The Crucible John Proctor Essays - Salem Witch Trials, The Crucible

The Crucible: John Proctor In the book The Crucible there is a struggle within to have one have a sense of belonging to society. They want to be loved by that society no matter how much they may seem that they don't belong. But they do want to show that to everyone, everyone that may not think that. John Proctor is a good example of a struggle to find a place in society. He's the type of person that wants to plow his fields on the good days even if the good day is only on Sunday of that week. His struggle to make a living with his crops gets him into trouble with the very religious Puritan community of Salem Massachusetts. If John Proctor has a fault its that he's to honest when he thinks your wrong about something he will make you know about it. John Proctor only got involved with this whole witch trial because of a girl by the name of Abigail Williams. If it wasn't for her falling in love with John then he wouldn't be put on trial for anything. Abigail got him involved with the witch trials because John wanted to go back to his wife and he didn't want Abigail in his life at all. After Abigail came into his life he started not believing in himself. He was struggling in life and with this family life. He tries to ignore the events in Salem but when Mary Warren announces that she is an official of the court and that Elizabeth Proctor has been mentioned. Proctor still wants to dismiss the hearings but his wife uses his guilt about adultery to extract a promise that he will expose Abigail as a fraud. As a result of being involved with the witch trials he finds himself accused of being a witch. After being tried and condemned to death, John refuses to confess. But he doesn't want to die because of some witches that are just making lies. So he signs the paper that is going to be nailed to the church door saying he has committed sins. He asks himself ?God in heaven, what is John Proctor, what is John Proctor.? He is asking if John Proctor is considered honest or a liar. Because he knows he did nothing wrong in his life but he is accused and no one wants to believe him. But he shortly takes back his claim and refuses to sign it because he doesn't want his friends being condemned for his actions, ?I speak my own sins, I cannot judge another. I have no tongue for it.? So by doing so he answers part of the question ?What is John Proctor? by coming forth on his own view of himself. John Proctor cannot live with the lie if he had signed that confession, so he will die by his own honesty. With a man just trying to make a living with his life, he finds himself involved with something he didn't want to get involved with at all. He was struggling not to get involved with the trials and yet he still wanted to live his own life not being told what to do by other people while still being like by other people in the community. He didn't want his name to be ruined by signing that confession. If he did his life would be ruined people would think of him as being evil when his name would be mentioned. He didn't want his sons to have them see there father being shunned by the community. All this man wanted to do was to be loved and respected by others. Creative Writing

Essay Instructions - How to Use a Tested Essay Instructions Sample to Help You Write a Successful Essay

Essay Instructions - How to Use a Tested Essay Instructions Sample to Help You Write a Successful EssayWriting an essay can be a difficult task but it's a task that's essential to further your education. If you're looking for the right essay instructions sample to get started with, you can use several websites on the internet. Some of these sites are free while others will cost you some money but they will help you in your goal of writing an excellent essay.Once you begin using a proven, true essay instructions sample to help you start writing an essay, you will find that it's easy to write. And once you have written the essay, you'll want to know how to improve your ability to write more essays. This is where using a proven, true essay instructions sample can help you take another step toward becoming a better writer. In fact, you can use these tips when writing the essay that gets you accepted into your college or university.Before beginning to write the essay, you need to know wha t it will be about. The first thing you need to do is identify your topic. Then you need to decide how much research you want to do and how detailed you want to be in the essay. It is necessary to write the essay correctly so that you can present the information properly.After you've made up your topic, you need to gather information from your student's life. You may want to ask your student questions about their interests, hobbies, career paths, or family life. It may even be a good idea to ask your student what they plan to do in the future. This way, you can get an idea about what your student's future plans are.Next, you need to ask your students if they have friends or family members who have taught them how to write an essay. It is usually best to read your students' essays prior to submitting them to a professor or university. They will provide you with an understanding of what the essay should look like and help you in deciding whether or not the essay is going to be accepte d.After you've gathered your information, you should schedule enough time to write the essay. However, you should keep in mind that this time is precious. It will allow you to write the essay efficiently and to get it right. If you submit the essay, your instructor will not think highly of your ability.By using a proven, true essay instructions sample, you can make improvements as soon as you start writing the new essay instructions. Plus, you will be able to write one that's pleasing to the eyes and attracts the reader's attention.

Dialogue Activities for ESL Students

Dialogue Activities for ESL Students Practicing dialogues is a great way for English students to test their skills and develop a better grasp of the language. Dialogues are useful for a number of reasons: Dialogues provide models on which students can base their own conversations.Dialogues force students to focus on language production in a way that helps them practice correct usage.Student-created dialogues can be used to encourage creativity.Dialogues can be used as a basis for listening to comprehension exercises. Using dialogues  to help students develop their  conversation skills  is a  common practice in most English classes. There are a number of different ways to go about incorporating dialogues into classroom activities. The suggestions below encourage students to role-play and practice new tenses, structures, and language functions. Once students become familiar with these new language elements, they can then use the dialogues as models to practice writing and speaking on their own. Vocabulary Exercises Using dialogues can  help students become familiar with standard formulas used to discuss different topics. This is especially helpful when practicing new idioms and expressions. While these expressions might be easy to understand on their own, introducing them through dialogues can help students immediately put the new vocabulary into practice. Divide students into pairs and give each pair a topic to talk about. Challenge each student to incorporate a few given idioms or expressions into their dialogue before time runs out. Gap Fill Exercises Dialogues are perfect for gap fill exercises. For example, take a sample dialogue and delete keywords and phrases from the text. Choose a pair of students to read the dialogue to the rest of the class, then ask the other students to fill in the missing words and phrases. You can also have students create their own sample dialogues and quiz each other to see how well they can fill in the blanks. Dialogues for Role-Playing and Acting Having students  write dialogues for short scenes or soap operas helps them focus on correct expressions, analyze language, and develop their writing skills. Once students have completed their scripts, have them act out their scenes and skits for the rest of the class. Dialogue Dictations Have students write sample dialogues for popular TV shows such as The Simpsons or The Office. Alternatively, write a script together as a class, and have each student be responsible for a particular character. This exercise gives students time to  pay attention to details as the plot moves forward. Memorizing Dialogues Have students memorize simple dialogues as a way to help them improve their vocabulary skills. While old-fashioned, this type of rote work can help students build good habits as their English skills improve. Open-Ended Dialogues Create sample dialogues that show the words of only one speaker, then have students complete the dialogues using a list of responses youve provided. Another variation is to provide only the beginning or end of a sentence for each speaker. Completing this type of open-ended dialogue can provide a bigger challenge for upper-level English learners. Recreating Scenes Have students re-create their favorite scenes from different movies. Ask a group of volunteers to act out a scene in front of the class, then compare their version to the original.

The Iran-Iraq War of 1980-1988

The Iran-Iraq War of 1980-1988 The Iran-Iraq War of 1980 to 1988 was a grinding, bloody, and in the end, completely pointless conflict. It was sparked by the Iranian Revolution, led by Ayatollah Ruhollah Khomeini, which overthrew Shah Pahlavi in 1978-79. Iraqi President Saddam Hussein, who despised the Shah, welcomed this change, but his joy turned to alarm when the Ayatollah began calling for a Shia revolution in Iraq to overthrow Saddams secular/Sunni regime. The Ayatollahs provocations inflamed Saddam Husseins paranoia, and he soon began calling for a new Battle of Qadisiyyah, a reference to the 7th-century battle in which the newly-Muslim Arabs defeated the Persians. Khomeini retaliated by calling the Baathist regime a puppet of Satan. In April  1980, Iraqi Foreign Minister Tariq Aziz survived an assassination attempt, which Saddam blamed on the Iranians. As Iraqi Shias began to respond to the Ayatollah Khomeinis call for revolt, Saddam cracked down hard, even hanging Iraqs top Shia Ayatollah, Mohammad Baqir al-Sadr, in April of 1980. Rhetoric and skirmishes continued from both sides throughout the summer, though Iran was not at all militarily prepared for war. Iraq Invades Iran On September 22, 1980, Iraq launched an all-out invasion of Iran. It began with airstrikes against the Iranian Air Force, followed by a three-pronged ground invasion by six Iraqi Army divisions along a 400-mile-long front in the Iranian province of Khuzestan. Saddam Hussein expected ethnic Arabs in Khuzestan to rise up in support of the invasion, but they did not, perhaps because they were predominantly Shiite. The unprepared Iranian army was joined by the Revolutionary Guards in their efforts to fight off the Iraqi invaders. By November, a corps of some 200,000 Islamic volunteers (untrained Iranian civilians) were also throwing themselves against the invading forces. The war settled into a stalemate throughout much of 1981. By 1982, Iran had gathered its forces and successfully launched a counter-offensive, using human waves of Basij volunteers to drive the Iraqis back from Khorramshahr. In April, Saddam Hussein withdrew his forces from Iranian territory. However, Iranian calls for the end to monarchy in the Middle East convinced reluctant Kuwait and Saudi Arabia to begin sending billions of dollars in aid to Iraq; none of the Sunni powers wished to see Iranian-style Shia revolution spreading southward. On June 20, 1982, Saddam Hussein called for a ceasefire that would return everything to the pre-war status quo. However, Ayatollah Khomeini rejected the proffered peace, calling for Saddam Husseins removal from power. The Iranian clerical government began to prepare for an invasion of Iraq, over the objections of its surviving military officers. Iran Invades Iraq On July 13, 1982, Iranian forces crossed into Iraq, heading for the city of Basra. The Iraqis, however, were prepared; they had an elaborate series of trenches and bunkers dug into the earth, and Iran soon ran short on ammunition. In addition, Saddams forces deployed chemical weapons against their opponents. The ayatollahs army was quickly reduced to complete dependence on suicide attacks by human waves. Children were sent to run across mine-fields, clearing the mines before the adult Iranian soldiers could hit them, and instantly become martyrs in the process. Alarmed by the prospect of further Islamic revolutions, President Ronald Reagan announced that the U.S. would do whatever was necessary to prevent Iraq from losing the war with Iran. Interestingly enough, the Soviet Union and France also came to Saddam Husseins aid, while China, North Korea, and Libya were supplying the Iranians. Throughout 1983, the Iranians launched five major attacks against the Iraqi lines, but their under-armed human waves could not break through the Iraqi entrenchments. In retaliation, Saddam Hussein sent missile attacks against eleven Iranian cities. An Iranian push through the marshes ended with them gaining a position just 40 miles from Basra, but the Iraqis held them there. The Tanker War In the spring of 1984, the Iran-Iraq War entered a new, maritime phase when Iraq attacked Iranian oil tankers in the Persian Gulf. Iran responded by attacking the oil tankers of both Iraq and its Arab allies. Alarmed, the U.S. threatened to join the war if the oil supply was cut off. Saudi F-15s retaliated for attacks against the kingdoms shipping by shooting down an Iranian plane in June  1984. The tanker war continued through 1987. In that year, U.S. and Soviet naval ships offered escorts to oil tankers to prevent them being targeted by the belligerents. A total of 546 civilian ships were attacked and 430 merchant seamen killed in the tanker war. Bloody Stalemate On land, the years 1985 to 1987 saw Iran and Iraq trading offensives and counter-offensives, without either side gaining much territory. The fighting was incredibly bloody, often with tens of thousands killed on each side in a matter of days. In February of 1988, Saddam unleashed the fifth and deadliest missile attack on Irans cities. Simultaneously, Iraq began to prepare a major offensive to push the Iranians out of Iraqi territory. Worn down by eight years of fighting and the incredibly high toll in lives, Irans revolutionary government began to consider accepting a peace deal. On July 20, 1988, the Iranian government announced that it would accept a UN-brokered ceasefire, although Ayatollah Khomeini likened it to drinking from a poisoned chalice. Saddam Hussein demanded that the Ayatollah revoke his call for Saddams removal before he would sign the deal. However, the Gulf States leaned on Saddam, who finally accepted the ceasefire as it stood. In the end, Iran accepted the same peace terms the Ayatollah had rejected in 1982. After eight years of fighting, Iran and Iraq returned to the antebellum status quo - nothing had changed, geopolitically. What had changed was that an estimated 500,000 to 1,000,000 Iranians were dead, along with more than 300,000 Iraqis. Also, Iraq had seen the devastating effects of chemical weapons, which it later deployed against its own Kurdish population as well as the Marsh Arabs. The Iran-Iraq War of 1980-88 was one of the longest in modern times, and it ended in a draw. Perhaps the most important point to be drawn from it is the danger of allowing religious fanaticism on one side to clash with a leaders megalomania on the other.

International Economic History since 1870 Essay

International Economic History since 1870 - Essay Example The plan of new economic financial system produced by the United Kingdom and the USA was aimed to remedy some imbalances of pre war economic financial system of gold standard. Such huge economic problems as the volatility of the floating exchange rates, dependence of the countries on the adjustment mechanisms, had been frequently resolved either by recession and deflation or by inflation and rapid expansion. New conference led to the establishment of the new fund International Monetary Fund that was destined to remedy some imbalances in the world economy.2 New mechanism devised by the countries provided for the system with fixed yet adjustable exchange rates; those countries that experienced payment deficits could borrow necessary funds from created monetary fund, whereas the nations with the payment surpluses could lend funds; the agreement also envisaged the change of the exchange rates if the financial steps taken by the Governments were not able to resolve the problem of the payment deficits. In sharp contrast with the pre war period, dollar rather than gold was set as the world reserve currency, other nations provided dollar values for their currencies; the value of the currency of other country in dollar or par value was maintained by the national banks of nations. For instance the United Kingdom set $ 2.80 per British pound; all banks of the nations participants of the Fund agreed to maintain the values of their currencies within 1 percent of the par value of the currency. 3 However, the initial success of the newly created financial system depended on the post war economic recovery especially in the European countries; the USA was almost the only developed country that had strong and stable economy at the end of 1945. The economies of most of the European countries had been devastated by the conflict and required large amount of technical and financial assistance to restore pre war levels of economic development. 4 Despite the fact that over 5 billion dollars had been granted to European nations by 1947, most of these funds were spent on some short-term emergencies and no long term plan of economic recovery had been developed. Apart from economic reasons to restore economies of Europe, the plan was also aimed to check the spread of Communism in some of the countries of Western and Southern Europe; as there was a real threat that leftist parties might win the election throughout whole Western Europe, or that some politicians might be tempted to rebuild s hattered economy of Europe by communist methods. Naturally these prospects were not greeted with enthusiasm in the United States, neither the USA could allow European continent to succumb to this Communist threat. Despite the fact that plan was developed with the purpose to check the communism, yet all nations including the countries of the Communist block were invited to participate in the program; latter countries of the Eastern Europe were forced to refuse to participate in

Motivation Technique for Site Manager Essay Example | Topics and Well Written Essays - 2000 words

Motivation Technique for Site Manager - Essay Example The sponsors of the project issued warnings regarding the typical constraints presented in an underdeveloped country. The Site manager is required to explain the situation to his workers and to motivate them in order to win the competition, they need to keep in mind that there is time constraint and might be supplies and materials constraints, in general situations which they have not been exposed to. There are several techniques used to motivate the employees, the site manager will attempt to emphasize on the techniques presented by Businessballs website and by Inc.com 5000 website. The construction job is to be divided in several different phases. Some of them can be performed at the same time, and some of them should be performed one after the other. The first phase is the mobilise the personnel into the job site, that is to set up offices and a warehouse to keep all the construction equipment and different supplies. The offices could be empty containers which are easily transported and suited of different purposes. The personnel required for this phase is the site manager, head engineer and 6 construction workers. The next phase is to hire a topographer team in order to verify the configuration of the road. In highly developed countries this phase has already been fulfilled. However, the project comes from a third world country where budgeting is limited and the work of a topographer is not final until the construction duty begins, since the previous jobs are not as detailed as they should be. Therefore, this phase is very important for the competition, wher e the topographic team verifies the initial design and the missing information is filled in for the construction process to begin. This phase could start as soon as the mobilising process begins. The next phase would be the soil removal phase, where the terrain is prepared for the construction, the soil is moved, or removed if necessary and based upon the results from the topographic team, some places the soil would be filled in. For this phase heavy equipments are required as back hoe and dump trucks, in order to remove the soil and then move the material to other required places or to dispose of them. The next phase is to prepare the sub base or initial layer, where several layers of granular materials is placed where the soil has been removed. For this project it is required by the technical specifications to place to layers of 30 centimetres each. After each layer of granular material is placed, the granular materials should be compacted until the surface is homogenous. The next phase refers to the base layer, which refers to the act of placing granular material again. This time only one layer is required and should be done upon a homogenous surface shaping the road already. The layer width depends upon each project, but in this case it should be about 20 centimetres. As soon as the granular material is set into place, a strict quality control should be performed in order to prevent unevenness on the road. At all times the topographic team should verify the goals set at each phase. The next phase refers to the act of watering the road using a cistern. The water is imparted until the humidity level on the material reaches an optimum level where the material presents its

Severe Mercy in King Lear :: King Lear essays

Severe Mercy in King Lear      Ã‚  Ã‚  Ã‚   The best thing about King Lear is that the deeper you dig, the more meat you find. It seems straightforward enough, except that every now and then something leaps out of the dialogue that severs the veil of coherent reality to strike sharp blows at the eternal Within. Even with a minimum of thought, few, I think, when considering King Lear, could emerge unshaken. There are shining archetypes of pain and grace and mercy and redemption. And like all truth, Lear abounds with paradox: we love him, we hate him; he is as King, deity; as father, a child. His beginning is noble yet immature, his end is destitute yet sublime. His subjects, all, are antonyms and mirrors. The messages come to us disguised as both story and image. The two are hopelessly bound up with one another, but we shall consider them a little separated in hopes of making some progress through such mvstic mire. The images come as flashes of recognition and intuition. We needn't understand something to be affected by it, for intuition is recognition on the sub-conscious level, which is equally, if not more, important. But unlike the "jolts of glory" that images may bear, the story is gradually grasped, perhaps even long after the performance, when the mind may consolidate and review the witnessed events. On the surface, King Lear is a pagan play, as it is set pre-Christian England. But it has, for all that, no shortage of appeals to deity and interesting speculation. This is, after all, a play set on the brink of eternity and it must make us wonder on the universe in relationship to the characters and ourselves. The first tragedy is that Lear's world is void of revelation. It is simply Man and the awesome silence of the Dead. They are a people with no assurence. We who watch the play with the benefit of a Christian worldview have got to displace ourselves and push our assurances and belief aside, if possible, to let inan inkling of the dispair and horror which must meet each man with no hope. It is not easy to do, and extremely discouraging when we succeed. Asin Beowulf, one of our language's oldest pieces of mythic literature, a man's only assurance of afterlife was living on in the memory of those who remained alive, and the greatest end would be a heroic ballad, a song through which a man may live forever, if forever it were sung.