Huck finn essay

Houck Finn was designed to portray the realist aspect of life. Twain intended to make The Adventures of Huckleberry Finn to satirized life in the South and the change from slavery to equality. Houck Finn is a perfect example of our abhorrent past, and for that reason, it should be a book that is not ignored in the classroom. Houck Finn should definitely be used for an educational purpose because Twat n used it to show us that a black and white person could work together in order to ache eve a common goal during the time.In his novel, Twain uses the â€Å"unworn† in casual dialogue † s a way to underscore the chilling truth about the old South, that it was a society where perfectly â€Å"nice† people didn't consider the death of a black person worth their notice. † (Sale n) Houck Finn starts out believing that slavery is a part of the natural order, but as the story goes on, Houck wrestles with his conscience, deciding that he would rather be â€Å"damned to the e flames of hell rather than betray his black friend. (Salient) The book is nothing less than free doomed and a quest in finding freedom. Students should be able to read Houck Finn in a class room environment because education â€Å"should not always be painless. † (Chadwick shush) Issues of sexuality, race, politics, and religion frequently come up in literature. When these subjects are brought up, many people feel under â€Å"attack† by the topic. â€Å"All the same, w e cannot let ourselves shy away from the uncomfortable purely because it hurts.Ignoring the problem of racism won't make it go away; it needs to be confronted and dealt with in a re spoonbills and informed manner. Without the historical and literary background, it is practical Ill impossible to find a solution. (Shepherd) We shouldn't close our eyes and pretend that race SMS never existed. We should face the fact instead of fighting it because it is a part of oh r history. Houck Finn allows us to see the views of black people from a white, southern boy.Of r example, when Jim gets mad at Houck for lying about his dream, Houck feels bad. He stats sees that â€Å"it was fifteen minutes before I could work myself up to go and humble myself to a in egger. † Houck wasn't happy about having to apologize to a black man, but he did it anyways. This shows that he is beginning to understand that the person he once saw as property, as feelings to. Throughout the rest of the novel, we can see how Houck starts to see that Jim s as equal off human being as Houck is.It is impossible to read Houck Finn without understand ding that the novel is based on historical and literary context of racism. In today's society, many high schools are racially mixed, so when classes dive I onto The Adventures of Huckleberry Finn , if teachers don't confront the issue of the novel's use of the â€Å"unworn†, its bound to be taken offensively. â€Å"Despite the fact that is it the most taught t novel and most taught work of American literature in American schools from j noir high to graduate school, Huckleberry Finn remains a hard book to read and a hard boo k to teach. (Fishing) Houck Finn uses the â€Å"unworn† over 200 times and a teacher would find it â€Å"extremely difficult, if not, impossible†¦ † (Foley) to teach the novel in a predominantly black k classroom; and the offensive language in the book certainly makes it a difficult book to re ad. Some might argue that by reading this book and its racial slurs, â€Å"impressions can be made that such racist actions are all right or allowed. † (Massed) Many people say that Twain's use of the â€Å"unworn† an influence our students today to think that it is okay to use.If this is the ca SE, â€Å"all students should have the right to an education free of any form of discrimination, racial I hostility, degradations all should have the right to feel like human beings in the class groom. † (Monitor) Overall, students should not be forced to read Houck Finn because t he â€Å"unworn† brings up vulgar images of the past and can promote a negative image on blab KC people, making them â€Å"cheap slavery stereotypes. † (Salient) After reading Houck Finn, I believe it all comes down to how the teacher paper aches he novel.

Pyrmaids essays

Pyrmaids essays Throughout the ages, people of the world have been perplexed by the pyramids of Egypt. This great wonder of the world has always interested me, as it has others. One question that arises is that, who, why, and how were the pyramids built. There are many hypotheses for this perplexing question, but three main ones are brought forth: they were made for tombs of pharaohs, aliens built them, or its a passage to and from planet to planet. The first and most well known hypothesis is that the Egyptians built the pyramids to house their pharaohs during their afterlife. This is taught in schools, it is read about, and seems the most logical and sane explanation for why the pyramids were built. In my opinion this is the truth and is the right answer to the why the pyramids were built. I dont really see what other explanation would work. There is so much evidence that points to this hypothesis. Such as, that the Egyptians made the pyramids because many of the tools have been found. It is said that Egyptians didnt have the tools to make the pyramids, obviously, this is false. The Egyptians have a history that supports why they built the pyramids, they thought that by making the pyramid they could go to the afterlife as well as the pharaoh. That is why this hypothesis is the most well known and excepted, as it has a right to be. The second reason is that alien architects built the pyramids. It is said that they built pyramids to line up with the stars of Orions belt. Okay, why did they build them on Earth? It really makes no sense to me, but a lot of people actually believe this hypothesis. There is a lot of evidence such as; that if a diagonal line is extended North-East and North-West of the pyramid, the lines incorporate the Nile river neatly and entirely. Another piece of evidence is that the pyramid is lined up exactly to the magnetic North pole. They say coin ...

How to Increase Concentration (Studying Hack)

How to Increase Concentration (Studying Hack) The life of a student is great. You have the freedom to learn, to grow, to find yourself, hang out with your friends. Now if only you could skip over the actual studying part you might be on to something! School work is real work, and sooner or later you are going to have to buckle down and get your grey matter in gear and do some serious studying. When you need to buckle down, the ability to concentrate is an important one. If you are used to the noise of the Internet and gadgets, where you get things popping up at you right away with little to no waiting, having to sit down and focus on studying can seem like a real chore. Not to worry, help is at hand. Since you know you have to study or run the risk of flunking out of school, here are some suggestions to help you buckle down and improve your ability to concentrate when it matters: Start by getting organized Make sure that you have all the materials you need in one location. If you have to get up to go look for books or papers, concentration-killer. It will also mean that you will be spending a lot more time studying or working on your assignment than if you got organized right away. Make sure your environment is comfortable If the room is too hot or too cold, you wont be able to work effectively. Are you hungry or thirsty? Make necessary adjustments to your environment and look after these basics before you get started. You wont do your best work if you are listening to your stomach rumble. Its a good idea to have a bottle of water with you so that you can stay well hydrated while you are working. Remove distractions from your desk Take everything off your desk except for the coursework or study materials you are dealing with right now. Place other books or papers on the floor or in another location for the time being. You need to give this subject your full attention. Use your course outline as a guide If you arent sure where to start tackling the material you should be studying, pull out your course outline. Use it to give you some structure around where to start in your studying. It will list the main units that the course covers. Once you have the main units listed, you can start making a list of each chapter or section your instructor has covered. Then start filling in smaller pieces until it starts to make more sense. You should be able to see a pattern emerge as you go through this process. Try to find something interesting about the course material You may not find a course particularly interesting, but if you do some digging you should be able to find some nugget of information that is interesting about the topic. You have to do the work of studying anyway and for some courses this is going to be a stretch, but try to put the best face on the experience that you can. Dont worry about your school performance If you are worried about not doing well in your studies, you will find it very difficult to stay focused on anything you are trying to read or write. The harder you try, the more you will feel bogged down in the exercise. Try taking a few deep breaths to clear your mind and help you feel ready to settle down to work. A good technique to try is inhaling for three seconds, holding your breath for three seconds, and exhaling for three seconds. This will give you time to slow down any racing thoughts and a too-rapid heartbeat. Once you feel more centered, it will be easier for you to take in the ideas you are trying to learn. Take a break when you feel you need one If your mind starts wandering and you cant stay on topic, look at your watch. If you have been working diligently for a couple of hours without a break, get up and stretch. Have something to drink. Eat a snack or a meal if you are hungry. Give yourself a limited time to recharge and then sit back down to work so that you can concentrate anew.

State Judicial Systems Essay Example | Topics and Well Written Essays - 500 words

State Judicial Systems - Essay Example This is because helmets are said to reduce the number of brain injuries, lower the risks of cervical spine injury which can lead to paralysis and death when an accident occurs. Almost eighty percent of all motorcycle crashes lead to injuries or death. Head injury is the leading cause of these deaths (Gostin, 2008). However, in as much as there are many advantages of using a helmet, some few people, especially women passengers will not want to use it because of the fear of messing their expensive hairstyle. Skin deceases may also spread as a result of these helmets, but these few issues should not blind us from curbing the main cause problem which is death. When this bill will be passed into law, the law will influence people to use helmets and therefore reduce motorcycle fatalities. A bill requiring corporations that produce food or beverages for public consumption to place warning labels on products known to contain cancer causing agents should be passed into law. This should be in accordance to The Safe Drinking and Toxic Enforcement Act of 1986 which states that the warning must be placed on products containing lead and other hazardous substances found to cause cancer, birth defects and reproductive harm (Gostin, 2008). These warning labels will enable people to avoid those products that they perceive to cause problems with their health. In as much as most corporations will see this as a way of reducing their sales, the citizens of the nation have the right to correct the information. They should also make free decisions without influence from deceptive advertisement. The bill requiring couples to undergo twelve hours of psychological counseling before being given a marriage license is a good bill. Counseling to couples is important because it will open up their eyes on what is expected of them in marriage (Gallo, 2004). However, this bill can be inconveniencing to some people. Twelve hours of counseling is a lot of time and

Implications of Scapegoating Groups Essay Example | Topics and Well Written Essays - 1750 words

Implications of Scapegoating Groups - Essay Example The main feature of scapegoating is distortion of information. Implications Scapegoating aims toward many individuals today and affects roughly everyone in a way or another. According to Douglas (2000), scapegoats can be under attack due to characteristics common to such individuals. They can plainly face attack from traits they cannot control, for instance, their ethnicity or race. An apparent, but main consequence of scapegoating is unfairness toward minority groups. This act is a problem since it can result in stereotyping, and result in biased and unjust handling of individuals for no genuine motives at all. The most scapegoated groups include alcoholics, atheists and communists. Stereotyping is an implicit manner of scapegoating since by building negative generalizations concerning a group of people, often there is blame on them for actions that are out of their personal control. For example, Hitler blamed minorities for troubles in Germany. In this situation, the Jews stereotyp ed as ignorant and consequently, able to receive the blame of the majority population. Another consequence of scapegoating is the frivolous court cases that are infesting the court system. Beside malpractice, court cases, these court cases illustrate how the society today considers that they deserve to litigate against anyone, and cannot take responsibility for any of the events that they create. It is also the situation in cases where people get scapegoating so extreme, that they abuse the court system. These people can alternatively use their nationality to elect into office legitimate legislative bodies and laws. They can employ the use of other forms like arbitration and mediation to arrive at agreements and apprehend a balance of the liability. The reality is that both the sides share liability, and one side cannot anticipate leaving all to the other. The aim in these court cases needs to be on either side is putting the blame incorrectly on the other party, which is most of th e times on the part of the complainant in these frivolous court cases. Scapegoating entails a frustrated, disorganized society united in faulting a victim for their misgivings and taking out their hate and violent emotions on the victim or group. This incident, frequently seen emerging in crowds, for example, chanting in opposition to a character or event, burning effigies, and observable among the police in instances of arresting is a token menace. In a condition where a multitude is outrageous for unfairness they are experiencing and aggravated that their communication is not getting in to the public, media or politicians, they could create scapegoats of administrative officers or even journalists. The scapegoat is the individual who intimidates the safety of the group resulting in fear of losing their identity. The individuals become a risk to the intelligence of justice of the group resulting in resentment and a danger to the connectedness resulting in a sense of grief. The deed distorted, differences not acknowledged, the group considered as disjointed, and stability threatened. This implies that the human identity desires of the society are in jeopardy. As a result, the society turns towards those they can blame. It is also possible that police officers become the scapegoat for the multitude and possibly for

Word Mouth in Advertising Dissertation Example | Topics and Well Written Essays - 2250 words

Word Mouth in Advertising - Dissertation Example From this discussion it is clear that positive word of mouth is perhaps what most companies like to hear because besides increasing the consumers' intensions to purchase innovative products; it helps company by creating a favorable brand image and that of the firm. This can subsequently lead to a reduction in the amount of expenditure by companied on promotions. Negative word of mouth on the other hand, dissuades potential buyers from a brand, product or a firm and consequently damages the firm’s financial position as well as and   more power than positive word of mouth communication.As the paper stresses while many authors have handled the impact of negative word of mouth communication in advertising, there is still a huge gap, especially when it comes to how this marketing tool can be used to influence campaigns that target social problems such as gender bias, smoking, poverty, respecting traffic signs, sexual harassments, and education. It is worth noting the fact that ne gative word of mouth communication, because of its influential power, can be used to achieve progress in a number of areas in the society. However, the previous researchers have only been delving on how word of mouth advertising has been influencing marketing and sales but failed to conduct a proper investigation on the impact it can have in solving social problems that the society faces today. There is no doubt that it would equally have a big influence in this area as well.

Experiment of Long Term Memory Retention

Experiment of Long Term Memory Retention Abstract: The purpose of this study was to test the retention of long term memory based on retrieval environments. Our research is based on Godden and Baddeley’s (1976) study that focused on the relationship between retrieval environments and learning. The technique known as context-dependency –which is defined as â€Å"the belief that what is learnt in a given environment is best recalled in that environment† –is tested and compared to previous research (Godden Baddeley, 1975). An experiment was conducted at Foundation Campus at the University of Central Lancashire with nine international student. Enlisting a repeated measures design and laboratory method, the participants are asked to learn and recall a list of 13 words in the same environment, then they were asked to learn and recall another list of 13 words in two different locations. The results corroborate and support the context-dependency memory effect. Introduction: This experiments is about assessing the effect of retrieval environments when it comes to long term memory (LTM) recall. LTM is described as stored information that can be recalled over a long period of time –e.g. days, weeks, etc. (Merriam-Webster, (2015). Godden and Baddeley (1995) decided to conduct an experiment to test this notion –also known as context-dependency memory effect. Context-dependency memory effect is defined as â€Å"the belief that what is learnt in a given environment is best recalled in that environment† (Godden Baddeley, 1975). The aim of Godden and Baddeley’s research was to examine the association between learning and retrieval environments (Cardwell, Clark, and Meldrum, 2008:11). In order to carry out their experiment, Godden and Baddeley decided to enlist eighteen participants who were divers in Oban, Scotland (Cardwell, Clark, and Meldrum, 2008:11). Furthermore, the divers were instructed to learn a list of forty distinct words on land or, fifteen feet under water (Cardwell, Clark, and Meldrum, 2008:11). They were then asked to recall these words in a different location or in the same location (Cardwell, Clark, and Meldrum, 2008:11). Specifically, half of the divers were directed to a different location when the time came for memory recollection, while the other half remain in the same environment for memory recollection (Cardwell, Clark, and Meldrum, 2008:11). When partaking in Godden and Baddeley’s experiment, the list of 40 words were revealed to participants in groups –this all owed the divers to assume a relaxed/comfortable breathing rate in order to assure that the participants faced no obstacles when learning (Godden Baddeley, 1975). Additionally, each the list of words were revealed in blocks of three, and, the words were spaced at two second intervals (Godden Baddeley, 1975). When asked to recall, Godden and Baddeley found that â€Å"those who learned and recalled in the same location remembered the most words -12.5 on average† (Cardwell, Clark, and Meldrum, 2008:11). According to the aforementioned graph, Godden and Baddeley found that when participant learned on land an recalled the information under water, they could only recall -on average -8.6 words, while those who learned under water and recalled the words land, only remembered 8.4 words on average (Godden Baddeley, 1975). This study –based on Godden and Baddeley’s research in 1975 – will examine and delve into the connection between learning and retrieval environments. This study will utilize students with diversified ethnic backgrounds and ages. Contrary to Godden and Baddeley’s research, it will use two lists of thirteen simple words -–all within one to three syllables –in order to ensure comprehension. Aim: To examine the connection between learning and retrieval environments using Godden and Baddeley’s study on context-dependency retrieval. Hypothesis: Memory recollection in the same environment in which information was learned will yield higher recollections among participants. The hypothesis for this experiment is directional, meaning the independent variable (the retrieval location/environment) will directly affect the dependent variable (the accuracy/amount of words recalled). Method: Design A controlled laboratory experiment was utilised to elucidate a distinct cause and effect relationship between the independent and dependent variables. A controlled laboratory also enabled immense control over variables within the experiment, it also permitted unproblematic replication for future researchers and easy utilisation of equipment –e.g. videos, etc. A repeated measures design was employed in order to negate/remove differences that numerous samples would possess. Due to this design, differences in gender, linguistic ability, comprehension and age were avoided. The independent variable in this experiment was the retrieval environment or location in which the participant were asked to recall the words –i.e. the classroom or the canteen. The dependent variable was the quantity of words the participant could recall in each environment/location. A confounding variable could be the sound/noise of police cars driving past the laboratory environment. In agreement with research principles/ethics, written informed consent forms were distributed to all participants before this experiment commenced. Participants were given the right to withdraw at any time, and immense confidentiality with participant’s information and results was promised and delivered. Participants: There were ten participants –five male and four female participants. The participants were obtained from diversified backgrounds –non-native English speakers and English speakers. Participants that contributed to this experiment were between the ages of eighteen to forty-seven. An opportunity sample was enlisted for this experiment. This sample type allowed expediency when enlisting when procuring participants, it also enables replication for future research. Materials: Informed Consent (Appendix 1) Standardised Instructions (Appendix 2) Word List 1 (Appendix 3) Word List 2 (Appendix 4) Comical Video (Appendix 5) Procedure: Initially, the aforementioned materials were given to the participants. Secondly, in order to check for errors in our experiment, a pilot study was conducted to ensure validity in the experiment. After the pilot study, a classroom and canteen was procured for the experiment. A mixed-gender opportunity sample of nine individuals –ranging from 18 to 25 –was obtained and directed into the classroom. During this experiment, the participants were first given an informed consent form (Appendix 1), after signing and agreeing to the form, they were shown the standardised instructions (Appendix 2). After the standardised instructions, the participants were given a piece of paper –with â€Å"experiment 1† written on one side, and â€Å"experiment 2† written on the other side, -they were also given pens to document their answers. Firstly, the participants were then shown Word List 1 (Appendix 3), secondly, they were given one minute to study the words, then they were shown a four minute Comical Video (Appendix 6), and then they were given approximately one minute to write down the words they could recall. In the next stage of our experiment, the same participants were asked to flip their paper over, then they were given exactly one minute to study Word list 2 (Appendix 4), the participants they were asked to walk around the Vernon Building (located in the University of Central Lancashire’s campus) to a canteen. When the participants arrived at the canteen, they were promptly seated and given one minute to recall and write down the words they could recall in one minute. Results: The result of this experiment were harmonious to that of Godden and Baddeley’s in 1975. 66.67% of the participants recalled more words when their retrieval location was the same as the learning environment, while 11.11% percent of participants recalled more information when the recollection environment was not the same as the learning environment. Furthermore, 33.33% of the population recalled the same amount of words irrespective of the retrieval environment. These results were in accordance with the hypothesis and Godden and Baddeley’s research in 1975. The mean of the results was greatly corrupted by outliers with the sample’s results, in order to rectify this, the median was enlisted to portray a balanced assessment of the results. The median of recollection when the learning and recollection environments were the same is 9 words with a range of 6. When the learning and recollection were different, the median of the recollection data was 4, with a range of 9. Overall, it was quite evident that recollection in the same environment where information is learned yields better results. The results support context-dependency memory effect. Discussion: The result of this experiment were harmonies with Godden and Baddeley’s research, this fortified the immense reliability of their research, and proved that it could be replicated by others. The results of the experiment magnified the context-dependency memory effect, and supported the hypothesis: â€Å"Memory recollection in the same environment in which information was learned will yield higher recollections among participants.† A laboratory method was ideal for this experiment because it allowed for control over numerous variables, and, it permitted and enabled ease when measuring the dependent variable. Utilising a repeated measures design removed differences that individuals could possibly possess that would rob this experiment of credibility. It could also be argued that ‘the fatigue effect’ –which states that â€Å"work †¦[has] a general effect of running down the bodies limited energy supply† –adversely affected the participants recollection after walking around the Vernon Building (Hockey, 2013). Perhaps this is why only one out of the nine participants recalled more on the second experiment. The small sample size on nine indicates that this experiment is not generalizable to bigger populations. Albeit the sample had a plethora of nationalities and ages, this suggests that no definite proclamations can be made about nationality or age. Furthermore, a confounding variable could be the sound/noise of police cars driving past the laboratory environment, or, the limited linguistic ability of some participants. Any further research/study into this topic could be ameliorated by enlisting a grander sample size, or, using both locations as learning and retrieval environments; this provide a deeper insight into context-dependency memory effect. A longer list of words could also be employed to test retention in LTM. References: Cardwell, M., Clark, L. and Meldrum, C. (2008)Psychology AS For AQA A. 3rd edn. London: Harper Collins Publishers. Godden, D. R., Baddeley, A. D. (1975). Context-dependent memory in two natural environments: On land and underwater.British Journal of Psychology, 66(3), 325–331. Hockey, R. (2013) The Psychology of Fatigue: Work, Effort and Control. 1st edn. United Kingdom: Cambridge University Press. Jansen, I. (2015). Charlie Chaplin The Lions Cage. [online] YouTube. Available at: https://www.youtube.com/watch?v=O2dmV2-zxNg [Accessed 10 Mar. 2015]. Merriam-webster, (2015). Definition of Long-term Memory. [online] Merriam-webster.com. Available at: http://www.merriam-webster.com/medical/long-term memory [Accessed 6 Mar. 2015]. Appendices Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Comical Video provided and republished by Jansen (2015). Appendix 6