but in a different way to the start of the scene. The moment in the middle of the play where Amanda changes from the nicer Amanda back to the familiar aggressive Amanda, I made a long pause to show that a change had occurred, and also to allow time for the audience to take in what had happened in the scene and what would happen. I tried to make the change in her personality clear also by using lots of facial expressions.

Definition and Examples of Platitudes in English

Definition and Examples of Platitudes in English Definition A platitude is a trite and obvious observation, in particular, one thats expressed as if it were fresh and significant. Adjectives: platitudinous and platitudinal. Verb: platitudinize. A person who habitually uses platitudes- or clichà ©s- is (among other things) a platitudinarian. Platitudes can be instruments of gentle criticism, says Karen Tracy. Platitudes are  especially useful in the context of public argument, for they promote the sense that a speaker is addressing a policy concern rather than actually criticizing or attacking a person (Challenges of Ordinary Democracy, 2010). Etymology: From Old French, flat, dull Pronunciation: PLAT-i-tood Related Concepts Platitudes are similar to some other terms, but can also be mixed up with some of these terms. Some of the related concepts and language terms are: CatchphraseChunkClichà ©CollocationDead MetaphorIdiomPet PhraseProverb Examples of Platitudes Youre as young as you feel.Crime does pay.It doesnt matter what youre doing, as long as youre having fun.Love will always get you through.Crime doesnt pay.He/she who laughs last, laughs best.Everybody needs somebody.Alls well that ends well.Honesty is the best policy.Life begins at 50 (or 60).Its okay to be silly.You have to act your age.Acting your age is for old people.Love what you do.Do what you love.The secret to a long life is doing what you love.Who cares what other people say? Observations About Platitudes There are already some four-star platitudes on the list, some old sayings, some repeats, and a few opposing ideas. (Jay Douglas, Stalking the Story. Alpha Books, 2011)His subjects are intriguing, but Coles is embarrassingly conventional and unreflective. He writes in platitudes (about lifes ironies, the dilemmas of our time, the richest nation in the world, peoples darker side, Freuds superior cast of mind, etc.). (William White, The Library Journal Book Review, 1975)He was fond of thinking in platitudes- but to him, all platitudes were profound and had the freshness and vigor of original thought.Like bubbles, he said to himself, human life is as momentary as a bubble.(Khushwant Singh, Posthumous. Not A Nice Man To Know: The Best of Khushwant Singh. Penguin, 2000)Everybody can repeat the platitude that the mob can be the greatest of all tyrants. But few realize or remember the corresponding truth which goes along with it- that the mob is the only permanent and unassailable high pries t. (G.K. Chesterton, Charles Dickens: A Critical Study, 1906) Anti-Intellectualism in Politics: Inspirational Platitudes and Partisan Punch Lines Instead of bringing arguments to the public deliberative sphere, [American] presidents are increasingly inclined to declare and assert, offering us a predictable inventory of inspirational platitudes and partisan punch lines. I turn first to George W. Bush and his use of inspirational platitudes as an instance of argument by declaration, then to Bill Clinton and his use of partisan punch lines as an instance of argument by assertion. It may appear at first glance that these two anti-intellectual strategies are polar opposites of each other. Platitudes articulate the obvious and are therefore assumed to be universal, while partisan punch lines are strategically one-sided and therefore particular. Both, however, are united by their rejection of the weighing and judging of reasons. Both are proffered as foundational beliefs that cannot be argued for or against. Self-evident truths can be declared without justification, just like partisan punch lines are asserted strategically to preempt consideration of the other side. Both paradoxically transmit ambiguous meaning in categorical language. Indeed, that is why partisan punch lines are often dressed up in the ambiguous language of platitudes. Phrases such as liberty, support our troops, and freedom in Iraq are often deployed as coded conservative punch lines delivered as creedal platitudes that cannot be denied, while fairness, universal health care, equal employment opportunity are the liberal analogs of projects that are self-evidently unobjectionable. (Elvin T. Lim, The Anti-Intellectual Presidency: The Decline of Presidential Rhetoric from George Washington to George W. Bush. Oxford University Press, 2008) The New Rhetoric of Civility The new rhetoric of civility misunderstands the role of argument as a social and socializing process. In so doing, it dissuades the public from embracing and refining argument as a means to achieve civility. In seeking a cure to incivility, todays discussions have characterized argument as a disease, when its cultivation might actually offer the most efficacious cure...If we fail to redeem ourselves through rhetoric, we condemn ourselves to recycling platitudes about civility. And through those platitudes, the new rhetoric of civility will continue to perpetuate the very stereotype about argument that, ironically, have led to todays calls for civility.(Rolf Norgaard, The Rhetoric of Civility and the Fate of Argument. Rhetoric, the Polis, and the Global Village: Selected Papers From the 1998 Thirtieth Anniversary Rhetoric Society of America Conference, ed. by C. Jan Swearingen and Dave Pruett. Lawrence Erlbaum, 1999) Platitudes in Drama That an idea is not available dramatically until it has become a platitude is itself one of the most platitudinous of dramatic platitudes. But there is a considerable difference in the mere availability of a platitude and the conversion of the platitude into lively and engaging drama. Good drama, in point of fact, consists in so veiling a basic platitude with the vari-colored gauzes of imaginative beauty that it shall be but vaguely perceptible to those who give it eye and ear. The greater the dramatist, the more successful he is in deceiving his audiences as to the existence in his work of the platitude. He is, in a way of speaking, a prestidigitator of platitudes: one whose infinite legerdemain of metaphor, fancy, wit, and surface originality is successful constantly in making the ever-present platitude seem to disappear. (George Jean Nathan, Materia Critica. Alfred A. Knopf, 1924)

Week 5 refrace Essay Example | Topics and Well Written Essays - 2250 words

Week 5 refrace - Essay Example In an organization, especially an account’s practice such as mine, leaders and disciples often trade places several times a day. In some cases, such an arrangement is referred to as distributed leadership. Across the board, the traits of authenticity, coupled with the dispositions of integrity and fidelity that vary between individuals, form the basic principles in the pursuit of conceptualizing good in my organization (this conclusion was drawn after rigorous action research (AR) that took form of interviews of members in informal settings conducted during the course of my dissertation module). Ben-Yoav, Hollander, and Carnevale (1983) discussed argumentatively the difference authenticity makes to a movement initiated by a member who aims to promulgate relationship building between members or project an action within the member community of the organization. The followers, in order to assist with the protagonist’s motion, must witness for themselves the goodness of his intent in order to be willing to follow and subsequently play their role as supporters when the situation leads to that. The focus of my paper is to assess the legitimacy of this statement. The aim is to highlight the ethical frameworks which develop into principles which help direct the participants to collaborate amongst themselves, as opposed to defining the ‘inside’ groups and the outside collaborators which proved deceptively hard to completely define. Thus, the underlying qualities of a leader were assessed in light of ethical and moral justness. In order to achieve this, the focus has been primarily placed on the communicative bridge called leader authenticity, a concept that dictates the flow of conscience amongst members which then enables them to follow their leader’s word (widely believed by the majority to be the best way to incite support and action with the prevailing cultural norms, subject to unforeseen changes). This notion translates to the fol lowing understanding,