White Privilege Essay Example for Free

White Privilege Essay Introduction Research Question: Do individuals in the Midwest experience the affects of white privilege? During this investigation I seek to explore the differences in privilege that males and females, of different race and ethnic backgrounds, experiences in their daily lives. My fellow Sociology of Race and Ethics classmates and I will conduct Peggy McIntosh’s White Privilege survey, in hopes to find any differences in privilege felt by individuals of varying age, gender, race or class membership. My hypothesis is: According to Peggy McIntosh’s White Privilege survey, she suggests that white people are privileged with what she describes as â€Å"an invisible package of unearned assets, which I (Peggy McIntosh) can count on cashing in each day, but about which I was ‘meant’ to remain oblivious. White privilege is like an invisible weightless knapsack of special provisions maps, passports, code books, visas, clothes, tools, and blank checks† (McIntosh, 1988). I suggest that with the changing of times, and ever growing equality that this distinct idea of white privilege is no longer prevalent. I believe that, McIntosh’s view of white privilege is no longer applicable in today’s Midwestern society and culture. I hypothesize that age will have more of an effect on responses to the survey than that of gender or race. I predict that younger people (below 20) are at a greater risk of feeling â€Å"underprivileged†. For my second hypothesis, I suggest that overall people in the Midwest feel privileged versus not. I believe this because I feel that the social stratification in the US, especially in the Midwest, has declined creating a more equal environment for all. Data Collection I will receive my data though the use of Peggy McIntosh’s White Privilege survey. First I will take the survey, while recording my answers, and then give the survey to ten other individuals, recording their answers in the same format. My fellow classmates will do the same, then all of the information will be then collected and charted accordingly into cross-tabulation tables. Each survey participant will be asked to rate their responses on a 1-4 scale: 1 = Strongly Agree, 2 = Agree, 3 = Disagree and 4= Strongly Disagree. The date responses can than be interpreted as answers of Strongly Agree, and Agree indicating a greater response of â€Å"privilege† – which McIntosh believes suggests members in a majority group. The data will then be organized into cross-tabulation tables. Each table will contain only two variables – one independent variable (gender, age, race, member of the class or not) and one dependent variable (each statement from the survey). After collecting the data a few changes were made: age was recoded into groups of ages, while also recoding all responses of ‘Disagree’ and ‘Strongly Disagree’ into one value for each variable, both to make analysis easier. Race was also recoded into ‘White’ and ‘All Other Races’ to expedite analysis. Also the ethnicity variable responses were found to be unreliable, so that variable was removed before running the data. When reading a cross-tabulation table it is important to remember that in order to interpret the data response, you must look for the differences in the percentages of responses not in the difference in the number of responses. Also, the needed information is, if the independent variable (gender, age, race or class membership) seems to make a difference in how a person responds to the dependent variable (the questions). After all the data has been gathered and charted, I will then compare the findings to my hypothesis. In order to discover whether my hypothesis is true or false I will evaluate the cross tables of age, gender, race and class completed from the collected data. Exploring the Data Younger ages (less than 20) have a larger affect than old age in feeling â€Å"underprivileged†. After analyzing the data, I believe my hypothesis that the ages 18-19 feel underprivileged as compared to the older ages, was correct. This is represented in the findings, that of the ten questions surveyed, exactly one half the questions (five of ten) the age group 18-19 had the highest disagreement percentage compared to the other age groups. No other age group had close to the equivalent outcomes, the closest age group being groups 24-34 and 45-50 both with two. The findings show that in one half of all situations this age group is presented with, they feel as though they are underprivileged as compared to other age groups, but by examining just the 18-19 age group or age as a whole, the majority feel as though the ‘Agree’ they are privileged. This finding is universal through all independent variables. While comparing all independent variables, of the 10 survey scenarios no matter what the independent variable is 70% of the time the participants feel they ‘Agree’ to being privileged. Exploring Data – Midwesterners overall feel â€Å"privileged† versus â€Å"underprivileged† no matter the independent factor. After analyzing the cross-tabulations, I feel as though my hypothesis about the Midwestern society is spot on. The data show’s that across any independent factor (age, gender, race and lass membership) a large majority of the participants surveyed feel as though they ‘Agree’ to being privileged. This is an overwhelming statistic that is constant throughout all independent variables; of the ten surveyed scenarios people agree 70% of the time to feeling privileged. In only, one scenario do people as a whole feel as though they are underprivileged. Overall Analysis and Personal Findings I found the collective results very interesting, especially in the age category. I thought it was interesting that older adults feel less privileged more than or equal to that of middle aged adults. I had assumed, that in our society much like that of the Native American societies that respect and privilege comes with age. I found the data surprising that the age group that tended to feel most privileged was ages 20-21. In four of the ten scenarios, the 20-21 year olds surveyed felt the most privileged or ‘Strongly Agreed’ to the situation as compared to all other age groups. I did not expect this, as the previous age group had felt the most underprivileged in half of the scenarios, and in only an addition 1-2 years, the surveyed participant went from feeling the most underprivileged to the most privileged. I had guessed that the feeling of privilege would gradually increase with age groups, leaving the oldest age group (50 and older) with the highest feeling of privilege. I thought this, not only because society often deems wisdom with age, but also because the older participants surveyed may have grown up in a more dominant white privilege society, and those same feelings and thought processes would still be relevant to the way they feel they fit in society. All in all, I found very interesting facts from the data collected in every category. Things that I had thought would hold true, often did not. Such as, when considering the independent variable of gender, I assumed that women would primarily feel as though they were underprivileged as compared to men, but the data shows other wise. From this survey, men felt more underprivileged as compared to their female counterparts 100% of the time. Another fact that I found shocking was that when considering race as the independent variable. My hypothesis that white privilege was no long prevalent in the Midwest was incorrect. Participants of the ‘Other’ race felt underprivileged in half of the scenarios, and the other half they only ‘Agreed’ to feeling privileged. As compared to their ‘White’ counterparts, feeling privileged 100% of the time. I do believe that in the Midwest, things are moving close to equality as this is seen in at least half or more of the situations both the ‘White’ and ‘Other’ race group feel as though they ‘Agree’ to being privileged. No one group stands out as ‘Strongly Agreeing’ to be privileged for the majority. This tells us, that although there are still instances of white privilege, the Midwestern society is moving away from that and more towards social equality. Works Cited: McIntosh, Peggy. Daily effects of white privilege. White Privilege: Unpacking the Invisible Knapsack. Wellesley College Center for Research on Women, 1988. Tues. 19 Feb 2013. .

The Great Gatsby: An Analysis

The Great Gatsby: An Analysis In the 1920s many Americans began using credit, and buying and becoming very materialistic, and losing their spirit and identity. In F. Scott Fitzgeralds The Great Gatsby the characters are all engulfed in the world of materialism, and believe that that is what makes them happy. Materialism is defined as the devotion to material wealth and possessions at the cost of spiritual or intellectual principles. Spirituality is sensitivity or attachment to religious values. And identity is the set of characteristics that somebody recognizes as belonging uniquely to himself or herself and constituting his or her individual personality for life. Three characters that exemplify these traits are Daisy, Tom, and Gatsby. In this novel, materialism, spirituality, and identity changes or reinforces these three characters. Daisy Buchanan is an example of materialism vs. spirituality because of what we know about her from her younger days. She was a young lady that was in love with Gatsby, but didnt marry him because â€Å"‘†¦I was poor and she was tired of waiting for me† (137). Materialism affected Daisy and when she married Tom she wanted only the best things, but realized that she wasnt happy because money cant buy you happiness. After seeing Gatsby for the first time in over five years, it seems like Daisy has become that young lady she was before she met and married Tom. For a second she forgot all of her materialistic things and was looking up into the sky and GOD, saying â€Å"‘†¦Id like to just get one of those pink clouds and put you in it and push you around.†(99). Now we see her spiritual side and see that Gatsby could have possible reinforced her identity. Tom Buchanan is a character that shows a strong bond with materialism. He is an example of old money, and because he is so wealthy he decides that he can break all the rules and do whatever he pleases, like cheating on his wife. â€Å"‘Why - she said hesitantly, ‘Toms got some woman in New York.† (19). Materialism has gotten to Toms head and he believes just because he has so much wealth he can buy happiness with anything that he pleases. The last character, Gatsby, shows both materialism and spirituality. Gatsby is an example of materialism because of Daisy. All his wealth and status was only for Daisy, because he hoped that one day he would see her and amaze her. His house is an example of this dream because its a synthetic place and was only built for Daisy. â€Å"‘My house looks well doesnt it? he demanded. ‘See how the whole front of it catches the light.† (95) He realizes that Daisy didnt wait to marry him because he was poor, and he made it his life goal to become wealthy and maybe someday impress Daisy. In conclusion, these three characters in the novel show materialism, spirituality, and identity and how they changed or reinforced. Oroonoko Novel by Aphra Behn | Analysis Oroonoko Novel by Aphra Behn | Analysis In the theater things are always seen from somewhere. Here we have the geometrical foundation of representation: a fetishist subject is required to cut out the tableau. Aphra Behn, born on July 10, 1640 and died on April 16, 1689, was one of the main playwrights, poets, and fictionists of Restoration era. She was, as inserted in The Age of Milton, The first recognized professional woman writer in English, Behn was popular during her career, and her plays and poems represented the Restoration ideals of political expediency and sexual frankness (25). Behn was a well-educated person and access to high-ranking officials in the court of Charles II, may access a higher-class status, and is one of pioneer women who earn her live through authorship and her works were under a great influence of William Shakespeare. Her first play was a successful tragicomedy in the name of The Forced Marriage (1670), following with The Dutch Lover (1673) which was not received well; Abdelazar (1676) and The Rover (1677) was the other appreciated plays by Behn, which were performed before Charles II. A poem on Several Occasions (1684) was a poem by her that investigates the s exual relationship between men and women in pastoral setting. Her later works were Oroonoko (1688) and The Widow Ranter (1689) which emphasized on political pragmatism. Behn depicts the correlation between racial and gender oppression, female subjectivity, and female political and sexual agency in her writings and her consideration of gender and frank expression of sexuality made her as a target for male authors critiques. In her book A Room of Ones Own, Virginia Woolf praises her and says All women together ought to let flowers fall upon the tomb of Aphra Behn, for it was she who earned them the right to speak their minds. The reading of Oroonoko that follows concentrates on white female narrator (author-narrator). This novel is produces at the end of Behns life as a short realistic fiction which is a story of a noble prince, Oroonoko, who had been enslave, brought to Britain, revolted against British and prefered to die rather than bear the name of slave and his fatal horrible death. Written by a white female author and using a white female narrative voice, Oroonoko can be a story based on Behns experience as a young woman living in Surinam. What is different, most interestingly, in Oroonoko, is the narrative position. All descriptions on Oroonoko land, appearance, feelings, thoughts, events in his life, both in his native land and in Britain, and his revolution is narrated through a female word and world, the female author. Behn is considered to had a travel to Surinam between 1663-1664 with her family and as Alan Hager mentions in his book The Age of Milton Her presence in the West Indies and her espionage in Antwerp for the Crown have been documented. When Lord Willoughby was granted royal permission to explore Surinam in 1663, Behn may have traveled there with her father, the Lieutenant-General of the islands. Apparently he died on the voyage, but Behn stayed in the colony.( Hager,56) Therefore, as documented her traveling to West Indies, there is a possibility that whatever she, the author-narrator, explains and depicts in Oroonoko, especially her detailed knowledge of Surinam, is her own experience while abroad and should be considered as truth. Behn establishes her authenticity within the opening of the story and reminds her readers her position as a narrator as she wrote herself in Oroonoko that I was myself an eye-witness to a great part of what you will find here set down(2). Since this story is a memoire of Behns travelling to Surinam in past, probably she forgot some eaters and her memoir mixed with true events in Surinam so how much of this novel is fact and how much is true remains in shadow. No longer does the novel originate from a first-person recounting of the self, but, as Ferdous Azim said in his book The Colonial Rise of The Novel, from a first-person account of someone elses life(35-36). According to Elin Diamonds statements in the book Unmaking Mimesis that In the Western theater (Gr. theatron or seeing place), pleasure is never far from the market and its mystifications. The spectator sees what is not there- an illusion, a sign of an absent original-and fails to see what is there-a constructed series of images so polished and coherent that the ideological and human labor of their making is hidden from view.(Diamon, 56) Pursuant to Diamonds words, theater is not supposed to perform reality on the stage but an allusion, showing the presence of absent to its audiences. This paper intends to see whether the narrator is a reliable and authentic narrator and analysis to what extent this female white narrator can be reliable and considered her words as truth in this story; and examine if an author is contaminated by its dominated ideology of power in society or can be remain out of her white powerful world. Furthermore, it has a purpose to see what is shown in this story is real or only an illusion like theater as Diamond said. It should be kept in mind that the narrator is a woman, white, Britain, and author; a white female Britain author. This story presents in a mixture of first-person and third-person narrators which can be regarded as the memoires of a traveler narrative; narrated by an English white woman who travelled to colony in Surinam in past. At the opening of the story, first-person narrator, a female British colony, gives us a detailed account of Surinam, the native land of the prince Oroonoko and its peoples way of life as a prelapsarian world The beads they weave into aprons about a quarter of an ell long, and of the same breadth; working them very prettily in flowers of several colors; which apron they wear just before em, as Adam and Eve did the fig-leaves; the men wearing a long stripe of linen, which they deal with us for. This adornment, with their long black hair, and the face painted in little specks or flowers here and there, makes em a wonderful figure to behold. Some of the beauties, which indeed are finely shaped, as almost all are, and who have pretty features, are charming and novel; for they have all that is called beauty,'(Behn, 1-2) and then the narrator shifts to the third-person narrator and shows us the local life of Oroonoko who is enslaves and carries to Britain colony of Surinam and once more the first-person narrator appears when she meets Oroonoko. Narrator is a feminine, Alpha Behn, who sometimes observes Oroonoko passionately, explain him as an ideal man. When the narrator is describing the prince Oroonokos appearance for reader, It seems that her gender defines her description and Oroonoko is pictured by a woman as an ideal man; an ideal man from a womans perspective. The gender of this female narrator limits her fair depiction of Oroonoko since this man is beyond all report I found of him and maybe her fascination toward the appearance and manner of the prince Oroonoko makes an obstacle and prevents her from seeing the true character of him; anything in this man is as perfect as a Greeks gods. But though I had heard so much of him, I was as greatly surprised when I saw him as if I had heard nothing of him; so beyond all report I found him. He came into the room, and addressed himself to me and some other women with the best grace in the world. He was pretty tall, but of a shape the most exact that can be fancied: the most famous statuary could not form the figure of a man more admirably turned from head to foot. His face was not of that brown rusty black which most of that nation are, but of perfect ebony, or polished jet. . there could be nothing in nature more beautiful, agreeable, and handsome. There was no one grace wanting that bears the standard of true beauty.Nor did the perfections of his mind come short of those of his person.This prince, such as I have described him, whose soul and body were so admirably adorned, as capable of love as twas possible for a brave and gallant man to be; and in saying that, I have named the highest degree of love: for sure great souls are most capable of that passion.(Behn, 6-7) The first-person narrator seems to see her ideal man in prince Oroonoko and elevate her with white man. He is the man who addresses women in the best grace and no statuary can made a man as admirable as Oronnoko is; even she describes her face not as dark brown as other negroes, he is something special in their land. Firdous Azim wrote, It is in this context that Oroonoko is introduced. Seventeen years old and grandson of the King, he is at once simultaneously differentiated and brought on centre-stage. Immediately, Oroonokos physical beauty is described in great detail (48). On the other hand, her explanation of Imoinda only emphasis on her outward beauty and he presence is never shown in the story. Imoinda is pictured through old conventions of a woman as This old dead hero had one only daughter left of his race, a beauty, that to describe her truly, one need say only, she was female to the noble male; the beautiful black Venus to our young Mars; I have seen a hundred white men sighing after her, and making a thousand vows at her feet, all in vain (Behn, 7). Even when Oroonoko suggest her to be killed by him because of being in dangerous of the whites savagery in his absent, she accepts it immediately without any objection at least for her child and she scarifies both herself and her unborn child for him. She is an example of a complete respect woman for her husband; the ideal woman for a husband. Seemingly, the author-narrator, first-person narrator, intends to make a god and goddess out of Oroonoko and Imoinda and maybe she, herself, fall in love with him since in the other part, she said that she is the great mistress of the narrator as wrote in her book So that obliging him to love us very well, we had all the liberty of speech with him, especially myself, whom he called his Great Mistress; and indeed my word would go a great way with him(34). None of these characters have voices through the story and whatever is understood passed through narrators lenses and interpretation. the man is under the purview of the narrative gaze, according to Ferdous Azim in his book The Colonial Rise of The Novel, is being objectified and rendered visible through the machinations of the dominant European females voice, and being brought under the gaze of a European audience ( 49). All the portray of Oroonoko, as a black character, is in conflict with white European. It is obvious that she, as a woman, draws this prince through a constructed series of images which are so polished and coherent according to her wishes; as her ideal man. As Elin Diamond said, what she shows her readers about the Oroonoko does not exist in reality but is an illusion. Regarding the female narrator as a English settler of Surinam, she is the teller of a true history and should be unbiased and authentic in telling the truth on history of these black natives since I was myself an eye-witness to a great part of what you will find here set down(2). Although the female narrator told the prince Oroonoko that she will save him and will not let anyone torture him or behaves as a slave , she could not help him at all and Oroonoko die in a horribly way. Although she maintains her authority to save Oroonoko, she is unable to do so since there is a contradiction between the narrators assumed social position and her actual powerless as a character within the framework of power. At first, she resists against the British world but later on she failed to save him because it is revealed that she herself is a victim of ideological power of white world and takes their side. She is absent when the white are torturing and dismembering Oroonoko and like other whites the female narrator is afraid that Oroonoko cut her throat one day so she behaves like others toward the Oroonoko, which she once described as the best and graceful man in the world, and agrees with what they do in silent. Ferdous Azim continues that Aphra Behn, or the authorial voice, is unable to follow Oroonoko in his rebellion, and the text can only portray the disintegration and dismemberment of the Black subject, instead of examining the causes of his rebellion( 44), the narrator resistance fails and she does not follow the destination of prince Oroonoko and later on support what she once rejected; she submits to her inside world and narrates according to the dominant world of whites. This female perspective tried to stay out of white boundaries, saves the Oroonoko, and lets him live like a prince not a slave but she cannot perform what she wanted to do totally. As Joel Pfister declared in his essay Hawthorne as Cultural Theorist that the authors themselves are not only a part of discourse but also a way of performance of power through them so this female narrator cannot escape this discourse of power. This resistant narrator, according to Michel Foucault, is a part of power and this resistance is never in a position of exteriority in relation to power. She has to narrate her world of story within the omnipresent power, there is no way to move away from it, and she finally behaves toward the prince Oroonoko as the others. Author is the representation of the discourse of power. Narrator is surrounded by the dominant world of hers and can not steps out of this territory and whatever she did to keep the prince Oroonoko alive was in vain since she was controlled by the world oh the white she lives in. Although she can be titled as a traveler narrator and she is supposed to tell the reality of native land and reports her readers the true history of this land, she is incapable of performing what she is presumed because she herself is a prison of white world and their dominant superiority over black people. Her dominant world shadows on her thoughts, felling, and words and she has to live within this world and all narrator says is what is dictated to her unconsciously and she cannot stop it.

The Light in the Forest by Conrad Richter :: The Light in the Forest

The Light in the Forest Conrad Richter presents a historic fictional work describing the colonial frontier in The Light in the Forest.   True Son, born as John Butler, was captured by the Lenni Lenape Indians at the age of four.   He was adopted by them and raised as the son of their chief, Cuyloga.   He became a part of the Indian culture.   Later the Indians made a treaty with the whites and all white captives were to be returned to their people, including 15-year-old True Son.   However, True Son had learned to hate the white men and their ways.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Light in the Forest "enlightened" me in various ways.   It illustrates the spiritual relationship between Indians and nature as contrasted to the whites attitude.   Indians live with nature, appreciating its beauty and enjoying its comfort while whites' seem to ignore the beauty and value nature only according to its productive usefulness.   In The Light in the Forest, whites, for example, cut down the forest and clear land for farming.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I also was intrigued with how True Son spoke of his mother the Earth, his uncle the Moon, and his brother-in-law the Wind.   In today's society we seem to concentrate on technology, while such oneness with nature is almost non-existent.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As an author, Conrad Richter appears to be a skilled writer.   I found numerous strengths and only two weaknesses.   One strength was his use of strong visual images.   "What he hungered for most was the sight of an Indian face again-his father's, deep red, shaped like a hawk's, used to riding the wind, always above the earth, letting nothing small or of the village disturb him-his mother's, fresh and brown yet indented with great arching cheek wrinkle born of laughing and smiling, framing the mouth, and across the forehead, horizontal lines like the Indian sign of lightning, not from laughing but from war and talk of war, from family cares and the strain of labor-and his sister's smooth young moon faces, not pale and sickly like the faces of white girls, but the rich blooming brown of the earth, their lively black eyes looking out from under the blackest and heaviest of hair, always wit touches of some bright red cl oth that set them off and made them handsome" (p. 53).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Furthermore, Richter chooses point of view wisely.   He writes in omniscient point of view, but concentrates on True Son or Del Hardy, balancing the readers knowledge of both Indian and white life styles.

Essay --

Thomas Peden Mr. Schoon World History 4 December 2013 Spartan Life In 7th century, Ancient Greece a fierce group of warriors called the Spartans were the best in warfare. But life for the Spartans was not easy. As infants their strengths were tested. Babies would be bathed in wine rather than water to test their reaction and the belief it will make them strong. If a baby were ill born it would most likely be left on a nearby hill or used as a slave. If the baby passed the inspection to see if it was healthy, it would be kept to soon become a warrior. The babies were taught to not fear the darkness or solitude, and frequently ignored when crying. At age seven Spartan males were taken away from home and put into military barracks, the young soldiers were instructed in scholastics, warfare, stealth, hunting and athletics. At age 12, recruits were deprived of all clothing except for a red cloak and forced to sleep outside on beds they made by themselves from reeds. To ready them for a life in the field, the boy soldiers were also encouraged to scavenge and even steal their food, though if detected they were punished. Spartans were encouraged to fight and inflict pain to fellow recruits. At age 20 Spartans had to a difficult test to graduate and become citizens. The soldiers received the aristocratic citizenship. If they failed the test they became middle class. Classes were based on accomplishment rather than birth. If the young men passed, they continued to live in the barracks and train as soldiers but were required to wed to produce new young Spartans. The state gave them land, which was tended by slaves. At age 30 the Spartans could finally live with there families, but they still had to train. Finally at age 60 a Spartan ... ...nd peace was maintained. The Lacedaemonians were not content with simply sending aid to Sicily; they also resolved to take the war to the Athenians. The Corinthians, the Spartans, and others in the Peloponnesian League sent more reinforcements to Syracuse, in the hopes of driving off the Athenians; but instead of withdrawing; the Athenians sent another hundred ships and another 5,000 troops to Sicily. Under Gylippus, the Syracusans and their allies were able to decisively defeat the Athenians on land; and Gylippus encouraged the Syracusans to build a navy, which was able to defeat the Athenian fleet when they attempted to withdraw. The Athenian army, attempting to withdraw overland to other, more friendly Sicilian cities, was divided and defeated; the entire Athenian fleet was destroyed, and virtually the entire Athenian army was sold off into slavery. Essay -- Thomas Peden Mr. Schoon World History 4 December 2013 Spartan Life In 7th century, Ancient Greece a fierce group of warriors called the Spartans were the best in warfare. But life for the Spartans was not easy. As infants their strengths were tested. Babies would be bathed in wine rather than water to test their reaction and the belief it will make them strong. If a baby were ill born it would most likely be left on a nearby hill or used as a slave. If the baby passed the inspection to see if it was healthy, it would be kept to soon become a warrior. The babies were taught to not fear the darkness or solitude, and frequently ignored when crying. At age seven Spartan males were taken away from home and put into military barracks, the young soldiers were instructed in scholastics, warfare, stealth, hunting and athletics. At age 12, recruits were deprived of all clothing except for a red cloak and forced to sleep outside on beds they made by themselves from reeds. To ready them for a life in the field, the boy soldiers were also encouraged to scavenge and even steal their food, though if detected they were punished. Spartans were encouraged to fight and inflict pain to fellow recruits. At age 20 Spartans had to a difficult test to graduate and become citizens. The soldiers received the aristocratic citizenship. If they failed the test they became middle class. Classes were based on accomplishment rather than birth. If the young men passed, they continued to live in the barracks and train as soldiers but were required to wed to produce new young Spartans. The state gave them land, which was tended by slaves. At age 30 the Spartans could finally live with there families, but they still had to train. Finally at age 60 a Spartan ... ...nd peace was maintained. The Lacedaemonians were not content with simply sending aid to Sicily; they also resolved to take the war to the Athenians. The Corinthians, the Spartans, and others in the Peloponnesian League sent more reinforcements to Syracuse, in the hopes of driving off the Athenians; but instead of withdrawing; the Athenians sent another hundred ships and another 5,000 troops to Sicily. Under Gylippus, the Syracusans and their allies were able to decisively defeat the Athenians on land; and Gylippus encouraged the Syracusans to build a navy, which was able to defeat the Athenian fleet when they attempted to withdraw. The Athenian army, attempting to withdraw overland to other, more friendly Sicilian cities, was divided and defeated; the entire Athenian fleet was destroyed, and virtually the entire Athenian army was sold off into slavery.

Chemistry Investigation :: essays research papers

Investigate A Factor Which Affects the Rate Of Fermentation Of Yeast This experiment is investigating one of the factors which affects the rate of fermentation of yeast. Several factors affect the rate of reaction:  Increasing the concentration. (See the lock and key theory.) If the substrate (glucose) is increased, then there would be more keys for the locks, therefore an increase in reactant concentration leads to an increase in reaction rate.  The surface area, the bigger the surface area, the faster the reaction time is, as the reactant can reach more parts.  The temperature, an increase in temperature leads to an increase in reactant rate. Generally, as the temperature is increased, the particles get more energy, so they bump into one another more, therefore speeding up the reaction time. This is called the collision theory, which I will discuss in greater depth later.  Whether or not there is a catalyst. A catalyst speeds up the rate of reaction and remains chemically unchanged by the end of the experiment. A catalyst lowers the activation energy. This is the energy needed to start a reaction. The variable that I have decided to change is the temperature. I have decided to alter the temperature of the yeast and time the amount of carbon dioxide that will be given off at different temperatures. I have decided to time how much carbon dioxide is given off in five minutes. Throughout the investigation, I will keep the temperature the same as I have specified for each reading. For example, if I am taking a reading in which the temperature must be 5 degrees, I will make sure that the yeast is kept at this temperature. When I am altering the temperature of the yeast, I will place it in a water bath of the specified temperature, which makes the temperature much more accurate. For example, if I heat up the yeast using a Bunsen burner, I could heat it up too much, thereby denaturing the enzymes and ruining the experiment. After the enzymes have been denatured, they can no longer react. It will also be important not to agitate the solution at all, because this would cause collisions between particles, speeding up the reaction time and making the test unfair. While doing an experiment such as this, it is vital to be safe at all times. You should stand up at all times, making sure that stools are firmly under desks.

A World of Poor Choices

The exciting novel The Catcher in the Rye by J. D. Salinger expresses the free will of choice. Salinger cleverly conveys how decisions can alter a person’s perspective of their peer. Holden Caulfield, the protagonist, is a young teenager who has emotional instability and behavioral concerns. Holden acts immaturely extensively throughout the book. Holden invents a world where adulthood is the emblem of superficiality and â€Å"phoniness†, while he chooses to convey childhood as a world of innocence. Holden’s observation of himself being the catcher in the rye is highly symbolic. When Holden states he wants to walk off beyond the cliff and catch the children playing in the rye, it can be seen as him exceeding the line of puberty and becoming a young adult. There are a multitude of instances that portray Holden’s childhood as an unvarying plateau. Holden’s interrogation Carl Luce as if they were back in Whooton School, the symbolism of the ducks in the lagoon and the Museum of Natural History, and the contradicting message in the carousel scene, paradigms of his constant immaturity are shrewdly portrayed by Salinger. Holden conveys his immaturity primarily with his appointment with his old school companion, Carl Luce. Holden and Carl had gone to high school together and Holden remembers Carl as the guy who knew everything and anything there was to life. Holden insisted on asking Carl questions as if they relived high school. Carl becomes very disappointed in Holden on account of his lack of maturity. J. D. Salinger displays Holden’s immaturity when he portrays him asking Carl â€Å"How’s your sex life† (144). Carl’s response to Holden was â€Å"†¦ just sit back and relax, for Chrissake† (Salinger 144). Holden’s persistence exacerbates his circumstances with Carl. Carl blatantly asks Holden â€Å"when are you ever going to grow up? † (Salinger 144). Holden didn’t have an acceptable answer for any of Carl’s questions. Shortly after a brief discussion Carl told Holden that â€Å"naturally, your mind is immature† (Salinger 147) and decides to leave him. This scene inevitably illustrates Holden’s immaturity on an escalating level. In an excerpt â€Å"The Catcher in the Rye Should Not Be Censored† by Edward P. J. Corbett he states â€Å"the language is crude and profane in the Catcher in the Rye. It would be difficult to argue, however, that such a language is unfamiliar to our young people or that it is rougher then the language they are accustomed to hear in the streets among their acquaintances, but there is no question a vulgar message in print is much more shocking than if it was spoken† (Corbett 102). Donald P. Costello also agrees that Holden’s language embodies the typical teenage speech. But, the â€Å"overpowering degree of his language helps characterize him† for whom he truthfully is (Donald P. Costello 83). Holden’s vulgar language â€Å"reveals his age, even when he is thinking he is older† (Costello 84). Holden feels he obliged to use â€Å"Chrissake† and â€Å"goddam† to illustrate a strong expression. In the sense of Holden’s language a clear display of his adolescence is portrayed. Holden’s refusal to believe in change and disappearance renders his immaturity immensely. There are several symbolic encounters that demonstrate Holden’s rebuttal of change. One encounter is when Holden visits the Museum of Natural History he is engrossed in the Eskimo figures. The Eskimo figures are appealing to Holden because they are molded into their places and therefore unchanging. The museum is Holden’s fantasy world because it is a world where everything is simple, and fixed. Another symbolic occurrence is the death of his brother Allie. The death staggers Holden because it required change and disappearance. Another powerful illustration of Holden’s immaturity is the symbolization of the ducks in the central lagoon. The ducks in the lagoon vanish every winter and return every summer. This cycle shows that change does not last forever. Out of curiosity Holden asks his cab driver â€Å"do you know where the ducks go when it gets all frozen over? (Salinger 60). The pond resembles the midpoint between two states in reference to Holden’s position between childhood and adulthood. In these scenes, Holden’s attitude aids the reader to discover that his childhood is his predominant state, and it prevails over his chances at becoming an adult. In the passage â€Å"Symbolism in The Catcher in the Rye† Clinton W. Trowbridge believes â €Å"Holden has tested several ideal images of himself only to find each of them phony† (Clinton W. Trowbridge 43). When Holden proclaims that he wants to be the catcher in the rye, it sounds outlandish. The suggestion of Holden becoming the catcher in the rye has remarkable significance and conveys two images. The first image conveys as Holden â€Å"being a savior and his religious idealism† (Trowbridge 45). Secondly, it analyzes Holden’s perspective of good and evil. Childhood represents the only good characteristic, surrounded by perils. The evil cliff signifies the transition over from childhood to adulthood. Holden fears â€Å"the children will plunge into the evil adulthood unless stopped† (Trowbridge 45). Holden’s immaturity is most evident though his fear of falling off the cliff. At the books climax, Holden allows Phoebe, his ten year old sister, to ride the carousel. While riding the carousel the objective is to reach off your horse and grab the gold ring. Phoebe rides the carousel and begins trying to retrieve the gold ring. Typically most parents would not let their child strive for the gold ring because they have a high risk of falling off. Holden notices Phoebe going for the ring and doesn’t care to reprimand her. Holden thought to himself â€Å"I was sort of afraid she’d fall off the goddam horse, but I didn’t say or do anything† (Salinger 211). Holden’s attitude misguides readers into believing that Holden has matured. However, one must consider that he has been immature most of his life, and will always struggle with acquiring a sense of adulthood. At the end of the story Holden says â€Å"that’s all I’m going to tell about. I could probably tell you what I did after I went home, and how I got sick and all, and what school I’m supposed to go to next fall, after I get out of here, but I don’t feel like it. I really don’t. That stuff doesn’t interest me right now† (Salinger 213). Holden blatantly admits, within this quote, that he is still the same Holden Caulfield, the one that was always uninterested in school and academics. Clearly the carousel scene manifests in the revelation of the fact that he will always be a child at heart. In the excerpt â€Å"Robert Burn’s Poem Comin’ Thro’ the Rye and Catcher† Luther S. Luedtke believes that Holden has learned â€Å"innocence and goodness, epitomized in the condition of the child, are not static conditions; just as the child must grow up through adolescence into adulthood, so must innocence and goodness risk this passage through experience and evil† (Luedtke 49). Luedtke is telling the readers of his excerpt that Holden has matured greatly by allowing Phoebe to grab the golden ring. Holden’s ironic confession in the final chapter tells otherwise. Holden states that he is not interested in achieving academic goals anymore. In J. D. Salinger’s novel The Catcher in the Rye, Holden’s heartless approach toward the world around him blockades his path to maturing. Through Holden’s talk with Carl Luce, the symbolization of the lagoon and the Museum of Natural History, and the contradicting message in the carousel scene all prove Holden’s immaturity throughout the novel. Although Phoebe’s conscientious struggle to aid Holden in maturing did not succeed, Phoebe shouldn’t be held responsible for his immaturity. Holden’s immaturity comes with his free will of choice and his plateau of juvenile behavior that he cannot surpass. Holden’s judgmental personality toward adults authenticates his immaturity to a towering extent. Holden’s failure to emotionally evolve throughout the entirety of the novel ultimately barricades Holden’s depression within himself and results in his unhappiness.

Common Intention Essay

Section 149 deals with the 5 or more people as that would account for unlawful assembly here section 34 is not applicable. Section 34 talks about common intention whereas section 149 talks about common object such as the common object have a wider scope. Common intention is if two or more person commits any crime with the same intention and under a prearranged plan, but in common object  it is not necessary that there should be a prior concert in the sense of a meeting of the members of the unlawful assembly, the common object may form on spur of the moment; it is enough if it is adopted by all the members and is shared by all of them. In section 34 Participation of the people in crime is an important aspect, even standing people who indirectly help in commissioning of crime are also prosecuted. But in Section 149 mere membership of the group of an unlawful assembly is sufficient enough for prosecution. Section 34 is substantive evidence and other sections like 302 murder has to be clubbed with it. Section 149 is a constructive crime in itself. Section 34: Acts Done by Several Persons in Furtherance of Common Intention-  According to Section 34, when a criminal act is done by several persons in furtherance of common intention of all, each of such persons is liable for that act in the same manner as if it were done by him alone. Object of Section 34:-  Section 34 lays down only a rule of evidence and does not create a substantive offence. This section is intended to meet cases in which it may be difficult to distinguish between the acts of the individual embers of a party or to prove exactly what part was taken by each of them in furtherance of the common intention of all. This section really means that if two or more persons intentionally do a thing jointly, it is just the same as if each of them has done it individually. The reason why all are deemed guilty in such cases is that the presence of accomplices gives encouragement, support and protection to the person actually committing an act. Elements of Section 34:  T o attract the application of Section 34, the following conditions must be satisfied:- 1. Some Criminal Act: –  Ã¢â‚¬ËœCriminal act’ used in section 34 does not refer to individual acts where a crime is committed by a group of persons. Where a crime is committed by several persons in furtherance of common intention of all of them, each of them doing some act, similar or diverse, big or small shall be liable for that act. ‘That act’ refers to the ‘criminal act’ used in section 34 which means the unity of criminal behaviour which results in something for which an individual would be punishable if it were all done by himself alone in an offence. . Criminal Act Done By Several Persons: –  The criminal act in question must have been done by several persons i. e. by more than one person. The number of wrong doers should be at least two. Most importantly, if the criminal act was fresh and independent act springing wholly from the mind of the doer, the others are not liable merely because when it was done they were intending to b e partakers with the doer in a different criminal act. 3.