Save the Last Dance Essay -- Art

Save the Last Dance This movie was off the hook! First of all, these are the type of movies that should be known to mankind. Save the Last Dance, is a blend of love and romance with a little piece of hate crimes, racism, and of course most definitely violence. Well to tell you the truth, most of the people don’t like love and romance. Save the Last Dance is a nice blending of a little piece of everything so it can entertain the people with different likes and dislikes. Even the people who don’t like these types of movies would be interested in the movie Save the Last Dance. The name of the movie can leave the viewer in suspense. Just think of it as a phrase, Save the Last Dance. The theme of this movie is plain and simple. Sarah is trying to peruse her dream, which is to try to get accepted into Julliard. She kept on trying and trying until the end. She finally impressed the judges and made him say â€Å"Welcome to Julliard.† The movie is basically trying to tell you that you should never give up, no matter how hard you try. If at first you don’t succeed at what you want to do, try try again. If you give up, then you should look in the mirror and say â€Å"I am a quitter.† The characters of this movie are: Derrick Reynald (Chennile’s brother), Chennile Reynald (Derrick’s sister), Niki (Chennile’s friend), Malachi (Derrick’s homeboy), Roy (Sarah’s dad), Momma D (Derrick and Chennile’s grandmother), Kenny (Chile’s boyfriend), Snookie (a wannabe thug), and last but definitely...

Abortion Poems Essay

Gewndolyn Brooks and Anne Sexton both wrote poems about the controversial subject of abortion. Brooks wrote a poem titled â€Å"The Mother† which stressed the physiological and ethical consequence of her choice. While in Sextons poem â€Å"The Abortion† the focus is more on the emotions felt before and after the actual process of aborting the baby. Yet both poems posses similar use of words to get a point across. The main way the authors did this is through the use of tone. The tone of these poems easily allow the reader to see just how easy it is to know something is wrong, but do it anyway. In Brooks poem â€Å"The Mother† she selects words and expressions that give the poem an air of sadness. By saying things such as â€Å"You will never neglect or beat Them, or silence or buy with a sweet.† it shows her longing to do things that mothers are generally thought to be good at. At the same time this also shows she is aware that she has essentially taken life and its experiences away from not only her unborn child but herself as well because she never gets the chance to do the things she speaks of. The title of the poem demonstrates this trough a paradox, she never actually got to be a â€Å"Mother† because she aborted her baby. The line in which she states, â€Å"you will never end up sucking thumb† reinforces all this as well as demonstrates her use of imagery thought the entire poem. By creating such vivid images of things she and her child would have done it connects the reader on a more personal level because it gives them a chance to really imagine everything Brooks is saying. Having the connection and the images in their mind while knowing that the baby was aborted makes it all the more real, allowing the reader to feel similar emotions that the mother herself had felt such as sorrow and remorse. The remorseful feeling is really expressed towards the ending of the poem when there is a change in whom she is addressing. Brooks now begins to address the actual child that was aborted and ask for forgiveness while acknowledging she has done wrong by saying â€Å"the crime was other than mine†. She also tells the child that she loves them and that â€Å" even in my deliberateness I was not deliberate.† showing that she is sorry for what she has done even though she knew what she was getting into when she did it. All of these things together give Brook s poem a remorseful tone that perfectly expresses how someone can so easily do something they know deep down is wrong. In Sextons poem â€Å"The Abortion† the emotions she is feeling are expressed to the reader through the change setting. It begins while she still has the baby inside her and she uses words that make the world sound as though it is full of life such as puckering and puffing. She describes the landscape hilly mountainous and green, which is a color that symbolizes new life. Towards the end of the poem when returning from her abortion the setting is described in a more gloomy empty way. The sky had grown thin and the roads were flat. This shows the change in her emotions, just like the land she used to be full of life as well and afterwards she was empty and flat without a child in her womb. The first line of the poem â€Å" Somebody who should have been born is gone.† is an expression of her feelings on abortion. The statement itself lets the reader know right off the bat that she thinks abortion is wrong, yet she goes along and does it anyway. She does not even describe the actual process of aborting the baby as badly as one would imagine someone with that view on the subject would have. She makes an allusion to Rumplestilksen saying that the man who performed the abortion for her was nothing like him at all, basically meaning that she didn’t feel the experience was horrible and as though he was forcing her to give up her first born child like Rumplestilksen had done in a fairy tale. The repetition of the first line thought the entire poem expresses the regret she is feeling thought the entire experience of her abortion. She even calls herself a coward at the very end for doing such a thing. But none of that stopped her from getting the abortion done. The tone of regret Sexton set for this poem once again shows that it’s not at all hard to go ahead and do something they you are sure is wrong. Both of these women were well aware that getting an abortion, in their opinion, was wrong. They each expressed their regret and remorse through the wording of their poems and both poems were quite simple and soothing, something a child would understand. The poems described different aspects of abortion but stress the idea that having an abortion comes with the emotions of sadness, sorrow, and guilt. The reader is easily able to connect to the pome and understand the emotions that are being felt through the imagery used and tone set by the authors. But even with all of that both women still chose to abort their baby. Doing something you know is wrong is something every reader can easily relate to and understand.

Research Assignment: Praising Students

Research Assignment: Praising Students I chose to do my research activity on the article titled Caution: Praise Can Be Dangerous by Carol S. Dweck. The main goal that Dweck wanted to achieve was to prove that praising your students on their intelligence can in fact affect their academic achievement in a bad way. 85 percent of parents thought they needed to praise their children’s intelligence in order to assure that they were smart (Dweck 4). It was thought that if you boost a student’s self esteem that it would help them academically, but in certain ways, this was wrong.The problems that the article dealt with were that if praise wasn’t handled properly, then â€Å"it can become a negative force, or a drug that rather than strengthening students, it makes them passive and dependent on the opinion of others† (Dweck, 4). If you use praise correctly, then it will help the students realize the value of effort, and become fulfilled with the accomplishments tha t they achieved on their own and want to succeed more. They also will have a better time dealing with any setbacks.The theory that was said to be true about praising students was that: â€Å"Giving students many opportunities to experience success and then praising them for their success will indicate to them that they are intelligent if they feel good about their intelligence they will achieve. They will love learning and be confident and successful learners† (Dweck 4). Educators had this theory wrong because research shows that giving students easy tasks and praising their success just says to the students that in a way you think their unintelligent.In order to prove this theory wrong, Dwecks along with Melissa Kamins and Claudia Miller held an experiment. This experiment was conducted of six different studies with more than 400 fifth graders. The goal was to study the effects of praising children for being intelligent. Among the 400 fifth graders, they included people of d ifferent ethnicities, races, and socioeconomic backgrounds, and were tested from all different parts of the country. This prevented any faults or biased opinions to be conducted in the experiment.They also made sure that some students were taken from schools in the city and some in more rural areas. This is something that you would want to do in any experiment given in order to get a variety of different subjects. First they began working with students one at a time on a more challenging puzzle task that was easy enough for them to all do well on it. They praised one third of the children for their intelligence, saying that they were â€Å"very smart† for knowing how to do that and telling that they got a certain amount correct and that they were amazed by it.The second group of people were tested and were told that they got a good score and praised on their effort of the task. The last third of the group was praised on their performance, with no comment on why they were succ essful. After the experiment, all students were happy about the outcome and were eager to do their take-home practice problems and were confident on their future performances. During the second part of the experiment, the same students were asked if they wanted to try a more challenging task from which they could learn a lot (but might not succeed) or an easier one where they would do well and look smart.Students praised on intelligence said they wanted to do the easier one, and 90% of the students that were praised on effort wanted to do the more challenging task. (The ones tested on performance were 50/50, so she wasn’t going to focus on them. ) When it came time to actually do the harder task, the students tested on intelligence didn’t like it and weren’t interested in doing the take home problems. They even started questioning their intelligence thinking they were dumb. The effort tested students liked the task and some even like the harder problems better t han the easier ones!This is where we start seeing the differences in the right and wrong types of praising. When we praise children for intelligence , were teaching them that this is what they want to achieve. They want to look and feel smart, so don’t risk making a mistake. When we praise them on effort and hard work, they realize the value of what they’re doing to succeed and get to realize their improvement and efforts, therefore having a better long-term successful academic achievement. For the last part of the experiment, they had the students go back and re-do the first task that they had did before.The intelligence students had an even worse performance and did worse than the first time, and the effort students performed the best and better than they did in the first place. After this, they were to write a litter to a student in another school telling them about the tasks that they had to do and how they tried them. The intelligence students actually lied about their scores to make them seem smarter, and the effort students didn’t exaggerate at all on their performance.This just says that failure becomes more of a problem when we praise students on intelligence, and they think that intelligence is something that you either don’t or do have instead of being a skill or knowledge. Our students should know that there are tasks and problems that they aren’t going to know how to do and that it shouldn’t discourage them, but make them want to learn more about it because they’re trying so hard and doing a great job of learning. This experiment was applied to education very well by the author herself.She states that you can’t just forget about the students feelings because what we say to them will affect how they think that we view them. We can praise our students as much as we want, BUT we need to do it when they learn or do well, and NOT praise them on how smart they are because it stops the students from setting the bar any higher. Dweck wants us to â€Å"rave about their effort and ask questions that show intelligent appreciation† (8). This would be a proper way to praise the students because you can still remind them that they are intelligent, but in a way that they are doing the right thing effort wise and giving it their all.You can’t waste your student’s time by giving them tasks that are too easy that make them look good, but need to test their ability and give them more challenging responsibilities. Dwecks even tested these theories on students going into junior high from elementary school and going into college from high school. She found that the students who believed that intelligence was fixed and that a poor grade or performance meant that they were dumb, and some wanted to consider cheating if they didn’t do well.These students did even worse grade wise than they did in elementary school and didn’t grow intellectually. However, studen ts who believed that intellect can be developed, and that a bad performance was because of lack of their effort and they needed to study more. These students were in the right mind set to allow the new school environment to encourage them to do well in school. All in all, student’s ideas and levels of intelligence can be influenced by the messages that they receive from teachers and parents.We need to encourage and praise them on their efforts, not their intelligence. We can allow them to feel smart in different ways instead of just telling them, â€Å"Wow! You got this many right, you must be really smart, good job! † This will make them want to get this reaction so they keep their achievement and difficulty level low so they can seem smart. This will keep them on the road to disappointment academically. Keep your students on task and striving for new goals and wanting to learn. Like Dwecks says, â€Å"Believing is Achieving! †

Irony in the Scarlet Letter

What if irony didn’t exist? If it didn’t, even at a minimal level, The Scarlet Letter wouldn’t be able to function in its complete and published form. Its frame and substructure of distinctly morose themes scrutinizing sin, knowledge, and the human condition would not exist without irony blistering beneath the surface. The symbolism and evocativeness of character names, for instance, the words â€Å"chill† and â€Å"worthless† can be derived from Roger Chillingworth, the â€Å"Black Man† in human disguise wouldn’t have the same clever power without the literary technique. Nathaniel Hawthorne’s The Scarlet Letter suggests that to find the true expression of each character, irony is essential, and must be employed and needled into the plot for the pages to turn with a weightier significance. â€Å"She's the embodiment of deep contradictions: bad and beautiful, holy and sinful, conventional and radical,† described Andrea Seabrook of NPR (National Public Radio). In order to see the veracity of this statement, the reader must note Hawthorne’s use in three major types of irony. The first type is situational irony, which is when the opposite of what is expected to happen, happens, and this is introduced in the first few chapters. For example, in Chapter II, the townspeople have perpetrated against Hester Prynne, exclaiming that she should feel ashamed as she stands on the scaffold bearing the scarlet letter â€Å"A† on her bosom. Yet, she stands there with â€Å"a marked dignity and force of character† and clasping her newborn child Pearl â€Å"with a burning blush, and yet a haughty smile, and glance that would not be abashed†¦Ã¢â‚¬  (Hawthorne 46) The intrinsic nature and indispensable quality of Hester’s character is perpetually fevered with strength, but it is most formidable and determined harbored by a backbone of obstinacy when she is standing on the scaffold. The townspeople have expected her to feel contrite, but if Hester stood revealing her remorse and penitence, she would be acknowledging society’s power and control over her, and that essentially, is not what Hester wants. Another example is from Chapter XI, Dimmesdale is held in reverence by the townspeople as an immaculate role model â€Å"[deeming] the young clergyman a miracle of holiness† (124) when in fact; he has committed an immoral act, being Hester’s paramour and Pearl’s secret father. Situational irony has served to be a steppingstone to the actual identity of Hester Prynne, Dimmesdale, and other major characters. It helps in showing the real thoughts and internal conflicts of a character in contrast with what is discerned by the society. The next type of irony Hawthorne used in The Scarlet Letter is dramatic irony, which is when the reader knows what the characters do not. According to Mark Flanagan of About. com, â€Å"Dramatic irony is when the words and actions of the characters of a work of literature have a different meaning for the reader than they do for the characters. This is the result of the reader having a greater knowledge than the characters themselves. For instance, in Chapter VIII, Reverend John Wilson, Boston’s senior clergyman, sat on an arm-chair and surveyed Pearl’s weirdly ethereal qualities, then proceeded to ask Pearl if she knew who her parents were, as stated in this quote, â€Å"â€Å"Pearl,† said he, with great solemnity, â€Å"thou must take heed to instruction, that so, in due season, thou mayest wear in thy bosom the pearl of great price. Canst thou tell me, my child, who made thee? † (96) This event developed subsequent to Hester’s visit in Governor Bellingham’s garden. There, she privately requested Reverend Dimmesdale’s aid in supporting that the governor does not take Pearl away. This is an example of dramatic irony because the reader knows that Dimmesdale and Hester are partners in sin, but the characters do not. Dramatic irony benefits the reader in that it satisfies their anticipation because of what they already know and they possess a greater idea of what is to happen next. Hawthorne’s use of this type of irony really generated a thrust of motivation to keep the reader more interested. The concluding stamp of irony Hawthorne enchanted into the novel is verbal irony. This literary device is manipulated to communicate differently, and principally the irreconcilable contrast of the literal meaning of the words, to emphasize, or make light of a circumstance or subject. A time that this occurs is from Chapter IV, when Chillingworth visited Hester at her prison cell, disguised as a doctor, and advised her to, â€Å"Think not that I shall interfere with Heaven’s own method of retribution. † (66) Here, Chillingworth insinuated that he would grant the right to God and Heaven to handle all retribution, yet he still sets out to njure and damage Dimmesdale himself. This is an example of verbal irony in that Chillingworth lied that he won’t accomplish any harm or take vengeance on the adulterer, but in due course, it is shown that Chillingworth is steadily destroying Dimmesdale as both he and especially Dimmesdale is growing weaker and more dismal. Verbal irony might be the more common of this literary technique, as it is used in todayâ €™s daily language. In the novel, is it used to give more support to the reader’s thoughts on what is already happening, and it helps to formulate finer insightful ideas. The novel is brimmed with well-constructed ideas of sin, hypocrisy, and love’s sweet disposition to sacrifice for another’s wellness, but behind the curtains of collectivism and Puritan’s unsmiling society is a personality that stands brighter than portrayed, and Hawthorne’s use of irony has carried that eager light out. His wonderful use of irony in the novel formulated a stronger, more meaningful substance to the story, clearly revealing each character’s internal and external conflicts. Nathaniel Hawthorne is the master of irony, splendidly using it to intensify the meaning of his marvelous literature. His substantial use of irony in The Scarlet Letter has become such a necessity that the pages could not turn seamlessly as it does without a real genius such as the virtuosic author. After learning the three types of irony Hawthorne utilized, the reader will be able to absorb the hearts and minds of the characters, the greater essence, and soul of the story, and will read on with increased and newer fervent thoughts and keener insight.

Post Assignment Example | Topics and Well Written Essays - 500 words - 1

Post - Assignment Example This way, it will be possible to make accurate assumptions that will impact on planning positively because assumptions have influence on planning (Bush, 2005). I perfectly agree with the position you took on the purposes of EOP, especially when it comes to the aspect of planning. I would agree with you that planning is an important tool for achieving efficiency and for avoiding waste (Dudo, Dunwoody & Scheufele, 2011). Very often, emergency workers approach emergency events with virtually no idea about outcomes to expect. This happens when there is poor planning towards such events. Having an EOP can therefore help in ensuring that emergency workers abreast themselves with possibilities of emergency outcomes so that they can make the right preparations to them. An additional insight that I will like to add to your point is that whiles preparing emergency operations plans, it is important to take much inspiration from past events. I believe that it is based on past events that the right planning can be made to achieve efficiency. While you were opining on the questions/issues that must be addressed by an EOP, you made very important points which I agree with very perfectly. One of these was the point you made about the community. I agree with well that the community has a role to play in emergency management and that it is always very important to ask questions about the roles that the community can play in times of emergency. Once the role of the community is clearly defined, it will be possible to get the very best from them in times of emergency. The situation where community members interrupt the work of the emergency workers will also be avoided. This is because there will be distinctions between what they are allowed to do and what they are not allowed to you. With all the lessons above, it can be conclude

Poetry Richard Cory Essay Example | Topics and Well Written Essays - 750 words

Poetry Richard Cory - Essay Example ... rhyme scheme is suggestive of the meaning behind the poem-that you cannot know what somebody is like inside just from the outer appearances. The rhythm of the stanzas, as well as the light tone that the poem starts in, are not at all foretelling of what is to come in the last stanza, unless if one employs irony and listens to the foreboding that this poem seems too light to be taken at face value. Thus the rhythm of the poem-regular, perfect grammatical stanzas, and the rhyme scheme which follows in an orderly way, seem to show the outside perfection of Richard Cory's life. However, only the last two stanzas give away (what goes on in) his inner life, and this is in sharp contrast to the outside appearances, in fact, completely contrary to the seeming perfection. The second stanza describes Richard Cory's behavior in a social sense, and more of his effect upon other people. The third stanza describes his social standing and his position, and we see him as a very wealthy man. But he is also "schooled in every grace", which makes him somewhat of a hero figure, as he is not only rich and handsome, but also of a fine mind and fine manners. Thus up to the end of the third stanza, what we as readers are offered is this description of Richard Cory, in which we see him as a bright character, and almost like a model citizen in a way. ... This is also a general opinion of other townspeople of him. So up to this point the poem's beauty seems to be in perfectly lined up, almost symmetrical sentences, told in a style that is almost classical in its simplicity and elegance. The focus is on detail in the description of this character. Thus we see elegant expressions such as "imperially slim", "quietly arrayed", and further-"he was always human when he talked". Finally, at the end of third stanza, Robinson concludes the detailed true-to-life description by saying: "In fine, we thought that he was everything/ To make us wish that we were in his place". Note that he says: "[W]e thought", and not another verb of more certainty such as "we knew" for example. It is still not obvious to the reader that a tragedy will follow, but the choice of verb here underlines the fact that appearances do not have to be true to what is going inside of a person. The last stanza suddenly gives us more insight into the socio-economic position of the narrator, as well as the other townspeople: "So on we worked, and waited for the light,/ And went without the meat, and cursed the bread". Thus it is now established that the narrator, as well as most of the townspeople, are poor, in contrast to the wealthy and successful Richard Cory. Finally, the poem ends: " And Richard Cory, one quiet summer night,/ Went home and put a bullet through his head." Note the perfectly grammatical, symmetrical sentences in this stanza, and the orderly rhyme scheme-ghgh. The perfect symmetry of this poem is ironic in contrast to the internal chaos that is shown through Richard Cory's sudden suicide. However, there is not much emotion shown from the narrator with regards to Richard Cory's

Advantages and disadvantages of outsourcing in IT Project Management Research Paper

Advantages and disadvantages of outsourcing in IT Project Management - Research Paper Example This research will begin with the statement that in most of the businesses today, the sole aim is to operate at optimum levels, where they reduce as many costs as possible and increase revenues to their best. In cost reduction, it is about reducing expenditure, especially expenditure, and ensuring that they use the cheapest products and services as possible. For instance, a company might be in need of a certain service for just but a short period of time. It could also be in need of such a service seasonally and not throughout. It would then be quite expensive and unnecessary to hire a full-time professional to handle that task for a short period then stay idle for a larger amount of time. In such cases, the company could consider hiring that professional on a contractual kind of a relationship. This is the primary concept lying behind outsourcing. Outsourcing is essentially the act of assigning certain business processes or activities to an external party that can help in handling t hem. Most of the time, large organizations cannot handle all their processes internally, either because they are too complex, bulky, or seasonal. The more common reason is the temporary nature of some tasks, such that the company is not willing to hire professionals permanently to carry out these activities from within. When the company then outsources the work to the external service provider, they accord them the responsibility of handling that activity all by themselves and maintaining the firm’s interests and assets at the same time.