First Ladies :: essays research papers

There were four women that i enjoyed reading. One was Nacy Regan. She was born on July 6,1923(some reasources say 1921) in New York City. She as a former film and stage actrss who became First Lady of the United States when husband, Ronald Regan, become President in 1980. She was First Lady from 1981 until 1989. She did campaigns such as Drug-Free Youth and Adopt Grandparent Program. Lady Bird Johnson was another I was interrested in. Born Claudia Alta Taylor in Texas on December 22, 1912. She got her name "Lady Bird" when she was a child. Her mother died when she was only five. Her father, aunt and family servents help raised her. She went on to college to study arts and journalism at University of Texas. Lady Bird is a devoted partner to her husbands political career. Betty Ford was known said to be the "all american wife" but most peopld just saw her as a First Lady. Elizabeth Bloomer was born on April 8, 1918 in Chicago, Ill. Betty described her childhood to be full of friends, dates and social outtings. In 1942 she married Bill Warren, whom she had known since she was in grade school Three years into their marrige she realized that they were incompatible. She wanted to start a family and home; he was on the road a lot. She wanted a divorce. Before sho could tell him what she felt he went into a diabetic coma, and was unable to walk. So Betty took care of the household and visited Bill in the hospital. In 1947 he recovered and she filed for divorce. Later that year she met Gerald Ford and they dated for a year then they got married in late Oct. then two weeks later was elected to the House Of Representatives. Betty soon became an alcoholic when he was in office and went into rehap.

Causes of Teenage Suicide Essay

The American Psychological Association states that, â€Å"Teen suicide is a growing health concern. It is the 3rd-leading cause of death for young people ages 15 to 24† (Teen Suicide is Preventable). As youth suicides are becoming more publicized, society is gradually becoming more aware of this global concern. Although most people do not understand why teenagers commit suicide, the three social sciences, anthropology, sociology, and psychology, provide insights that go beyond what the media reports as causes because through cross cultural studies, they provide information of many societal and psychological processes which confirm and expand on our understanding of this complex issue. Most people only understand adolescent suicide to the points expressed by the media. The media claims that the suicide risks are higher for those who go through depression, anxiety, mental illness, substance abuse, social isolation, bullying, or sexual abuse, and also for those who have disabilities or are LGBT (lesbian, gay, bisexual, or transgender) youth. The media also claims that LGBT youth have higher suicide risks than others as they tend to have added stress and high levels of anxiety and depression, and are likely targets for bullies (Teen Suicide, 2011). The facts proven my the media are not to be underestimates, however, the media is often ignorant about how teen suicide works in other cultures. Teenage suicides in other societies work in different ways than in our Western society. On the islands of Micronesia, suicide has become a regular ritual for teenagers (Gladwell, 2002, p. 218). This act, considered mindless in our society, is an important form of self-expression in theirs (Gladwell, 2002, p. 220). The adolescent suicide epidemic of Micronesia can easily be compared to the teen smoking epidemic of our society. Like smoking in Western and European cultures, young people experiment suicide in Micronesia. Anthropologist Donald Rubinstein noted that in Micronesia, boys as young as 5 years old lean on a noose where unconsciousness follows, for experimental play (Gladwell, 2002, p. 219). They risk dying from anoxia, the shortage of blood to the brain (Gladwell, 2002, p. 218), as teens in our society risk dying from lung cancer or other illnesses. Youth suicides on the islands are becoming more frequent in communities as younger boys are affected by the contagious  self-epidemic of self-destruction, as younger people in Western and European cultures are by smoking, in forms of experimentation, imitation, self-expression, and rebellion (Gladwell, 2002 p. 219-220). Like Gladwell (2002) said, â€Å"the way we have tended to think about the causes of smoking doesn’t make much sense†, as do the ways we think about the causes of suicide (p. 221). It is unknown of how to fully prevent it or to even fully comprehend what it is. People smoke even though the overestimate the risks and suicide victims are equally aware of the results when they decide to end their own life (Gladwell, 2002, p. 221). The three social sciences provide thorough insights of the suicidal triggers displayed by media. In the situation of the Innu adolescent suicides where youth inhale gasoline, anthropologists, sociologists, and psychologists, identify causes that are unfamiliar to most people. Anthropologists observed substance abuse and family violence among Innu families, which are clear signs of cultural collapse (The Innu, 2001). Cultural collapse occurs as they lose effective control of their lives, in this case, by the government and immigrant populations. They lose their self-esteem and their value of lives (The Innu, 2001). The Statistical Profile on the Health of the First Nations in Canada for the year 2000 shows that suicide and self-inflicted injuries are the leading causes of death for First Nations youth (First Nations, 2013). Statistics show that the suicide rate for First Nations youth is around 5 or 6 times greater than of non-Aboriginal youth. The suicide rate for First Nations males is 126 per 100,000 compared to 24 per 100,000 non-Aboriginal males, and the rate for First Nations females is 35 per 100,000 compared to 5 per 100,000 for non-Aboriginal females (First Nations, 2013). Sociologists have blamed colonialism and past government policies such as residential schools contributing to a sense of powerlessness and inferiority among the Innu youth. This has led to escalating levels of self-hatred and self-destructive behaviour (The Innu, 2001). Cultural hegemony has made the Innu feel inferior that their cultural practices have no value or place in the modern world (The Innu, 2001). The suicides of the Innu youth would be anomic suicide, which is a suicide that is caused by the failure of social order (Summary, n.d.). It occurs when rapid and extreme changes in society overwhelm and threaten a group. The  individuals would become uncertain of what behaviour is expected of them, leading to role confusion and then the act of taking one’s life (Kok & Goh, n.d.). From a psychologist’s point of view, role confusion is a key factor in the emotional disturbance of the Innu youth (The Innu, 2001). According to Maslow’s hierarchy of needs, the Innu do not even have their first and basic needs being met (McLeod, 2007). They do not have running water, sewage disposal, and proper insulation for Canadian winters (The Innu, 2001). They also so not have their second and third needs which are safety needs and social needs. They do not feel secure and safe in the environment they live in and they lack social needs of belongingness, love, and relationships with others (McLeod, 2007). And because they do not have these first three needs, they cannot move up the hierarchy and achieve esteem needs of achievement and independence, and self-actualization needs of seeking personal goals (McLeod, 2007). Psychologist Erik Erikson notes that youth must resolve two life crises, the first being the crisis of identity vs. identity confusion. The individual must find their own unique identity and have a sense of belonging at the same time. If they are unsuccessful, they can become socially disconnected or develop an exaggerated sense of self-importance, and therefore end up being unable to be emotionally mature adults (Oswalt, n.d.). The second crisis is the crisis of intimacy vs. isolation, where youth must learn to maintain close relationships with others. If they are unsuccessful, they can become self-contained, needy, dependent, isolated, or vulnerable, and unable to have honest or mutual relationships (Oswalt, n.d.). The situations presented my Maslow and Erikson lead to results of the teenagers being aimless and lacking purpose in life, because of a lost sense of self. This second crisis applies well to the Micronesian youth, who end their lives as a result of not being able to emotionally deal with a domestic conflict within a domestic relationship. There was a teenage boy who committed suicide because his parents would not give him a few dollars for beer, another who ended his life because he was scolded by his brother for making too much noise, and a number of teen boys who killed themselves because they saw their girlfriends with another boy (Gladwell, 2002, p. 217-218). Many adolescents in Micronesia become emotionally susceptible and commit suicide as actions of self-pity and protest against mistreatment (Gladwell, 2002, p. 218). We can understand that suicide involves many societal and psychological processes which confirm and expand on our understanding of this complex issue. In Micronesia and Japan, the youth suicides are classified as egoistic, which is caused by excessive individualism (Summary, n.d.). It occurs when an individual is overwhelmed by a group and they isolate themselves as they become excessively independent (Kok & Goh,n.d.). In Japan the Aokigahara Forest, also known as the â€Å"suicide forest† on Mount Fuji, is a place where individuals commit suicide, usually by hanging, after isolating themselves completely by hiding in the wilderness of the forest. Those who still doubt about ending their lives walk in the forest while leaving a trail of coloured tape so that they do not get lost, and others camp for a few days in the wilderness before making their final decision (Suicide Forest, 2012). The suicides in the â€Å"suicide forest† increased in number as it was gradually pub licized, starting with a novel by Kuroi Jukai, where a young lover commits suicide in a forest (Suicide Forest, 2012). Since then, the suicide numbers reached over 100 deaths a year. The area holds so many bodies that homeless people are paid to remove the corpses (Suicide Forest, 2012). Sociologist David Philips conducted a number of studies on suicide and the results concluded that suicides are influenced by the contagious effect (Gladwell, 2002, p. 222). Immediately after stories of suicides appeared locally, the number of suicides in that area jumped. When there was a suicide story publicized nationally, the national suicide rate jumped (Gladwell, 2002, p. 222). This contagious effect is an act of imitation, and Philip states that it is a â€Å"permission to act from someone else who is engaging in a deviant act† (Gladwell, 2002, 223). This applies to the cases of suicides that continue to take place in the â€Å"suicide forest† and also in Micronesia. In the early 1960s, suicide in Micronesia was extremely rare and yet by the end of the 1980s the suicide rate was higher than anywhere else in the world (Gladwell, 2002, p. 217). According to Statistics Canada, the suicide rate in 2009 for Canadian males between 15 and 24 was about 15 per 100,000. In contrast, the suicide rate in Micronesia for males between 15 and 24 is 160 per 100,000 (Gladwell, 2002, 217). In a community on the Micronesian island of Ebeye, the first s uicide in that area led to a second, third, and twenty five more over twelve years (Gladwell,  2002, p. 226). Further studies show that people who are influenced by the contagious effect commit suicide using the same method as the one used in the event they were effected by. Stories of suicide where the victim was a driver resulted in an increase in single-car crashes. Stories of suicide-murders resulted in an increase in car crashes with victims of a driver and passengers (Gladwell, 2002, p. 224). This copycat suicide is common among youth, and is displayed in Micronesia. Almost all the suicide cases of teenagers take place in a remote spot or empty house, and involve a specific process of hanging by leaning on a noose until unconscious and dying from anoxia, the method that children play around with (Gladwell, 2002, 218). And because of this contagious effect, the media takes precautions when publicizing suicides. For example, some suicides in the Toronto subway systems are neve r reported in the press (Teen Suicide, 2011). Even though most do not understand why teenagers commit suicide, the three social sciences provide information to expand our understanding of this complex issue. Anthropologists help us to understand how suicide is affected by the way people live, and how people in different cultures respond to suicide, such as the little boys in Micronesia who experiment with it. Sociologists have figured out the contagiousness of a suicide and how easily it can cause others. Psychologists help us to understand what teenagers deal with, such as the two crises that Erik Erikson has noted. With these thorough understandings provided by the social sciences, people should be able to be aware of what causes teenage suicide, as it can happen anywhere at anytime and an effort should be made to prevent it. Already many communities have taken action to bring awareness of teen suicide, inspired by suicides of loved ones, so that it may be looked for and be prevented. There is no simple solution to adolescent suicide, however, efforts can be made to avert as many as possible. References First Nations and Inuit Health (2013, February 4). Health Canada. Retrieved September 25, 2013, from http://www.hc-sc.gc.ca/fniah-spnia/promotion/mental/index-eng.php Gladwell, M. (2002). The Tipping Point. Boston, MA: Back Bay Books. Kok, J.K. & Goh, L.Y. (n.d.). Anomic or Egoistic Suicide: Suicide Factors among Malaysian Youths. International Journal of Social Science and Humanity. Retrieved October 1, 2013, from http://www.ijssh.org/papers/67-H083.pdf McLeod, Saul (2007). Maslow’s Hierarchy of Needs. Simply Psychology. Retrieved October 1, 2013, from http://www.simplypsychology.org/maslow.html Oswalt, Angela (n.d.). Erik Erikson and Self-Identity. Seven Counties Services. Retrieved September 25, 2013, from http://www.sevencounties.org/poc/view_doc.php?type=doc&id=41163&cn=1310 Suicide Forest in Japan (2012). Top Documentary Films. Retrieved September 29, 2013, from, http://topdocumentaryfilms.com/suicide-forest-in-japan/ Suicides and Suicide Rate, By Sex and By Age Group (2012, May 31). Statistics Canada. Retrieved October 5, 2013, from http://www.statcan.gc.ca/tables-tableaux/sum-som/l01/cst01/hlth66e-eng.htm Summary of Egoistic Suicide and Anomic Suicide (n.d.). Iowa State University. Retrieved September 25, 2013 from http://www.public.iastate.edu/~s2005.soc.401/summary1(jan21).pdf Teen Sui cide: Breaking the Silence (2011, November). CBC News in Review. Retrieved September 26, 2013, from http://newsinreview.cbclearning.ca/wp-content/uploads/2011/11/nov11suicide.pdf Teen Suicide is Preventable (n.d.). American Psychological Association. Retrieved September 25, 2013, from http://apa.org/research/action/suicide.aspx The Innu: Another Cry for Help (2001, February). CBC News in Review. Retrieved September 22, 2013, from http://newsinreview.cbclearning.ca/wp-content/uploads/2001/02/innu.pdf

The Criminal Justice System - 2593 Words

In the criminal justice system there is very rarely a single linchpin that can be pointed to and held responsible for the failure to convict a seemingly guilty person. This reigns true for the very public prosecutions of both Casey Anthony and George Zimmerman. In the eyes of a vast majority of the public, fueled by media spectacle and opinion, Anthony and Zimmerman were guilty even before they ever saw the inside of a courtroom. There simply could be no other answer. The public was subsequently outraged when, after what seemed to be trials of certainty, juries acquitted each. The public sought to find someone, or something to blame. The verdict could not be accepted and many turned their focus to condemn the workings of the criminal†¦show more content†¦In each case we can seek to highlight what the defense did right, what the prosecution did wrong, the evidence in each case, the media s role, and how all of these things worked together to lead the juries to decide the way they did. Overview of the Cases It is important to start with a brief overview of the cases to re-familiarize the details and circumstances; for brevity, only an overview of each case is presented. In July of 2008, a 2-year-old Caylee Anthony is missing as her grandmother calls the police to report that her daughter s car smells as if it had contained a dead body (CNN, 2014a). When questioned about the whereabouts of her daughter, Casey Anthony admitted that she hadn t seen her in 31 days. She claimed that Caylee was with her nanny, Zenaida Fernandez-Gonzales (Hustmyre, 2014). One day after the 911 call Anthony was arrested on suspicion of child neglect, filing false official statements, and obstructing a criminal investigation, she was later released on bond; meanwhile Caylee is still missing (CNN, 2014a). In September of 2008 the police announced that they did not believe that Caylee was still alive, and in December their suspicions were confirmed (ABC News, 2011a). Anthony was to face trial for the murder of her daughter; prosecutors would seek the death penalty. Anthony s jury was sequestered throughout the trial, and after only 11 hours of deliberation they announced that they acquitted Anthony of any culpability in her

Essay on Mckinsey - 10007 Words

CONTENTS Page No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Introduction Manufacturing Unit 1: Mumbai Manufacturing Unit 2: Chennai Manufacturing Unit 3: Mumbai Manufacturing Unit 4: Uttar Pradesh Manufacturing Unit 5 : Uttar Pradesh Manufacturing Unit 6: Uttar Pradesh Manufacturing Unit 7: Uttar Pradesh Manufacturing Unit 8: Uttar Pradesh Manufacturing Unit 9: Delhi Manufacturing Unit 10: Delhi Manufacturing Unit 11: Uttar Pradesh Manufacturing Unit 12: Delhi Manufacturing Unit 13: West Bengal Manufacturing Unit 14: West Bengal Manufacturing Unit 15: Karnataka Summary of Industry Requirements Study Team 1 2-10 11-13 14-16 17-18 19-20 21-24 24-27 28-30 31-32 33-34 35-38 39 40-41 42-43 44-45 46-48 49 Case Study Report†¦show more content†¦It is a small scale family business, based in Mumbai. They focus on providing good quality and safe toys that help in teaching the children and improving creativity of the child, at prices that a common man can afford. They have 64 product categories under construction kits, art hobbies and craft kits, alphabets and numbers. Objective of the company: The objective of the company is to see the constant growth of the company as a whole including the share holders, customers either external or internal, suppliers and all others who are directly or indirectly related to the company. Mission: Their mission statement is: To be the company that sets standards in the children Edutainment industry. To make intellectually stimulating and visually appealing products which are cost effective to share holders, clients, customers and the ultimate consumers – the children. Present Scenario: Number of workers in the unit, at present, is 150 out of which 125 are unskilled and 25 areShow MoreRelatedMckinsey Case Study Essay909 Words   |  4 Pages| McKinsey amp; Company: Managing Knowledge and Learning | Case Study #7 | | | 3/3/2013 | | Micro Questions: 1. Which countries are involved in this case? Describe the diplomatic relations between hose countries? Are there any trade agreements in place which would impact management’s decision to enter the target market? 2. Which geographic markets are being considered in this case? Provincial, Country, Regional, and/or Global? 3. What are the considerationsRead MoreCase Analysis: Mckinsey Company- Managing Knowledge and Learning2539 Words   |  11 Pagesbackground: McKinsey Company is a privately owned management consulting firm that focuses on solving issues of concern to senior management in large corporations and organizations. Known among its employees simply as The Firm McKinsey Company was founded in Chicago in 1926 by James O. (Mac) McKinsey. McKinsey was a professor at the University of Chicago who pioneered budgeting as a management tool. 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McKinsey Company offers their services in all areas of business: HR, marketing, IT, finance, etc. Business consultants may be hired if a company wants to increase their sales, reduce price of their product, and find the ways to introduce a new product into the market, and so on. About 80% of theRead MoreMckinsey 7s1522 Words   |  7 PagesChapter 12 McKinsey 7S Ch12. McKinsey 7S †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Short Description Background Strategic Rationale Implications Strengths Advantages Weaknesses Limitations Process for Applying Technique Case Study: Kenya Airways FAROUT Business and Competitive Analysis. By C. Fleisher B. Bensoussan. FT Press 2007. All Rights Reserved. Ch12.2 Ch12. McKinsey 7S Short Description †¢ The McKinsey 7S model is a diagnostic management tool used to test the strength of the strategic degreeRead MoreMckinsey 7 S Model1323 Words   |  6 Pagesstrategic tool for implementation is the McKinsey 7 S model. 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Music Therapy for Children with Autism Essay - 1433 Words

In a setting with someone with autism spectrum disorder, music therapists make use of music as an educational tool to encourage learning. One of the purposes of music therapy for someone with autism is to provide the student with an initial assistance using melodious and rhythmic strategies, followed by fading of musical cues to assist in simplification and transfer to other learning environments. Music therapy has been proven to decrease symptoms of children with autism, and could even facilitate motivation and social interaction. Even autistic children, who rarely or never speak, can respond to music; sometimes they may even sing along. Music therapy provides a tool that can link the gap between a non-communicative child and one who can†¦show more content†¦In 1944, the first music therapy degree program in the world was established at Michigan State University and now, more than seventy colleges and universities have approved programs, according to the American Music Ther apy Association (â€Å"American Cancer Society† par. 8). Music therapists must have at least a bachelor’s degree, 1,200 hours of clinical training, and one or more internships before they can be certified. No one knows all the ways music can benefit the body but, it is known that music can affect brain waves, brain circulation, and stress hormones. Students who take music lessons have improved IQ levels and show improvement in nonmusical abilities as well. Listening to music composed by Mozart produces a short-term improvement in tasks that use spatial abilities. Studies of brain circulation have shown that people listening to Mozart have more activity in certain areas of the brain, which is called the Mozart effect. Although the reasons for this are not clear, this kind of information supports the idea that music can be used in many helpful ways. In general, music therapy done under the care of a professionally-trained therapist has a helpful effect, and is considered safe when used with standard treatment. Music therapy can help an autistic child in many ways. One way is helping their speech by singing. Singing can help a child learn how to grammatically structure a sentence correctly. Singing and speech have manyShow MoreRelatedThe Effects Of Music Therapy On Children With Autism1406 Words   |  6 Pageshealing methods is Music Therapy. Music Therapy has been shown to help many people of all age groups, a specific group being children with autism. It helps benefit children with autism by improving their communication and social skills. 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Although, individuals may determine the aforementioned skills are more difficult to obtain because of a disability. Autism or autism spectrum disorder is a developmental disorder that effects many children in the United States of America. Communication, interaction, and motor and social skills are usually effected in the autistic child. Read MoreAutism Is Not Just One Disorder And It Affects The Normal Development Of A Child s Brain1498 Words   |  6 Pagesthe United States will result in a child with autism. According to the Autism Society of America, it is reported as the fastest-growing disability, reaching epidemic proportions at a rate of 10-17 percent per year. Most parents recognize the signs and symptoms of autism anytime between birth and the first three years of their child’s life. Autism is classified as a neurological disorder and it af fects the normal development of a child’s brain. 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Scarlet Letter Analysis Free Essays

Kelsey Federspill Scarlet Letter Literary Analysis R5 12. 2. 12 Over Coming Guilt Remorse is a feeling experienced after committing an act that produces a sense of guilt. We will write a custom essay sample on Scarlet Letter Analysis or any similar topic only for you Order Now A life lesson can be learned in Nathaniel Hawthorne’s novel, The Scarlet Letter, about the theme of guilt. Everyone experiences guilt when they commit a sin or human frailty but the way one handles the feelings of guilt is different. Guilt is expressed in three main ways: ignoring or hiding the sin and letting the guilt build up on the inside, blaming others for the sin and wanting revenge for the way the person feels, and embracing the sin committed and not releasing the guilt. The different ways guilt is experienced determines the way it is punished: by others or no one at all. But punishment for the sin doesn’t always affect the amount of guilt felt by one. Hawthorne uses symbolism and irony to demonstrate that guilt should not take over one’s life, rather it should be a lesson learned of embracement, forgiveness, and acceptance. In The Scarlet Letter, the character Hester Prynne is well known for the scarlet letter that she was forced to wear. Prynne embraced the punishment of the scarlet letter and used the punishment in a unique way, â€Å"On the breast of her gown in fine red cloth, surrounded with an elaborate embroidery and fantastic flourishes of gold thread, appeared the letter A† (37). The letter ‘A’ represented the sin of adultery that Prynne had committed. The community choose this form of punishment for Prynne to make her feel guilty for the act of adultery she committed and used it as an example to the rest of the community. As Prynne egresses from prison Hawthorne describes the scene, â€Å"the scene was not without a mixture of awe, such as must always invest the spectacle of guilt and shame in a fellow-creature† (39). Prynne chooses to embrace the scarlet letter rather than let the feeling of guilt take over her life because she desired to set a good example for her daughter, Pearl. She was able to embrace her sin and the scarlet letter because she was working to set an example for her daughter. It was ironic how the community tried to force guilt on to Prynne, but in return she embraced the punishment in full stride and even used it to purify herself, â€Å"Here, she said to herself, had been the scene of her guilt, and her should be the scene of her punishment; and so, perchance, the torture of her daily shame would at length purge her soul, and work out another purity than that which she had lost; more saint-like, because the result of martyrdom† (55). When the town people saw Prynne as she exited the prison, people said, â€Å"thus she will be a living sermon against sin† (44). The town people would always be reminded of her sin. Prynne did not let the guilt of her sin produce a major impact on her life. Rather she accepted her transgression and learned the importance of not letting her past mistakes and guilt negatively affect her future. Rosebushes are full of beauty but pain can be inflicted on someone who tries to hold it due to the rosebush’s sharp thorns. When Hawthorne depicts the town he describes the rosebush on the side of the prison, â€Å"but, on one side of the portal, and rooted almost at the threshold, was a wild rosebush, covered, in this month of June, with its delicate gems, which might be imagined to offer their fragrance and fragile beauty to the prisoner as he went in, and to the condemned criminal as he came forth to his doom, in token that the deep heart of nature could pity and be kind to him† (33). The rosebush symbolizes forgiveness from guilt throughout The Scarlet Letter. Pearl, Prynne’s daughter, was visiting the governor’s hall with her mother one day to deliver a pair of embroider gloves Prynne had made. While at the governor’s house, Pearl saw a rosebush and reacted in an unusual way, â€Å"Pearl, seeing the rosebushes, began to cry for a red rose, and would not be pacified,† (73). Pearl responded with this meltdown because she wanted forgiveness for her mother and for her father, Reverend Dimmesdale, to be accepted by the community. Pearl felt guilty but blamed it on others. She was seeking revenge on the townspeople for the way they made her mother feel. The irony of the rosebush is how it hurt Prynne, Pearl, and Dimmesdale, like the thorns on a rosebush when touched. In the end the family moved out of their community attempting to not let the mistakes of the past take over their present lives. Ultimately, they choose a fresh start. Pearl was a product of Prynne’s sin of adultery. Pearl’s birth was very humiliating for Prynne; nevertheless Pearl still meant the world to Prynne. Pearl’s name even has significance, â€Å"but she names the infant ‘Pearl,’ as being of great price,– purchased with all she had,– her mother’s only treasure† (61). The biblical allusion to the pearl is referred to in Matthew 13 about a parable of a man who gave up everything for a pearl of great price. Prynne gave up everything she had for her daughter. She even dresses Pearl in the best clothes, while she dresses very poorly. To Prynne, Pearl was a symbol of strength and overcoming obstacles. Prynne said, â€Å"I can teach my little Pearl what I have learned from this [the scarlet letter],† (76). Prynne is a great example and life lesson to Pearl of how to accept the mistakes made in the past and not let the shame define oneself. Prynne uses Pearl to show how tough a young child can be. On the other hand, the town viewed Pearl as the devil child: evil. The town discussed Pearl as, â€Å"an imp of evil, emblem and product of sin,† (64) and, â€Å"poor little Pearl was a demon offspring,† (68). Pearl herself is truly a symbol of ignorance and hope. Hawthorne described an occurrence of Pearl talking to Mr. Wilson, a pastor, â€Å"after putting her finger in her mouth, with many ungracious refusals to answer good Mr. Wilson’s question, the child finally announced that she had not been made at all, but had been plucked by her mother off the rosebush of wild roses, that grew by the prison,† (76). Pearl believed she was created for good and had an optimistic attitude on life. She did not let guilt become an emotion known in her. Pearl did not let the past effect her future. In conclusion, life lessons were learned about embracement, forgiveness, and acceptance from guilt with the use of symbolism and irony from Hawthorne in The Scarlet Letter. The different ways guilt can be handled was demonstrated in The Scarlet Letter, but not letting guilt take over one’s life was key. Moving on and learning from a sin or human frailty is significant and something everyone can learn from. How to cite Scarlet Letter Analysis, Essay examples

What is a Hero Essay Example For Students

What is a Hero? Essay Every person hears the word hero many times in one’s life. People usually call â€Å"hero† a war veteran that fought in the war for the independence of a nation. Also, the word â€Å"hero† is often prescribed to policemen who save civilians from dangerous criminals. At the same time, a person may call â€Å"hero† an ordinary person who helps one in the time of need. Needless to say, when one hears the word hero, her or she will automatically associate it with a sense of respect. However, the questions are: What is the line between a true hero and â€Å"hero† in a figurative meaning? What is the definition of a hero? How can a person be a hero? And do heroes exist in real life? Outline1 What is the definition of a hero?2 Types of heroes3 Qualities of heroes4 How to become a true hero? What is the definition of a hero? In the most general sense, a hero is a person who is ready to sacrifice personal interests and wants to reform the world. He or she will never think about oneself but, contrary to it, will always prioritize the needs of others. In many aspects, heroes are just ordinary people. The only one thing that differentiates them is their goal in life. Most people have a purpose of buying a car, earn more money than others, have a cottage near the sea, or become a celebrity with millions of followers on popular social media. However, heroes have only one main goal in their lives–to exist for the sake of others. Heroes never do something for their goodness. Only through the eyes of heroes may be seen the essence of human existence the problems of the contemporary society, sufferings of all kinds, worldwide diseases and ecological issues. A good hero will not only sympathize a problem but will do one’s best to ease one’s pain and improve the situation. Many people used to think that the term â€Å"antihero† is an antonym of â€Å"hero.† Nevertheless, in some aspects, an antihero is more a kind of hero who also possesses bravery and wants to reform the world. This term may be used for a person who has some problems with the law or is immoral from the viewpoint of society. Nevertheless, antihero’s intentions are often honest and he or she also sincerely tries to solve a particular problem. The term that may be considered an opposite word to â€Å"hero† is â€Å"idol.† All idols want nothing else in this life but to get worldwide recognition, respect, and love. Idol is a person who attracts masses and subconsciously wants to become superior others. Therefore, â€Å"idol† is usually used in context with the word â€Å"hero† to add contrast. Types of heroes In general terms, all heroes may be divided into two broad categories–real-life heroes and literary heroes. As far as real-life heroes are concerned, to this category belong those soldiers, policemen, firemen, social activists, and the representatives of other professions and segments of society who demonstrate their courage and risk their lives just to save the life of others, even if a person is unknown to them. All of them are ordinary people with a different purpose in life aimed at saving humanity. As far as literary heroes are concerned, this group includes the popular characters from books, myths, popular movies, and other sources. They usually become role models for people. It happens their life stories are taken from real-life examples. Nevertheless, in most cases, they are imaginative characters, and the most characteristics of a tragic hero represent idealized representation of human traits. Although, there are such sub  types as a tragic hero and an epic hero. .uc28fcc4f147c79f86aab164dd6f53052 , .uc28fcc4f147c79f86aab164dd6f53052 .postImageUrl , .uc28fcc4f147c79f86aab164dd6f53052 .centered-text-area { min-height: 80px; position: relative; } .uc28fcc4f147c79f86aab164dd6f53052 , .uc28fcc4f147c79f86aab164dd6f53052:hover , .uc28fcc4f147c79f86aab164dd6f53052:visited , .uc28fcc4f147c79f86aab164dd6f53052:active { border:0!important; } .uc28fcc4f147c79f86aab164dd6f53052 .clearfix:after { content: ""; display: table; clear: both; } .uc28fcc4f147c79f86aab164dd6f53052 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc28fcc4f147c79f86aab164dd6f53052:active , .uc28fcc4f147c79f86aab164dd6f53052:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc28fcc4f147c79f86aab164dd6f53052 .centered-text-area { width: 100%; position: relative ; } .uc28fcc4f147c79f86aab164dd6f53052 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc28fcc4f147c79f86aab164dd6f53052 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc28fcc4f147c79f86aab164dd6f53052 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc28fcc4f147c79f86aab164dd6f53052:hover .ctaButton { background-color: #34495E!important; } .uc28fcc4f147c79f86aab164dd6f53052 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc28fcc4f147c79f86aab164dd6f53052 .uc28fcc4f147c79f86aab164dd6f53052-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc28fcc4f147c79f86aab164dd6f53052:after { content: ""; display: block; clear: both; } READ: Dress Code EssayQualities of heroes Self-sacrifice. First of all, the notion of heroism is directly connected with the idea of self-sacrifice. Sacrifice means the willingness to give up something valuable, maybe even one’s life, for the sake of ideas or the happiness of others. In ancient times, people sacrificed even human lives recognizing their duty to the world of the spirits, gods or nature.   All great heroes, such as Martin Luther King or Gandhi, sacrificed their lives for their beliefs. The strength of spirit. True heroes also possess great strength of spirit. At the heart of each heroic story is the death resistance, even if the hero does not face the risk of dying. There must still be a threat, at least a symbolic death. He or she enters a dangerous game and teaches everyone how to resist death. In most cases, heroes stay alive and defeat the death. However, even dying, they do it for the sake of a just cause, a noble ideal or the happiness of humans. One of the heroes who had a great spirit was Dangerfield. In fact, no matter what challenges he faced, Dangerfield persevered his identity through them all. Also, intelligence and mindfulness are other important traits of heroes. He or she not only overcomes difficulties and achieves goals but also gets endlessly new knowledge and becomes wiser. He or she becomes a mentor to other people, showing them the right solution to a situation. Every hero is also a very responsible person. In the moment of greatest danger, he or she should not only demonstrate bravery but also always hold one’s destiny in one’s own hands. Every hero should perform decisive actions that imply the need to take risks and responsibility. Besides, when one makes a particular mistake, he or she will never blame others for this. The willingness to take a risk. Also, the willingness to take a risk belongs to characteristics of a hero. True heroism may be seen when a person risks to face not only defeat or loss, but also the death. Like soldiers who volunteer to fight for a cause, agreeing to die far away from their homeland. How to become a true hero? If a person thinks whether he or she can be a hero, there exists an opinion that it is merely impossible to become a hero. In fact, true heroes are born with innate features such as unselfishness, courage, and a strong spirit. Millions of people experience the feeling of fear when they are confronted with danger. At this point, their body produces a large amount of stress hormone. However, some people who may be called potential heroes, have a different reaction to danger. They are not familiar with the feeling of fear and, at the moment of danger, they stay calm. Therefore, only those people who possess the features mentioned above from the very childhood can be a hero.