The Secret River free essay sample

Smasher is a horrible, cutthroat man who shows no regard or humankind towards the Aboriginals. Then again, Blackwood’s character stands out Smasher from his mankind and general regard to the first proprietors of their new home. The differentiating portrayal of these two men permits perusers to see the occasions and issues looked in the content from two totally various positions. One of the characters in the novel The Secret River is Smasher Sullivan. Smasher is a cowardly man who has a significant scorn for the Aboriginals, and he states to have no issue ‘teaching an exercise to any native who goes to my land’. He murders, hijacks and explicitly mishandles Aboriginal ladies and youngsters. Perusers induce Smasher’s loathsome nature is because of obscurity and an absence of comprehension and training about the aboriginals. Smasher accepts the Aboriginals to be only savages. This was a typical perspective of the pioneers now in white settlement. Many were oblivious and felt the Aboriginals were second rate compared to the whites. There was a lot of deception among the whites and blacks in the early colonization of Australia. This can be seen when Smasher requests that the Aboriginals ought to be slaughtered subsequent to murdering his companion, despite the fact that Smasher and the expired Saggity were liable for the passing of an enormous number of Aboriginal individuals, including youngsters and ladies. These twofold guidelines were set up due to the white predominance, and the belief system that the value of a black’s life was far not exactly a white person’s, on the off chance that it had any value whatsoever. This supposed prevalence affected the pilgrims over put forth little attempt to comprehend the Aboriginal people’s method of live and culture. The unforgiving point of view permits the perusers to appreciate the massiveness of bigotry and fierceness endured during this time. In spite of the fact that Smasher bites the dust during the fierce slaughter of the Aborigines, the slaughter itself represents his overwhelming, brutal way of thinking. On the off chance that the characters were all as idealistic as a portion of different characters, for example, Blackwood, perusers would get an off base and predisposition depiction of the occasions that Kate Grenville describes in the novel. Smasher’s character is noteworthy in light of the fact that he speaks to a fair depiction of the oblivious, remorseless and segregating outlook of numerous pioneers in post-pilgrim Australia. He challenges the estimations of numerous different characters in the content, and by and large, our own qualities as perusers. Thomas Blackwood is a character that adopts an alternate strategy to the local individuals of his new home. The moderate methodology represented by Thomas Blackwood proposes the likelihood to live one next to the other with the Aboriginals. The character of Blackwood is a good, authoritive figure. He doesn’t stress over being eager and rich, he simply needs to get by and live in harmony. He is content with his life and doesn’t require tto incur mercilessness on the Aboriginals. Of the considerable number of characters in the novel, Blackwood has the best thankfulness and information on the Aboriginals and their way of life. He communicates in the neighborhood language, and has a youngster to an Aboriginal lady whom he lives with. Perusers are situated by the creator to consider Blackwood to be a positive character in contrast with Smasher, who he conflicts with all through the content because of his profound quality. He alludes to his agreeable relationship with the locals to William where he says A man got the chance to follow through on a reasonable cost for taking. Matter of give a bit, take a bit. Blackwood’s general regard and sympathy makes him baffled and irate at the route a considerable lot of different characters in the content treat the Aboriginals. In contrast to Smasher, Blackwood attempts to pass on to different characters that the Aborigines were the ones with the ability to choose whether they could remain on their property or not. Perusers are probably going to identify with Blackwood and acknowledge how his comprehension of the Aboriginal’s culture impacts his demeanor towards them. Blackwood is a huge character in the content since he differentiates the character of Smasher, and speaks to an increasingly aloof pilgrim. Without characters like Blackwood in the novel, perusers would accept that all the pioneers of this time were vicious and predominant over the Aboriginals and their property, which gives a bogus chronicled retelling of these occasions. The incorporation of Blackwood gives us nother perspective to consider when making a comprehension of the content. Characters in the content The Secret River all possess singular considerations and approaches towards the local individuals of Australia. The mentalities of certain characters are outrageous, and their activities, connections, and in center, their lives, rotate around these individual convictions. At the point when perusers differentiate cert ain characters that have contradicting sees, for example, Blackwood and Smasher, they can take a progressively liberal position when making judgment of the characters and occasions. In spite of the fact that perusers may have assumptions about Aboriginals or the settlement of whites in Australia, the characters power the peruser to challenge or rethink their closely-held convictions and convictions. The issues in the content are remarked on by characters that see them from handily separated points of view. On the off chance that the characters all common a similar view, the perusers would be compelled to agree with that specific sentiment, and the story would rotate around one single perspective. The essentialness of these two characters in the novel isn't just that perusers can think about the story from numerous positions, yet additionally to appear there is no bias of a specific supposition by the creator. The tale The Secret River By Kate Grenville goes up against perusers with indefensible, dubious and testing issues, and a variety of characters who respond to these occasions with totally different good reactions. One character, Thomas Blackwood, is a moral man while Smasher Sullivan is an indecent person. The two men connote two totally restricting viewpoints in numerous perspectives. The characters of Smasher and Blackwood are noteworthy in the content since they speak to two images of Australia’s future as of now. One, a presence agreeable with the Aboriginals, and furthermore, an altogether different life attempting to persecute the locals. Differentiating characters are imperative to challenge the conclusions and estimations of each other, and those of the reader’s. At the point when we make a comprehension of the content, we can take the feelings and convictions of various characters into thought, giving us a more expanded impression of the novel.

Representation of families in animated sitcoms Essay Example for Free

Portrayal of families in vivified sitcoms Essay Presentation: For my examination analytical, I will look at the portrayal between two mainstream American sitcoms Family Guy and the Simpsons. Both are vivified circumstance comedies, utilizing a customary family unit to depict the run of the mill American family and their way of life. Utilizing media reading material extricated from scholars, for example, Roland Barthes and Vladamir Propp, I will examine how the two of them utilize a similar story structure to make their sitcom. I will likewise utilize the web to build up the thoughts of the sitcoms and utilize this to characterize the account designs between the two sitcoms. The Simpsons: The Simpsons was first made by Matt Groening and was communicated on the nineteenth December 1987. This turned into the principal vivified satire sitcom, taking into account the entire family. The characters affirm the possibility of a family unit carrying on with a run of the mill American way of life; anyway the family lucidly faces a predicament which is constantly unraveled toward the finish of the scene. The scenes are typically independent stories including balance, disequilibrium and a goals. For instance, the hero Homer Simpson will start the day preparing for work and faces a difficulty at work, much of the time the entire family will endeavor to explain together, instead of Homer endeavoring to make sense of all alone. The possibility of the families association to take care of the issue mirrors the initial grouping where the family plunks down together to sit in front of the TV. The possibility of fellowship with the family impacts how the crowd will see cliché families on T. V. The setting likewise reflects how the crowd sees the ideological family. Springfield is an anecdotal state situated in America comprising of an affectionate network and numerous different characters show up on the scenes. The family seem to resemble a regular family; anyway they have their individual characters. Homer: A Safety investigator at a force plant, he communicates a thoughtless character and overwhelms an unrefined, rude, and lethargic trademark, continually accommodating his family and vigorously commits his life to them. Marge: a run of the mill American housewife and mother, her solid virtues and patient way are put somewhere near her disturbed kids and her gape spouse. Bart: A pained multi year old frequently tormenting Lisa his sister and absence of regard for the specialists and the network, Bart is one of the most conspicuous characters. Lisa: a multi year old solid headed dissident who because of her insight considers herself to be an oddball with the Simpsons family. Her character reflects Marge, anyway her liberal conviction vary from Marges popularity based convictions. To summarize their family, the child Maggie just conveys through her pacifier and the pets Santas little assistant and Snowball IV restores their family cordial philosophy and safe climate. The vast majority of the scenes are situated in Springfield, the home of the family, and the initial grouping shows the camera zooming into the province of Springfield, portraying a winged animals eye perspective on the neighborhood school, the doughnut shop (which is huge on Homers qualities), the town corridor and the market all are critical towards their consistency and recognizable area. The striking yellow feature and blue sky connote the initial arrangement of the sitcom. The delicate yellow, blue and white hues strengthen the possibility that the sitcom is family cordial likewise considering the infant type textual style utilized. This can be known as a vital trademark. Their stifler names and catchphrases have created neologism; making their own catchphrases which regularly crowds can recognize them from have made them normal. Despite the fact that they are vivified characters which can create, the makers have decided not to and have remained the equivalent, in spite of the fact that the new innovation which has created over the previous decade can change them. They have as of late refreshed the initial succession, uncovering more characters that show up more frequently in the scenes. This thought keeps the crowd inspired by character improvement and the difference in characters after some time. One thought that hasnt changed since the start of the Simpsons is the signature tune which is perceived as the Simpsons subject tune everywhere throughout the world. The instrumental soundtrack is vivacious and playful, which demonstrates the diversion part of the sitcom. The Simpsons had been given to humor families during prime time, catching crowds with its energizing direct story and authenticity in every scene. Anyway The Simpsons had been scrutinized much of the time for their absence of value in the scenes and Bart Simpsons defiant nature affecting young men and going about as a good example towards the more youthful male crowd. Family Guy Family fellow comprises of the Griffins, a useless family set in an anecdotal town of Quahog, Rhode Island America. This is likewise a situational parody; anyway the substance contains humorous grown-up humor, entertaining American culture. Its generally perceived for its ferocious stiflers on handicap, sexual conduct and cutaway scenes. The Griffin family is continually contrasted with the Simpsons, comprising of comparable family esteems and attributes. Diminish Griffin: male hero; an overweight security overseer at a toy production line, perceived in America as a cliché hands on specialist. He is frequently known for his unseemly nature, helping the crowd to remember a youthful kid. Lois Griffin: Mother and spouse of the Griffin family, a run of the mill housewife, experienced childhood in a well off family, and wedded Peter Griffin. She shows piano for an additional salary. Anyway she invests the vast majority of her energy thinking about her family. Chris Griffin: The young child of Peter and Lois, he seems to have taken Peters qualities and manages ordinary youthful bothers; young ladies, skin inflammation and school. Meg Griffin: A hesitant young lady who battles to be acknowledged in school as well as at home. She is routinely at the rear finish of Peters jokes. Stewie Griffin: A one year old little child who as often as possible is confused about his sexuality. His insidious nature is regularly taken out on his mom, who he over and again aces an arrangement to murder. His advanced discourse and development compares common little children depiction. Brian Griffin is the talking pet pooch, following an anamorphic conduct. He has a refined discourse and regularly adjusts Peters youthful conduct. In spite of the way that Brian is a canine, he appreciates human exercises and dates ladies routinely. Brian shows up consistently in scenes, and now and again shows up in extraordinary scenes with Stewie, going in an epic experience as Dog and little child. During the scenes the storyline is constantly cut thinking about something else, and another storyline is made. This might be viewed as hard for crowds to follow the plot; anyway it is constantly founded on two focused accounts. The storyline likewise follows balance, disequilibrium and a goals, anyway on one scene where Stewie executes Lois the plot proceeded onto another scene, at long last settling the issue. A large portion of the scenes are set inside Quahog, and a few specials live in Stewie and Brian setting off to an alternate nation, for example, England and Germany. The initial succession delineates the regular family setting; Lois and Peter are put on the piano, joyfully playing as one. The other relatives show up subsequent to, combining represents the family esteems authorized in the run of the mill thought of a traditional family. Family fellow seems to have a similar family esteems as the Simpsons, anyway the substance and the crowd is plainly extraordinary. The simpsons share family esteems and silliness the run of the mill American culture, anyway their funniness is coordinated towards grown-ups and youngsters, utilizing sarcastic cleverness and regularly punning on American items, for example, Mad TV or the real TV creation organization that shows the Simpsons, Fox. Though family fellow is appeared during the late night plan and the substance utilizes outrageous obscene grown-up content, irreverence, viciousness and bareness. It could be said, family folks title misleads the crowd into feeling that the program will be founded on similar qualities the Simpsons produces. This is the place they contrast in style and substance. Following my examination, I have chosen to challenge the customary portrayal of families in sitcoms. I will make a DVD banner of a fresh out of the box new situational satire dependent on a family which seem, by all accounts, to be a useless family which battle to follow the ordinary structure of a starting scene, a problem then a goals. They share the traditional belief system that families are gave off an impression of being appeared. I will utilize Adobe Photoshop to make my banner and Macromedia Flash to make the characters. Characteristically, the male hero is depicted as dependent on the other relatives to rescue him. Anyway in my creation, I will depict the male hero as free and savvy and spot the male attributes on another character, for e. g. the child.

Non Print Media On Education Education Essay

Non Print Media On Education Essay The positive effect of non-print media on training is progressively significant among understudies who are attempting to learn English in school settings. As Aufderheide (1993) claims, media impacts people groups comprehension of social reality. Specifically, non-print media has a cozy relationship with contemporary innovation which understudies approach in their every day life. The worth, conviction and comprehension of the world perspectives might be developed from non-print media. For instance, the main point is that their cooperation in online visit furnishes a valuable chance to speak with individuals in the entire world in order to improve their language articulation and build the world perspectives. Besides, remarking on fan fiction preparing and assessing on the web data are valuable for understudies to impart insights and create basic reasoning. Thirdly, playing computer games, here and there, creates understudies account contemplations, which is useful for improving their c omposed organizations. Accordingly, we have to perceive the veritable delights and advantages understudies get from non-print media. Contrasted and the past blog 3, I place an accentuation on the instructors input this time. The educator will instruct understudies language structures which will be utilized in photograph subtitles and use non-print media, for example, film sections and photographs to direct understudies. At the point when understudies comprehend what they have to do in the last introduction, they will give more consideration to non-print media adequately in the readiness stages and step by step find non-print media helping their language learning. Barthes (1968) demonstrates that a writerly message has different implications, and it expects individuals to effectively investigate and value it. Understudies are approached to make photograph collections and reproduce or erase one character dependent on the first film they pick. In the arrangement stage their capacities of imaginative reasoning and language capability are bit by bit created. For instance, in my exercises, the educator gives instances of how to utilize language structures to compose photograph subtitles. It is a useful method to build understudies fundamental information. At the point when understudies comprehend the guidelines, they can step up to the plate and examine, look for helpful data and work in participation with one another. Assignment 2 expects understudies to reproduce or erase a character and this part isn't educated in class yet needs understudies dynamic investigation and appreciation. In the introduction, understudies need to do sensible suppositio ns and give nitty gritty clarifications. In my exercises, developmental appraisal will be utilized to screen understudies learning progress and score their last introduction since developmental evaluation is a successful apparatus to adjust the educating to address understudies issue. There are a few reasons why I utilize developmental appraisal. To begin with, it encourages the instructor to recognize what understudies realize at a specific period and adjust the guidance as needs be. For example, when understudies ask the instructor inquiries or present what they have done, the educator will know current status of their language capacity and offer them guidance. On account of compelling input from the instructor, understudies may discover chance to change and reevaluate their learning. I think understudies need to ask themselves what I have done and what I have to improve in each progression. Second, it causes understudies to decrease pressure. Developmental appraisal is a continuous evaluation and it center around process as opposed to results. In each stage, understudies may get the educators input and different companions proposal, so they may have clear course how to improve in the last introduction. Somewhat, it discharges understudies pressure. Their interest in conversation and criticism time likewise gives them opportunities to alter and rethink the up and coming introduction on the grounds that the job of developmental appraisal is to improve learning. So the motivation behind utilizing developmental evaluation is to support the educator and understudies plainly know learning improvement in each stage. An understudies criticism structure will be planned as one piece of developmental evaluation since I think understudies self-intelligent procedure is significant. When filling in the criticism structure, they may reevaluate what they have done, where they ought to improve and what they gain from this collaboration work. Understudies input structure causes the educator to change the guidance, a nd make fitting exercises and exercises next time. Showing material and Assessment Target gathering: F.6 ESL understudies with high English capability Class Size: 6 gatherings of 4 understudies (24 understudies) Learning Objectives:  ·impart fundamental information on language structures  ·improve correspondence and participation aptitudes by utilizing non-print media  ·develop basic viewpoints on film characters adjustment  ·improve their trust in communicating in English Non-print media included:  ·Photo  ·Movies  ·Electronic Magazine  ·Facebook  ·Websites Prerequisites:  ·Students work in gatherings of 4.  ·Each bunch needs to make a photograph collection and the photographs (not more than 15) need to be browsed the film they watch. Errand: 1 Present photograph inscriptions (15 minutes each gathering) by utilizing certain language structures (the instructor will give the contribution before the introduction). Each understudy need to go to the introduction. 2 Based on the first film, reproduce or erase one character and state reasons. Date Length Information Yield Sep fourth Exercise 1 40 minutes Break 15 minutes The instructor needs to 1 encourage understudies some language structures which are utilized in photograph subtitles 2 mention to understudies what substance and highlights ought to be engaged with subtitles The understudies will 1 see how to utilize a one-sentence or two-sentence portrayal in a photograph inscription 2 expertise to utilize a photograph subtitle to best present the film topic Exercise 2 40 minutes 3 give some film portions and pick photographs which best present the topic 4 give the models by utilizing language structures to depict photographs Understudies readiness stage 1 Students survey what they realize in class independently. 2 Students talk about which film they need to pick and what photographs best speak to the topic. (Comments: Students can share thoughts after class or utilize online instruments, for example, Facebook in light of the fact that it capacities as a conversation board and photograph sharing stage. 3 Students can peruse some electronic magazines since they incorporate the most recent updates on motion pictures and characters, an extraordinary number of photographs and film audits. 4 If fundamental, understudies can ask the instructor inquiries when they meet troubles. 5 Each gathering invests some energy practicing the introduction. Date Term Understudies The educator Sep sixteenth Exercise 3 50 minutes Break 15 minutes Nonstop 50 minutes 1 play some film fragments and quickly present the principle subject and substance 2 show photographs collection and utilize certain language structures to portray the photographs 3 Illustrate the reasons why your gathering reproduce or erase one character 4 Other gatherings understudies can pose inquiries if important 1 survey every gathering introduction 2 pose inquiries after the introduction Input Form: Presentation Gathering ___ Group individuals name:___________________ Grade:________ Appraisal things Needs improvement Acceptable Great Astounding Thoughts and organisaiton 1 Can utilize certain language structures to portray photographs 2 Can interface the film topic and supporting subtleties to photographs 3 Can communicate reasons why reproduce or erase a character 1 1 1 2 2 2 3 3 3 4 4 4 Language 1 Can utilize proper words and articulations 2 Can utilize punctuation structure obviously 1 1 2 2 3 3 4 4 Articulation and conveyance 1 Can articulate words plainly and precisely 2 Can talk at a deliberate pace 3 Can make the voice heard sufficiently 1 1 1 2 2 2 3 3 3 4 4 4 4 Informative procedures 1 Can utilize proper non-verbal communication (for example eye to eye connection, developments, signals) 2 Can utilize the accessible time to cover the central matter 3 Can complete the introduction in the managed time 1 1 1 2 2 2 3 3 3 4 4 4 Collaboration and Responses 1 Can help out gathering individuals easily 2 Can answer the educator and different understudies questions right away 1 1 2 2 3 3 4 4 Remark Understudies criticism structure Non-print Media Less use Fitting use Generally use All the more regularly Photograph Motion pictures Electronic Magazine Facebook Sites Do you think non-print media is valuable in your language learning? In the event that Yes/No, express a few reasons. _______________________________________________________________________________________________________________________________________________________________________________________________________________ What challenges you meet when you start your gathering work? __________________________________________________________________________________________________________________________________________ In your psyche, what do you have to improve in your last introduction? __________________________________________________________________________________________________________________________________________ What do you gain from this gathering work? __________________________________________________________________________________________________________________________________________ Do you have any proposal for the following movement? __________________________________________________________________________________________________________________________________________

Plants Essays (363 words) - Plant Morphology, Plants,

Plants Plants give us loads of things including oxygen, nourishments, and prescriptions. Plants need things like water, light, and air. The measure of sunlight influences their development. Plants likewise need food, much the same as we do. The various pieces of a plant assist it with making food. A few plants cross-fertilize. These plants have male (the stamen), or female (the carpel) parts. Wind and water now and then disperse the dust, however bugs do a large portion of the work. Different plants fertilize themselves. A new plant is conceived from a seed. The seeds contain nourishment for the plants' first stage throughout everyday life. As the plants sprout roots and develop stems, they produce their own food utilizing chlorophyll. Seeds dissipate numerous ways. A few plants' seeds have snares, which stick to hide, at that point get over in a better place. Flying seeds, coasting seeds, or natural products are conveyed far by wind or water. A few plants have detonating seed cases that indulgence seeds into the air. Others are eaten by creatures and go through the opposite end, safe. Plants have three fundamental parts. They are the roots, stems, and leaves. The roots stay the plants to its substrate (what it is on) and retain water and minerals. The stems hold the plant up. The leaves need to do a great deal with the plant making food. Plants come in numerous assortments. A few plants are as extensive as Giant Sequoias, while others are as little as Rootless Duckweed. Plants can live from months to hundreds of years. A few plants are climbers. They are called epiphytes. They connect for articles to jump on. They like to hop on shafts, wall, sculptures, and different plants (for the most part trees). A few plants eat bugs. These plants have moving parts, clingy substances, or pools of liquid to assist them with getting food. At the point when these plants live on trees, they don't hurt the trees. A few plants that live on different plants do hurt the plants they are living on. These plants are called parasitic plants. These plants needn't bother with daylight, one of the fundamental components, since they take their food from different plants. These plants are generally escaped sight. Plants have adjusted to living in numerous atmospheres, including submerged, in freezing places, furthermore, in dry spots. We have developed a few plants to accommodate our food needs by making them greater and progressively copious.

Describe Industrialization After The Civil War In The US - 1100 Words

Describe Industrialization After The Civil War In The US (Term Paper Sample) Content: Effects of Industrialization after the Civil War in the United StatesStudents NameCourseProfessors NameInstitutionDateIntroductionAfter the Civil War, the United States became a much more industrialized society. Even though industrialization has created problems for the American society, several improvements in the U.S economy, politics and society have been influenced by industrialization between 1865 and 1920. This paper examines the effects of industrialization on society, economy, and politics. A discussion of three groups affected by industrialization is provided. Also, the paper talks about the influence of industrialization on average working American.Aspects of IndustrializationThe three aspects that characterized the industrialization in U.S during 1865 and 1920 revolve around economy, politics, and society. To start with, the American economy experienced changes attributed to the industrial revolution in the United States. During this period there was increa sed productivity arising from the growth of businesses and increased development of factories. Also, there was increased utilization of machines that increased productivity contributing to the rampant growth of factories and business operations which gradually improved the economy ("Economic Growth and the Early Industrial Revolution [ushistory.org]," n.d.). Additionally, the high number of immigrants who were a source of labor stipulated the growth in business and factories. Besides, Boyer et al., (2013) articulate that there was the development of mergers and monopolies which controlled competition and increased prices of products and services. To sum it up, the increased productivity, growth of business and development of industries were significant factors contributing to economic changes during the industrialization period of U.S between 1865 and 1920.Politics was another aspect that faced changes during the industrialization period. One of the political changes. First, economi c growth drove the United States in becoming as strong political power. Legislation such as tariffs and taxes were introduced to control business operations. Notably, during this period laissez-faire policy of the government was established. The government allowed business owners to make decisions on prices, demand, and supply. Also, the government officials have superior control over most of the large companies, and thus political corruption was evident ("Economic Growth and the Early Industrial Revolution [ushistory.org]," n.d.). Embezzlement of government resources was present, and the government officials supported the rich to get business contracts through bribes. Consequently, the gap between the poor and the rich widened.Finally, the society experienced changes relating to urbanization and population growth. There was a revolution of the American society from an agrarian society to a more industrialized society. This led to people migrating to urban areas in pursuit of job op portunities at the factories. Consequently, there was high population growth in cities and eventually social issues arising from overpopulation were present (Conlin, 2013). These issues include inadequate housing, poor working conditions, crime, and unhealthy living environment exposing the society to health risks.Groups Affected by IndustrializationSeveral groups were affected by industrialization. This section discusses the following groups; women and children, immigrants, and Native American. After the Civil War, women evolved from being housewives to working at factories. One of the significant changes that women faced is the empowerment of their rights and freedom advocated by women reform groups and unions. Women were allowed to vote during the industrialization period and allowed to work contradicting their situation before the civil war. However, the women were exploited since they were working for long hours and would get a lower pay compared to men. Furthermore, the child ren were allowed to work in the factories which were viewed as exploitation of child labor due to their low wages (Conlin, 2013). Essentially, both women and children were exposed to poor working conditions at a lower pay.Secondly, immigrants were affected during the industrialization period. According to Conlin (2013), during this industrialization period, there was a high growth of immigrants from central, southern, and east Europe among other locations into the United States. They fled to the United States in pursuit of jobs and worked at the factories and the railroad's constructions. Immigrants provided the great source of labor which contributed to the growth of factories and business in the U.S. Immigrants faced discrimination and exploitation through lower wages. The Chinese were taxed for working in gold mines during the Gold Rush. Besides, the Chinese Exclusion Act of 1882 was enacted to prevent further Chinese immigrants into the U.S for ten years (Boyer et al., 2013). Al so, due to the high population growth of immigrants into urban areas, social issues uprising from overcrowding were felt such as inadequate housing.Lastly, the Native Americans were affected by the changes arising from industrialization. Industrialization contributed to the growth of urban centers and construction of railroads. For this reason, the land was inadequate forcing the eviction of Native Americans from their native land to other parts of the country. The growth of factories, coal mines, and other business activities created the demand for land for expansion of these sectors (Conlin, 2013).Effec...

How J.B. Priestley Creates Sympathy for Eva Smith in An Inspector Calls - Literature Essay Samples

In An Inspector Calls, J.B. Priestley uses the characters and attitudes of the Birling family, especially Mr. Birling, to make the audience feel sympathy for Eva Smith. The family is prosperous and comfortable, and Mr. Birlings ostentatious posturing emphasizes their good fortune. In the opening lines of the play, he is found discussing port with Gerald, immediately giving the audience a sense of the familys financial security. When Mr. Birling tells Gerald and Eric that a man should look after his own, and not listen to the cranks who talk about community and all that nonsense, it becomes obvious that he has no interest in the welfare of people like Eva Smith. By making Mr. Birling so arrogant and pompous, JB Priestley renders his character deeply unattractive and encourages the reader to sympathize with his oppressed workforce.The entry of the Inspector causes a dramatic shift in the plays atmosphere, drawing attention to his shocking news. He almost immediately announces that Eva Smith has died in the infirmary after swallowing strong disinfectant that burnt her inside out. This language provides a striking contrast to the familys previous conversation, where things were implied, but never directly stated. The Inspector does not use euphemisms to shield the family from the unpleasant images, but says that Eva died in great agony. Especially in juxtaposition with the comfortable atmosphere and obvious wealth displayed earlier in the play, the Inspectors vivid description of Eva Smiths suffering captures the attention and pity of the audience.Mr. and Mrs. Birlings uncooperative responses to the Inspectors questioning increase both the audiences feelings of distaste towards the Birlings and their sympathy for Eva Smith. Mr. Birlings initial response to Evas death is an impatient yes, yes. Horrid business, and even that is said more out of social convention than any real dismay. He sees the Inspectors questioning as a rude intrusion on his personal time, and is convinced that there is nothing scandalous about this business, as far as he is concerned. He seems to think that he is above the law, telling the Inspector that he doesnt like his tone. He also repeatedly tells the Inspector that he doesnt think these events are any concern of his. Mr. Birling tries to intimidate the Inspector by telling him about the close friendship he shares with the chief constable, and then to settle it sensibly in other words, to try to solve the problem with money. Mrs. Birling also tries to intimidate the Inspector, albeit in a more subtle manner than her husband. Mrs. Birling calls his investigation absurd, and says that he is conducting it in a rather peculiar and offensive manner. She reminds him of her husbands powerful position in society, as if this absolves the family from any need to cooperate with the Inspector. Mr and Mrs. Birlings attitude towards the investigation only increases the audiences sympathy for Eva Smith. It turns the play into a str uggle between their viewpoint, and that of the Inspector. This conflict encourages the audience to side with Eva Smith, and with the working classes in general. The Birling familys refusal to accept responsibility also gives the audience a glimpse of the abuse that Eva suffered at the hands of those in positions of power.The story of exactly what happened to Eva Smith unfolds throughout Act One, as the audience learns that each of the Birlings has hurt her in a different way. First, the audience learns that eighteen months before her suicide, Mr. Birling dismissed her from her job because shed had far too much to say on the subject of her unfair wages. Later, it emerges that Sheila had her sacked from Milwards, mainly because she was in a furious temper and jealous of Eva. Eva is described as a lively good-looking girl, country bred, and a good worker, and by Sheila as someone who looked like she could take care of herself. These personal details show the audience that Evas death wa s a tragic waste. While questioning the Birlings, the Inspector repeatedly reminds them of her gruesome death, saying that she wasnt very pretty when I saw her today. The contrast between the Birlings description of Eva and the Inspectors account of what was left of her in the infirmary emphasizes how thoroughly the Birlings have destroyed her life.One detail in particular rouses the audiences sympathy towards Eva Smith: the fact she had to change her name. The Birlings use their family name as well as Gerald Crofts to try to intimidate the Inspector. To them, these names guarantee wealth, respect, and a place in upper-class society. Evas situation starkly contrasts with this: the fact that she can so easily change her name shows that she possesses nothing, and has nobody to help her. To people like the Birlings, she is just one of so many girls that keep on changing, and her name is irrelevant.Another way that Priestley reveals the misery of Eva Smiths short life is by contrasting it with the happy, protected existence of Sheila Birling, who is about the same age as Eva. Sheila is shallow, childish, and naive. She calls her dad mean for sacking Eva Smith, and exclaims that girls like Eva are people, as if she has never really thought about such things before. These characteristics are intended to show what a sheltered life Sheila has led. While Sheila is poised to marry a rich and respected young man about town and will never be expected to work a day in her life, at the time of her death Eva had already been sacked from two jobs, and had fended for herself for several years. At several points throughout the play, Sheilas parents try to send her away so that she will not be shocked by the details of the investigation. This only clarifies the double standard present in this situation: the Birlings expect working-class girls to experience things that they do not want their daughter to even hear about. By drawing attention to Sheilas privileged lifestyle, Evas l ife is made to seem even more pitiful.

Spanish Phrases Referring to Parts of the Body

In Spanish, you can open your ears as well as your eyes, and something that fits perfectly is like a ring on a finger instead of a glove on a hand. The language has hundreds of phrases and colloquial expressions that include the names of body parts. Here are some of the most common or interesting; each phrase below is followed by a literal translation and then a common English translation followed by a sample sentence. Note that many of the sentence translations are not literal. Brazo (Arm) dar el brazo a torcer (to give ones arm to be turned) — to give up, to be persuaded — Era el equipo que no dio el brazo a torcer en busca del gol. (It was the team that never gave up in pursuit of the goal.)nacer con un pan bajo el brazo (to be born with a loaf of bread under the arm) — to be born with a silver spoon in ones mouth — La hija de los actores nacerà ¡ con un pan bajo el brazo. (The actors daughter will be born with a silver spoon in her mouth.) Cabeza (Head) andar de cabeza (to be heady) — to be busy, to have a full plate — Solo son las 11 de la maà ±ana y ya ando de cabeza. (Its only 11 a.m. and already Im swamped with plenty to do.)andar mal de la cabeza (to be bad in the head) — to be crazy, to not think straight — Creo que yo no soy el que anda mal de la cabeza. (I know Im not the one who needs my head examined.)cabeza frà ­a (cool head) — said of someone who remains calm or rational — La expulsià ³n del jugador es totalmente justificada. Nunca tiene la cabeza frà ­a. (The players expulsion is totally justified. Hes always a hot head.)cabeza hueca (hollow head) — said of someone stupid — La persona de madurez no tiene la cabeza hueca. (The mature person isnt an air head.) One common synonym is cabeza de chorlito, equivalent of the English bird brain. Other synonyms include cabeza de melà ³n (melon head) and cabeza de calabaza (pumpkin head). Cerebro (Brain) cerebro de mosquito (mosquito brain) — bird brain, stupid person — Parece que tu cerebro de mosquito no te deja comprender lo que yo escribà ­.  (It seems that your bird brain doesnt let you understand what I wrote you.)cerebro gris (gray brain) — someone who is in charge behind the scenes. — El profesor niega ser el cerebro gris del presidente. (The professor denies being the hidden brains behind the president.)lavar el cerebro (to wash the brain) — to brainwash, although the Spanish term doesnt always come across as pejorative as the English one — Me lavà ³ el cerebro y me convencià ³ de irnos a festejar Aà ±o Nuevo. (She brainwashed me and convinced me to go with her to celebrate New Years.) Codo (Elbow) codo con codo, codo a codo (elbow to elbow) — side by side; in cooperation with others — Estudiaron codo a codo por una hora. (They studied together for an hour.)empinar el codo, levantar de codo (to lift ones elbow) — to drink alcoholic beverages — Despuà ©s de la pesca, empinaron el codo y se durmieron. (After fishing, they drank a few and fell asleep.) Dedo (Finger) chuparse el dedo (to suck ones thumb) — to be naive, foolish or unknowledgeable; to see someone else as such — No me digas que tu perro comià ³ tus tareas.  ¡No me chupo el dedo! (Dont tell me the dog ate your homework. I wasnt born yesterday!)como anillo al dedo (like a ring on a finger) — perfectly timed or perfectly suitable for the situation — La oportunidad vino como anillo al dedo. (The opportunity came to me at the perfect time.)no tener dos dedos de frente (to not have two fingers of a forehead; the phrase comes from a time when it was believed that the size and shape of the forehead was an indicator of intelligence) — to be stupid, to be as smart as a fence post, to not be the sharpest tool in the shed, etc. — El que se crea eso no tiene dos dedos de frente. (Whoever believes that isnt very bright.)sin mover un dedo (without moving a finger) — without lifting a finger — Es posible tener à ©xito en los negocios sin m over un dedo. (It is possible to be successful in business without lifting a finger.)tapar el Sol con un dedo (to hide the sun with ones finger) — to ignore reality, to bury ones head in the sand — Tapa el sol con el dedo cuando trata de defender lo indefendible. (Hes ignoring reality when he tries to defend the indefensible.) Espalda (Back) cubrir las espaldas (to cover someones back) — to protect someone, to have someones back — Te cubro las espaldas. Todo està ¡ bajo control. (I have your back. Everything is under control.)volver la espalda (to turn ones back) — to turn ones back — No me respondià ³ antes me volvià ³ la espalda. (He did not answer me before turning his back on me.) Nariz (Nose or Nostril) darle en la nariz (to be given in the nose) — to be suspicious — Me da en la nariz que la respuesta de mi padre es no. (I have a suspicion that my fathers answer is no.)no ver mà ¡s allà ¡ de sus narices (to not see beyond ones nostrils) — to not see beyond the end of ones nose — Esta generacià ³n de polà ­ticos no ve mà ¡s allà ¡ de sus narices e intereses. (This generation of politicians cant see beyond their noses and own interests.) Oà ­do (Ear) abrir los oà ­dos (to open ones ears) — to pay attention — Los escolares abren los oà ­dos al cambio climà ¡tico. (Scholars are paying attention to climate change.)entrarle por un oà ­do y salirle por el otro (to go in one ear and out the other) — to go in one ear and out the other — Las palabras de su hermano le entraron por un oà ­do y le salieron por el otro, sin afectarla en absoluto (Her brothers words went in one ear and out the other without affecting her in the least.)prestar oà ­do (to lend an ear) — to pay attention — Elena no prestaba oà ­do a las disculpas. (Elena didnt pay attention to the excuses.) Ojo (Eye) costar un ojo de la cara (to cost an eye from ones face) — to cost an arm and a leg — Viajar al oriente del paà ­s te costarà ¡ un ojo de la cara. (Traveling to the eastern part of the country will cost you an arm and a leg.)echar un ojo (to throw a look) — to take a look — Vamos a echar un ojo a lo que dice. (Were going to take a look at what hes saying.)en el ojo del huracà ¡n (in the eye of the hurricane ) — in the center of a controversy, in the center of the storm — Le diseà ±adora està ¡ en el ojo del huracà ¡n por la extrema delgadez de sus modelos. (The designer is in the hot seat because of the extreme thinness of her models.)tener ojo de lince (to have a lynx eye) — to have good vision, literally or figuratively; to have eagle eyes — Nuestro contador tiene ojo de lince para detectar pequeà ±as  irregularidades. (Our accountant has eagle eyes for finding tiny irregularities.) Pecho (Chest, Breasts) dar pecho, dar el pecho (to give the breast) — to breastfeed —  ¿Necesitan proteccià ³n institucional las mujeres que dan el pecho en pà ºblico? (Do women who breastfeed in public need institutional protection?)tener un corazà ³n que no le cabe en el pecho (to have a heart too big to fit in his/her chest) — to be big-hearted or generous — En mà ¡s de una ocasià ³n ha demostrado que tiene un corazà ³n que no le cabe en el pecho. (More than once she has shown herself to be very generous.) Pie y Cabeza (Foot and Head) de pies a cabeza (from feet to head) — from head to toe — Mi hijo està ¡ tatuado de pies a cabeza con varios diseà ±os. (My son is tattooed from head to toe with various designs.)sin pies ni cabeza (without feet nor head) — making no sense; without rhyme or reason — El puente a ninguna parte es un proyecto sin pies ni cabeza. (The bridge to nowhere is a senseless project.) Pierna (Leg) dormir a pierna suelta (to sleep with a leg that is free to move; the phrase comes from the days when prisoners would sleep better if their legs werent chained to prevent escape) — to sleep like a log — Nuestro bebà © dormà ­a a pierna suelta y no se despertà ³ nunca por el ruido. (Our baby slept like a log and never woke up because of the noise.)hacer piernas (to do legs) — to get exercise — Hace 15 aà ±os, cuando empecà © a entrenar, me dije, No necesito hacer piernas porque ya tengo mà ºsculos muy grandes. (Fifteen years ago, when I began training, I told myself, I dont need to exercise because I already have big muscles.)