Salem society Essay Example for Free

Salem society Essay Salem, a small town in Massachusetts consisted of puritans whose lives were strongly based around religion. They were all afraid of being accused of heresy and were suspicious of other religious sects. Their religious fanaticism ruined innocent lives. The story is set in 1692 and starts with all the young girls in the town creeping into the forest one night and dancing and casting spells. Dancing was related to the Devil and therefore was designated a crime. Two of the youngest girls were taken ill the next day. They were Betty, the reverend Parris daughter as described in the introduction i. e. Betty Parris, aged ten, is lying on the bed, inert. , and Ruth, Mrs Putnams only child, described by Parris when he says: Your Ruth sick? The girls were spotted dancing and were declared witches. To clear their names and protect their familys reputation which was very important, the girls accused innocent women in the village, of compacting with the Devil and these accusations were believed. All the villagers were expected to conform to a strict code of belief. They were expected to attend Church every Sunday and if they didnt it was considered a crime against God. For example, Hale says to John Proctor: In the book of record that Mr Parris keeps, I note that you are rarely in the Church on Sabbath Day. This illustrates that records of Church attendance were kept and scrutinised. The villagers were also expected to know the Ten Commandments from memory. Hale asks Elizabeth Proctor: Do you know your Commandments, Elizabeth? People believed in these laws so strongly that they were very willing to believe the girls stories which provides some insight into the society of Salem. People were not allowed to have different beliefs. The villagers belief in the Devil was as strong as it was in God. Parris talked about the Devil and sins in Church far more frequently than he spoke about God. Proctor says to Parris: There are many others who stay away from Church these days because you hardly ever mention God anymore. But John Proctor did not like Parris; his opinion of Parris was low so this statement may not be completely true and biased. Parris was supposed to be a leader in the town but someone left a dagger stuck in his door Tonight, when I open my door to leave my housea dagger clattered to the ground There is danger for me. People were getting misled so much that he was not always believed.

Foreign Aid Programs are Good Politics Essay examples -- Politics Poli

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   Americans have historicly had many outlooks on foreign relations and the country's proper place in them.   On one extreme is the idea that the US government should use it's power and influence as a globally acknowledged superpower to take a leading role in world affairs, to use it's military strength to help promote peace and stability.   The other side is that America is not the world's policeman, that we must put our own interests as a nation first.   The US Taxpayers Party, a recent addition to the list of nationally recognized political parties, leans clearly towards the second side.   In their party platform, which can be found at http://www.USTaxpayers.org/ustp-96p.html, they call for US withdrawal from all foreign alliances and international agencies.   The affects of many aspects of our current foreign policy make their stance partly understandable.   But it would be unreasonable to adopt such an isolationist policy with the changing dynamics in the w orld as well as our own country.         Ã‚  Ã‚   The easiest argument to restrict our dealings with the international community can be summed up in one word: the Constitution.   Many read the clauses dealing with treaties and alliances as providing a basis of foreign policy to serve the best interests of the nation (USTP Party Platform).   Nowhere does the US Constitution imply that the government is obligated or even allowed to take on the problems of the world, or to use the nation's resources to act in any way other than to directly further its interests. But the Constitution was written many years ago, when the nation was smaller, not nearly the global power it is today.   The writers had no way of predicting how much it would change in o... ... Jr.   "Sino-American Relations: Back to Basics." The   Ã‚   Electronic Newsstand.   1996.   Ã‚   http://www.enews.com/magazines/foreign_policy/archive/961001-002.html   Ã‚   (7 March 1997).    Fosters Moffet, George.   "US Foreign Policy Successes Brighten Clinton's 1996   Ã‚   Bid." The Christian Science Monitor.   1995   Ã‚   http://www.fosters.com/FOSTERS/info/d1/d2/d1/d4/d4/public/bc0925a.htm   Ã‚   (7 March 1997).       Enews 003 Sopko, John F.   "The Changing Proliferation Threat."   The Electronic   Ã‚   Newsstand.   1997   Ã‚   http://www.enews.com/magazines/foreign_policy/current/970101-002.html   Ã‚   (7 March 1997)    Speaker Whitley, Darren.   "Speaker calls for change in foreign policy." Collegian.   Ã‚   http://www.spub.ksu.edu/ISSUES/v100/SP/n116/cam-foreign-policy-whitley.   Ã‚   html   Ã‚   (7 march 1997)         

How Robert Browning Portray’s Mood in ‘the Laboratory’.

‘The Laboratory’ Essay The subtitle to Robert Browning's poem â€Å"The Laboratory†, â€Å"Ancien Regime†, tells us that it is set in France before the revolution, when the act of women poisoning love rivals was very common. The poem is a dramatic monologue. The narrator appears to be a woman, a fact which is not apparent in the opening stanza, but becomes so as the poem develops. In the first stanza, the narrator is putting on a mask and watching the person in the laboratory through a haze of smoke: ‘thro' these faint smokes curling whitely'.She shows her naivety whilst putting on the mask, as she thinks she is protecting herself, and doesn’t think it can harm her. This shows us that she doesn’t think of the consequences of her actions. The narrator refers to the laboratory as ‘this devil's-smithy', which is the first sign that something sinister is going on. The final line of this stanza leaves us in no doubt of this, as the woma n asks, ‘Which is the poison to poison her, prithee? ‘ The repetition of ‘poison' emphasises its importance.The opening phrase of the second stanza, ‘He is with her,' suggests that the narrator has asked for poison to be concocted because she is jealous. It would seem that her lover has deserted her for another woman. She says that they think she is crying and has gone to pray in ‘the drear / Empty church'. The couple, meanwhile, are making fun of her, stressed by the repetition of ‘laugh' in line 7. The stanza closes with the brief phrase ‘I am here', emphasising the setting of the laboratory which is in such sharp contrast to the church.The phrase ‘Grind away' at the start of the third stanza shows the woman's eagerness for the chemist to make the poison. Browning brings the description alive by using alliteration in the phrases ‘moisten and mash' and ‘Pound at thy powder'. The narrator is not in a hurry and says she woul d rather watch the concocting of the poison than be dancing at the King's court. In the fourth stanza the narrator comments on the ingredients of the poison.The chemist is mixing it with a pestle and mortar, and the woman describes the gum from a tree as ‘gold oozings', giving the impression that it is both beautiful and valuable. She then looks at a blue liquid in a ‘soft phial', finding the colour ‘exquisite'. She imagines that it will taste sweet because of its beautiful appearance and is surprised that it is a poison. Stanza five begins with the narrator wishing she possessed all the ingredients, which she refers to as ‘treasures'. Browning uses ersonification to describe them as ‘a wild crowd', and the woman considers them as ‘pleasures', a sinister attitude to poisonous substances. The use of the adjective ‘invisible' means that just a tiny amount would be required. The narrator delights in the thought of being able to carry ‘pur e death' in any one of a list of small accessories, such as an earring or a fan-mount. In the sixth stanza the narrator turns her thoughts to how easy it will be at court to give ‘a mere lozenge', like a sweet, that will kill a woman in just half an hour.She names two women in this stanza, Pauline and Elise, and it is not clear if one of them is the current target of her jealousy and desire to murder. She delights at the thought of Elise dying, and Browning uses enjambment to create the list ‘her head / And her breast and her arms and her hands', perhaps because she is jealous of Elise's beauty. The seventh stanza opens with the sudden exclamation ‘Quick! ‘ and the narrator is now excited as the poison is ready. She then reveals her disappointment, however, as its colour is ‘grim', unlike the blue liquid in the phial.She hoped that it would make her intended victim's drink look so appetising that she would be encouraged to drink it. In the eighth stanza she is concerned about how tiny the amount of poison is: ‘What a drop! ‘ She says that the other woman is considerably bigger than her, and thinks that she ‘ensnared' or caught the man in her trap because of her size. The narrator is not convinced that the drop of poison will be fatal: ‘this never will free / The soul from those masculine eyes'. It will not be enough to stop the victim's pulse, which the narrator describes as ‘magnificent'.In the ninth stanza the narrator recounts, in lines using enjambment, how she had gazed at the other woman the previous evening when her ex-lover was with whispering to her. She had hoped that by staring at her she ‘would fall shrivelled'. This obviously did not happen, but the narrator knows that the poison will do its work. Stanza ten has slightly shorter lines than the others, and the narrator addresses the chemist directly. She knows that the poison will act quickly, but she does not want her victim to have an easy death: ‘Not that I bid you spare her the pain'.Browning uses alliteration in a cluster of three to describe how the narrator wants the other woman to suffer the effects of the poison, in the phrase ‘Brand, burn up, bite'. The stanza ends with the narrator commenting that her ex-lover will always have the memory of the pain on the dying woman's face, and she appears to relish this thought. The narrator asks the chemist if the poison is ready at the start of the eleventh stanza. She asks him to remove her mask and not to be ‘morose', or gloomy.The poison will be lethal for her victim, and she does not want the mask to stop her having a good look at it. She describes it with the alliterative phrase ‘a delicate droplet', and alliteration appears again as she comments ‘my whole fortune's fee! ‘ meaning that it has cost her everything she owns. In the closing line of the stanza, she wonders if she herself can be harmed by the poison, considerin g the effect it will have on her victim. The twelfth and final stanza begins with the narrator once again showing how much the poison is costing her.She tells the chemist ‘Now take all my jewels, gorge gold to your fill', and the alliteration in the phrase ‘gorge gold' adds emphasis. She shows her gratitude by telling the chemist, whom she addresses as ‘old man', that he may kiss her on her lips if he would like to. She asks him, however, to ‘brush this dust off' her, referring to traces of poison, as she is afraid it will harm her too: ‘lest horror it brings'. The poem ends as she proclaims that she will ‘dance at the King's! ‘ a triumphant announcement.Whether or not her victim dies from ingesting the poison, we do not know, but she shows no remorse and is obviously determined to go through with her murderous plan. Browning has given the lines of poetry an upbeat, fast-paced rhythm that convey the woman's excitement at the idea of poisonin g her victim. Browning has created a character who is totally ruthless and eaten up by jealousy, determined to carry out an act of revenge that will prove fatal to another woman, like Lady Macbeth’s ruthless ambition to become queen, despite the fact that she has to kill people to get to it.

Learn What Colleges Look for in an Applicant

College applications vary from one college to the next, and every college and university has slightly different criteria for determining which students to admit. Still, the list below should give you a good sense of the admissions factors considered by most schools. Academics and College Applications Rigor of secondary school record: Did you take challenging and accelerated classes, or did you pad your schedule with gym and easy As? At nearly all colleges and universities, a strong academic record is the single most important part of your application. Advanced Placement, International Baccalaureate, Honors, and dual enrollment classes all play an important role i the admissions process.Class rank: How do you compare to your classmates? Dont worry if your school doesnt rank students—colleges use this information only when available. Also keep in mind that your high school counselor can put your rank into context if, for example, your class had an unusual number of extremely strong students.Academic GPA: Are your grades high enough to indicate that you will be successful in college? Realize that colleges are likely to recalculate your GPA is your school uses weighted grades, and colleges are often most interested in your grades in core academic subjects.Standardized test sco res: How did you perform on the SAT or ACT? Do your general or subject tests reveal particular strengths or weaknesses? Note that a good SAT score or good ACT score isnt necessary everywhere—there are hundreds of colleges that have test-optional admissions.Recommendation: What do your teachers, coaches, and other mentors say about you? Letters of recommendation can play a meaningful role in the admissions process, for they give the college a different perspective on your accomplishments. Good recommendation letters typically address both academic and nonacademic issues. Nonacademic Factors in College Admissions Application essay: Is your essay well-written? Does it present you as a person who will make a good campus citizen? Nearly all selective colleges have holistic admissions, and the essay is a place where you can really make your personality and passions set your application apart from other applicants.Interview: If you met with a college representative, how personable and articulate were you? Does your character show promise? Have you demonstrated your sincere interest in the school by asking specific and meaningful questions? Did you have strong answers to common interview questions?Extracurricular activities: Are you involved with non-academic clubs and organizations? Do you have a variety of interests that suggest you have a well-rounded personality? There are dozens of options for extracurricular activities, but the best activities are those in which you can demonstrate leadership and accomplishments.Talent/ability: Is there an area where you truly excel, such as music or athletic s? Students with a truly remarkable talent can often be admitted even when other application components arent quite as strong as the could be.Character/personal qualities: Do the pieces of your application paint a picture of someone who is mature, interesting, and bighearted? Keep in mind that colleges arent just looking for smart and accomplished applicants. They want to enroll students who will enrich the campus community in meaningful ways.First generation: Did your parents attend college? This factor isn’t usually weighted heavily, but some schools do try to target first-generation college students.Alumni/ae relation: Are you a legacy applicant? Having a family member who attended the same school can help a little, for it’s in the college’s interest to build a family’s loyalty.Geographical residence: Where are you from? Most schools want geographic diversity within their student body. As an example, a student from Montana might have an advantage over a student from Massachusetts when applying to an East Coast Ivy League school.State residency: This is usually a factor only for public universities. Sometimes in-state applicants will receive preference because state funding of the school is designated for students from that state.Religious affiliation/commitment: Your faith may be a factor for some colleges that have a religious affiliation.Racial/ethnic status: Most colleges believe that a diverse student body leads to a better educational experience for all students. Affirmative Action has proven to be a controversial policy, but youll find it often plays a role in the admissions process.Volunteer work: Have you given generously of your time? Volunteer work speaks to the question of â€Å"character† above.Work experience: Colleges like to see applicants with work experience. Even if your work was at a fast-food joint, it can show that you have a strong work ethic and good time management skills.Level of applicant’s interest: Not all schools keep track of an applicants interest, but at many schools demonstrated interest plays a role in the admissions process. Colleges want to accept students who are eager to attend. Attending information sessions, open houses, and campus tours can all help show your interest, as can well-crafted supplemental essays that are truly specific to a particular school.