Class distinctions and dating Essay Example for Free

Class distinctions and dating Essay Willie Mossop started off at the beginning of this play as a shoemaker, in Hobsons Cellar. He was of a low class and had great potential but little ambition. His first step was when Mrs Hepworth said that she only wants her shoes to be made by Willie. The next step towards his final personality was when Maggie proposed to marry him. He then went off with Maggie and started off his own business and then, not only did he stand up to Hobson, his former master, but he also stood up to Maggie, his own wife. In this coursework I intend to explore the play from the perspective of Willie Mossops development. The shop windows and entrance from street occupy the left side. Facing the audience is the counter  The play starts off with a rather long description of the settings in the shop. This is because Harold Brighouse is making sure that the play should be in an entirely realistic scenery.  The first impression that we get of the family relationship is that the three daughters are quite friendly towards each other but together they all are against their father, Hobson. Maggie is the eldest of the children, all of whom are not yet married. Maggie has a stubborn nature and acts like a mother to the other two girls. She is strict, confident and she is very persuasive especially when she manages to get Albert out of the shop when it was very obvious in her mind that he wanted to speak to Alice. Hobson is fifty-five, successful, coarse, florid   When Hobson enters then for the first time we see the first time we see the whole family together. We can instantly tell that it is the girls that do the work in the shop and Hobson does nothing. His intention was to go to the Moonrakers which he usually spends most of the day, rather than working in the shop or being at home. He then feels very concerned about his family name, and about the daughters uppishness and bumptiousness so he doesnt go to the Moonrakers.  We see the three daughters dressed in nice clothes during the play. I find it hard to believe that Hobson actually cares about his daughters but rather he thinks that it is good for the business for the workers to wear nice clothes. When Hobson laughs at the thought of Maggie getting married and refers to her as being shelved, it is probable that she has been so busy looking after Hobson and her sisters that she did not have the time to get married.  The start of Willies success was when Mrs Hepworth comes in and instructs that her shoes are only going to be made by Willie. She then instructs further that she wants Willie to tell her if he is to ever move shops. During this episode Hobson manages to make a fool out of himself on numerous occasions. Firstly he tries to take the credit on himself, and then thinking the shoes were faulty made a further idiot out of himself. She then turns to Maggie ignoring Hobson and succeeds in getting an answer out of her. From this we see Mrs Hepworth as an upper class women and a well-respected customer in the Hobson shop. It is interesting to note that contrary to the belief of the times (that the husband was supposed to be in charge) Brighouse shows Maggie to champion the female sex and have total control over her husband. He cleverly reverses the commanding role from Willie to Maggie and represents her as the master of the house. Right from the beginning we see that Maggie has a very commanding and persuasive personality and as we move through the play we see Maggies persuasive nature winning. As she moves from minor things such as convincing Albert Prosser that he needed a new pair of boots to the outrageous act of marrying Willie and dismissing Ada Figgins whilst he was tokened to her. MAGGIE: Will Mossop, you take orders from me in this shop. Ive told you youll wed me.  WILLIE: Seems like theres no escape.  This was an innovative concept for those ages, for the daughter of a middle class bootmaker to marry a working class craftsman employed by her father. The social tradition was to marry into your own class or higher but certainly not into a lower class.  Another matter equally radical was her betrothal conflicting with her fathers views. It was particularly unusual in that period to marry without the consent and approval of ones parents. Here however Maggie exercises her views and would like to marry Willie Mossop ignoring all the social customs concerning class distinctions and dating. ALICE: I know, and if youre afraid to speak your thoughts, Im not. Look here, Maggie, what you do touches us and youre mistaken if you think Ill own Willie Mossop for my brother-in-law.MAGGIE: Is there supposed to be some disgrace in him?  ALICE: You ask father if theres disgrace. And look at me I had hopes of Albert Prosser till this happened.  MAGGIE: Youll marry Albert Prosser when hes able and that will be when he starts spending less on laundry bills and hair cream. Here we see her strong views concerning the elitists of the upper class. She strongly believes that they shouldnt be treated especially well because they have money, power and influence, unlike her sisters who grow into and marry upper class members. Maggie has clearly displayed her view on the stupidity of spending large sums of money on hair cream and laundry bills. The lower classes were unaccustomed to spending extensive amounts on these luxuries. She displays the honesty of her opinion by marring Willie, to the disgust of her relatives and succeeding to succeed over her father.

Childhood Obesity Reduction Health Promotion Plan Essay example -- Pub

Upon reviewing the community vitality data I came to the conclusion that the health problem that a health education program would be most appropriate to address would be childhood nutritional health and fitness. I came to this conclusion after careful data analysis. Of the county’s adults (18+) 77% ate less than five servings of fruits and vegetables per day, this percentage is so high likely because of attitudes and habits these adults picked up when they were children. The second largest age demographic in the county is children aged 10 to 17 are overweight, six percent more than the state average, 88% of children age 10 to 17 are not meeting daily targets for fruit and vegetable consumption and 30% age 10 to 17 watch 3 or more hours of television per day, also six percent higher than the state average. Children who eat less than healthy foods, which are often low in iron, vitamin content, and have a higher fat content, are placed at a higher risk for poor nutritional habits, iron deficiency anemia, and chronic illnesses such as diabetes, hypertension, etc. (USDHHS, 2000). Mass media and busy lifestyles also play an important role in the poor food choices of children today, and frequent television viewing prominently shows children foods, which contain large amounts of salt, sugar, and calories and a correlation between television viewing time frames and childhood obesity has been shown. (Proctor, 2003) Another problem is that many school age children only prefer a small range of foods and dislike vegetables, fruits, and other healthy foods. A child’s nutritional pattern can also serve as a strong indicator of family patterns and show just how influential parents can be when it comes down to their children’s pr... ...rtment of Health and Human Services. Healthy People 2010: Understanding and Improving Health. Washington, DC: U.S. Department of Health and Human Services, Government Printing Office. Freedman DS, Kettel-Khan L, Dietz WH, et al. (2001). Relationship of childhood obesity to coronary heart disease risk factors in adulthood: the Bogalusa Heart Study. . Journal of the American Academy of Pediatrics, 108:712–18. Edelman, C. L., Mandle, C. L., (2006). Health promotion throughout the lifespan. Missouri: Elsevier Mosby. American Academy of Pediatrics. (2003) Policy statement: prevention of pediatric overweight and obesity. Journal of the American Academy of Pediatrics, 112:424–430 Braet C, Mervielde I, Vandereycken W. (1997) Psychological aspects of childhood obesity: a controlled study in a clinical and non-clinical sample. Journal of Pediatric Psychology, 22:59–71.

Literary Elements Essay

The following paper will discuss how symbolism and characters relate and contribute to the overall theme behind the story, â€Å"The Necklace.† Those symbols and characters suggest that just because something is perceived to be beautiful and worthy, that deception could be the reality. The theme of a story is basically the idea behind the story (Clugston 2010). In Guy de Maupassant’s â€Å"The Necklace,† the theme could be concluded as being the idea that appearances are deceptive. For most people, appearances are the most important aspects in life. Social stature, wealth, and physical appearances can conflict with a person in regards to importance as seen by one ’s self and by others leading to deception. In the story Madame Loisel perceives herself as something she is not. She believes that she should be that of wealthy and lavished with material items. In reality she is of the middle class coming from a family of employees, not rich at all. To her, material items, looks, and social status are what make a person â€Å"wealthy.† The fact of having a loving husband, a comfortable home, and dinner on the table is of no importance because she does not have the diamonds, furs, or the extravagant house, which to her are the most important as pects of life. A symbol is something that has literal meaning, but stands for something else (Clugston 2010). Symbolism is used numerous times in the story. When Matilde visits her friend that she envies, she is told to look through what seemed to be the most luxurious box housing numerous expensive pieces of jewelry. She did not realize that the box, in fact, housed a worthless piece of deception. Madame Loisel had a hard time deciding which would be the most affective when flaunting her so-called beauty at the party containing all the higher class people. The one that radiated the most was the one that best suited her. She was ignorant of the fact that such an appearance could be as deceptive as the appearance she would display in the crowd. The necklace itself symbolizes the true meaning of deceptive appearances. It shimmers and shines and changes in the story. That change goes unnoticed by Madame Forestier. It changes from worthless to precious and that suggests that the true value of something only depends on the perception of the appearance. Those perceptions and appearances can be easily deceivable. For Madame Loisel, the appearance of a diamond necklace from a box containing numerous pieces of jewelry was precious and can only be seen as such. Characterization is used in the story by the author to describe the overall appearance of Madame Loisel and her thoughts and feelings about her appearance and her thoughts on the appearances of others. She is described as being a beautiful woman on the outside, but not as beautiful on the inside, adding to the theme of deceptive appearances. Her appearance at the party seems like that of higher class being she is wearing a nice dress with an â€Å"expensive† piece of jewelry. She is noticed by many while socializing and dancing forgetting about the reality that waits for her in the other room. Being unappreciative of what she has makes her beautiful appearance deceivable because beauty if more than just physical appearance. Her actions lead to harsh results that make her poor in physical appearance and assets. The characters and symbols in the story contribute to the theme in ways of defining the true meaning of deceptive appearances. The appearance of the jewelry box is illustrated as giving the jewelry a sense of richness. The necklace is viewed as a source of power and gives the main character feelings of higher self-worth even though it is worthless. Madame Loisel is a beautiful woman at the beginning of the story, but the readers know the lack of true beauty she has. She tries to mislead the higher class with her appearance after buying the new dress and borrowing the diamond necklace. This in turn leads to her misfortune and leaves the audience in shock when the truth about the necklace is brought to light. Reference Clugston, R.,W. 2010. Journey into literature. Retrieved from: https://content.ashford.edu/ Books/AUENG125.10.2

Global Warming Essay

Introduction Usually when people think of global warming they think of hotter weather. This is not necessarily correct. Global warming is not something that happens over one season but happens gradually overtime. The term global warming is a bit deceptive because it leads people to believe the temperatures will get hotter, this is not the case. Climate change impacts the hydrology and biology of our planet. This can cause stormier, dryer and even in some cases, colder weather. (Maria Trimarchi, 2014) Cultural Relativism When we think of global warming we typically just think about how the climate change is affecting our society. We do not stop and think how the changes affect other under-developed cultures. The article discusses how many under privileged countries die a lot sooner because of climate change. Something that developed countries would not see as quickly. (Sarah DeWeerdt, 2013) Understanding that the carbons and methane we use here in the United States not only affects our air quality and climate control but can have effects in Africa and other countries. The article discusses how the changes in weather from really dry heat to instant down pours of rain affects the agriculture. (Sarah DeWeerdt, 2013) This not only means the region experiencing this change is burdened by the increase and decrease in the climate, but countries doing import and export exchange is also affected. Ethiopia already experiences social and economical problems; climate change will make this country suffer even greater problems. National Geographic states the country already loses thousands of people a year due to effects from the climate. If global warming continues the effects would be catastrophic. (Alan Corbis, 2007) Mechanical Social Solidarity The term social solidarity refers to how a society unifies as a whole in aspects like interests, standards, objectives and sympathies. (Book Reference) Society can take a mechanical or organic approach to this philosophy. A mechanical solidarity society shows high emphasis on religion, society’s interest and has relatively low population rates. An example of this population group would be small tribes in Africa, Ethiopia and South America. Organic Solidarity is the complete opposite. They focus more on secular religion, material possessions, and high population and are human-oriented. The biggest example is America but you could also list China and Japan under this category. (Webster’s Dictionary) The article discusses how global warming is caused by omissions of carbon and methane into the atmosphere. (Sarah DeWeerdt, 2013) Our bigger organic solidarity societies are causing the global warming problems for the mechanical societies. It is unfortunate that we are not only ruining the environment for ourselves but we are also ruining it for innocent bystanders. Ethiopia being one of the poorest countries is being the most hurt by our materialist greed. They do not have the resources to even try and make a difference. Conflict Theory Conflict theories put emphasis on social, political, or material inequalities of a social group. Conflict theories draw attention to power differentials, such as class conflict and generally contrast historical ideologies. (Book reference) Understanding conflict theory is important to see how developed countries are hurting and hindering the development of under-developed countries. Until we draw a full understanding of this, a resolution cannot occur. The article discusses the differences and challenges under-developed countries face compared to developed countries. The risk of disease like Malaria is higher because of contamination and the inability to vaccinate. The United States faces mosquito problems but we do not have the issues of contaminated water. Plus our country also has vaccines to protect our  population unlike most parts of Africa and other countries. (Sarah DeWeerdt, 2013) The article discusses the dry temperatures will cause an increase in mosquitoes and the risk of contracting a disease from insects will increase. Vaccines are a concern but also the inability to control the insect contamination. Major countries have preventatives to control the reproduction of insects. Smaller countries do not have the means to control this growing problem. (Sarah DeWeerdt, 2013) If global warming continues to increase, so will the dangers all from all the effects. Conclusion Our planet as a whole must come up with a solution that protects everyone from the effects of global warming. The countries that pose a risk of losing the most are the ones that do not have the resources to contribute much to the solution. These are also the countries that do not contribute to the problem. Generating lower carbon and methane technology is a must. We need our government and other high power governments to increase federal funding to programs that help in promoting this technology. REFERENCES Corbis, A. (2007). Global Warming Effects. National Geographic. Retrieved on April 24, 2014 from http://www.environment.nationalgeographic.com/global-warming/gw-effects DeWeerdt, S. (2013). Climate Change, Coming Home: Global warming Effects on Population. World Watch. Retrieved from http://www.worldwatch.org/global-warming Trimarchi, M. (2014). Top 10 Worst Effects of Global Warming. Discovery. Retrieved on April 24, 2014 from www.discovery.com/topics/worst_effects_global_warming

Being a beautiful essays

Being a beautiful essays Everyday we make assumptions by what we can see physically. Even in the supermarkets, we distinguish good products from bad products based on how they look. We are apt to choose good-looking products because they don ft have flaws, cracks, and bruises. Moreover, we assume them to have good qualities and good tastes. Actually, taste doesn ft deal with its looking. However, we bias in favor of beauty due to human nature. Since people judge human beings based on how they look, it fs called discrimination. Unfortunately, the society we live, benefits beautiful people more than physically unattractive people who has better qualities. Therefore, advantages enjoyed by those beautiful people, are countless. Such as marriage, career, and school-grade are typical examples of their advantage. We likely to expect to be treated equally, but we are not treated as the same in the real world. I believe judging people based on their appearance only disadvantage people. Success must be depend on effort, talent, and intelligence. As long as we can ft stop discriminating people based on appearance, people can ft achieve enough opportunity and real success. There is the question of how to change the system of unfair treatment based on appearance. Recently, lots of people have cosmetic surgery on their face and body. Some religious teach their people that altering their body is profane because our bodies are gifts from god. However, cosmetic surgery introduces us cutting edge technologies and become popular. The reason why many people get surgery is because they improve their appearance in order to be treated much better. The benefits for those people are success in their careers, marriage with rich men, and more chances to become popular. I know some waitresses whose tips depend on how well customers like them. Most male customer care how waitresses look. Being beautiful is needed to be accepted by the society, especially for women, somehow. Wome...

Information on Education and Schools in Massachusetts

Information on Education and Schools in Massachusetts Each state varies at least somewhat in education related policy.   Trending educational topics such as charter schools, school vouchers, standardized testing, state standards, and school finance all take on the shape of a states political foundation.   This variation ensures that a student in Massachusetts is most assuredly receiving a slightly different education than a similar student in another state.   This makes providing accurate comparisons among states extremely difficult.   It is possible to compare data from programs, assessments, and studies that look at each state independently. This profile breaks down education and schools in Massachusetts. Massachusetts Education Massachusetts Department of Elementary and Secondary Education Massachusetts Commissioner of Elementary and Secondary Education: Mitchell D. Chester District/School Information Length of School Year: A minimum of 180 school days is required by Massachusetts state law. Number of Public School Districts: There are 242 public school districts in Massachusetts. Number of Public Schools: There are 1859 public schools in Massachusetts. **** Number of Students Served in Public Schools: There are 953,369 public school students in Massachusetts. **** Number of Teachers in Public Schools: There are 69,342 public school teachers in Massachusetts.**** Number of Charter Schools: There are 79 charter schools in Massachusetts. Per Pupil Spending: Massachusetts spends $14,262 per pupil in public education. **** Average Class Size: The average class size In Massachusetts is 13.7 students per 1 teacher. **** % of Title I Schools: 51.3% of schools in Massachusetts are Title I Schools.**** % With Individualized Education Programs (IEP): 17.4% of students in Massachusetts are on IEPs. **** % in Limited-English Proficiency Programs: 6.8% of students in Massachusetts are in limited-English Proficient Programs.**** % of Student Eligible for Free/Reduced Lunches: 35.0% of students in Massachusetts schools are eligible for free/reduced lunches.**** Ethnic/Racial Student Breakdown**** White: 67.0% Black: 8.2% Hispanic: 16.0% Asian: 5.7% Pacific Islander: 0.1% American Indian/Alaskan Native: 0.2% School Assessment Data Graduation Rate: 82.6% of all students entering high school in Massachusetts graduate. ** Average ACT/SAT score: Average ACT Composite Score: 24.4*** Average Combined SAT Score: 1552***** 8th grade NAEP assessment scores:**** Math: 297 is the scaled score for 8th grade students in Massachusetts. The U.S. average was 281. Reading: 274 is the scaled score for 8th grade students in Massachusetts. The U.S. average was 264. % of Students Who Attend College after High School: 73.2% of students in Massachusetts go on to attend some level of college. *** Private Schools Number of Private Schools: There are 852 private schools in Massachusetts.* Number of Students Served in Private Schools: There are 144,445 private school students in Massachusetts.* Homeschooling Number of Students Served Through Homeschooling: There were an estimated 29,219 students that were homeschooled in Massachusetts in 2016.# Teacher Pay The average teacher pay for the state of Massachusetts was $73,129 in 2013.## Each individual district in the state of Massachusetts negotiates teacher salaries and establishes their own teacher salary schedule. The following is an example of a teacher salary schedule in Massachusetts provided by the Boston Public School District. *Data courtesy of Education Bug . **Data courtesy of ED.gov ***Data courtesy of ACT ****Data courtesy of the National Center for Education Statistics ******Data courtesy of The Commonwealth Foundation #Data courtesy of A2ZHomeschooling.com ##Average salary courtesy of National Center of Education Statistics ###Disclaimer:   The information provided on this page changes frequently.   It is pulled from a several education resources in an attempt to pool critical education related data to one site. It will be updated regularly as new information and data becomes available.

Alexander pharaoh of egypt Essay Example | Topics and Well Written Essays - 750 words

Alexander pharaoh of egypt - Essay Example For thirty years, he established one of the biggest empires of the prehistoric world. The empire overextended from Egypt to Greece and also into the north western part of India. In fact, Alexander was never defeated in any wars and to date he is deliberated as one of the supreme prosperous military commanding officers. Further, in his crusade that was contrary to the mighty Persian Empire of Darius III, Alexander the great spent some months in Egypt. Regardless of the hostilities Alexander received from the Spartans, he emerged victoriously against Persia. The first war that he emerged victoriously was the battle of Granicus that was battling in the year 334 BC in present-day Turkey, and not so far from the prehistoric town of Troy. He was considered to have fought twenty thousand Persian horsemen and foot soldiers of the same number. After that, he moved to the western coast of Turkey, taking towns and trying to refute Persian navy of stations (Thomas, 7). The second major fight that Alexander won was the most significant of all fights. The war was known as the battle of Issus, which occurred in the year 334 BC, in southern Turkey at a prehistoric town known as Issus that was near to the present-day Syria. The Battle of Issus was directed by Darius III himself and Arrian estimates that Darius had a team of six hundred thousand troops. Due to this, Alexander was reluctant to go into a fight, and this made Darius think that it was a sign of nervousness. One attendant after another encouraged Darius and thus made him announce that with his Calvary, he will crush the Macedonian military. Therefore, he started to hunt Alexander but this at first seemed like he was overwhelming Alexander’s side. This changed after Alexander presented the Persian king with a battle, and the Persians could no longer apply their higher numbers well. In addition, Arrian wrote that the Darius leftward group ran scared immediately they started battling. This made the