Scarlet Letter And Revenge Essays - Film, English-language Films

Scarlet Letter And Revenge Revenge is the act of retaliating in order to get even with someone for the wrongs they have done. In the novel "The Scarlet Letter," the author, Nathaniel Hawthorne, uses Roger Chillingworth to reap revenge on Arthur Dimmesdale for his affair with his wife, Hester Prynne. Chillingworth becomes so devoted to revenge that is all his life revolves around. Chillingworth then devotes the rest of his life to taking revenge on Dimmesdale. As the novel progressed, Chillingworth fits the profile of vengeance destroys the avenger. When Roger Chillingworth is first introduced to the reader, we see a kind old man, who just has planted the seeds for revenge. Although he did speak of getting his revenge, when Hester first met her husband in her jail cell, she did not see any evil in him. Because Hester would not tell him, who she had slept with, Chillingworth vowed that he would spend the rest of his life having his revenge and that he would eventually suck the soul out of the man, whom she had the affair with. "There is a sympathy that will make me conscious of him. I shall see him tremble. I shall feel myself shudder, suddenly and unawares" (Hawthorne, 101) As the novel develops, Roger Chillingworth has centered himself on Arthur Dimmesdale, but he cannot prove that he is the"one." Chillingworth has become friends with Dimmesdale, because he has a"strange disease," that needed to be cured; Chillingworth suspects something and begins to drill Dimmesdale. "... The disorder is a strange one...hath all the operation of this disorder been fairly laid open to me and recounted to me" (Hawthorne, 156). As Chillingworth continues to drill Dimmesdale, he strikes a nerve. "You deal not, I take it, in medicine for the soul! ... With a frantic gesture, he rushed out of the room" (Hawthorne, 157). As Chillingworth continued to harp on Dimmesdale, he has become the devil, who has found out that he is the one who had sinned against him. He,(Dimmesdale), is"a rare case...I must search this matter to the bottom" (Hawthorne, 158). When Chillingworth overheard Dimmesdale having a bad dream, he entered his quarters and "laid his hand upon his bosom, and thrust aside the vestment, that, ... had always covered it even from the professional eye" (Hawthorne, 159). What Chillingworth had saw there, no one knows, but we know that he saw Dimmesdale's sin on his chest. "... With a wild look of wonder, joy, and horror ... (with) the extravagant gestures with which he threw up his arms towards the ceiling, and stamped his foot upon the floor" (Hawthorne, 159). When Chillingworth becomes the Devil, he is doing many strange things. Chillingworth is keeping himself secluded, and is seen lurking around town in a creepy manner. Roger secluded himself from everyday life to keep his plot for revenge focused. His plot is working too, Dimmesdale's "... soul shivers ... at the sight of the man" (Hawthorne, 240). Chillingworth is also spending a great deal of time in the "forest trees ... searching for roots and twigs, for his strange medicines" (Hawthorne, 145). The townspeople even see that Roger Chillingworth is pure evil. When the town first meets Chillingworth, they think he is a kind old doctor that would not harm a soul. " At first, his expression had been meditative, scholar like" (Hawthorne, 149). While Chillingworth was acting out his revenge plan, the public view of him changed. "Now there was something ugly and evil in his face, which they had not previously noticed, and which still grew the more obvious to sight, the oftener they looked upon him. According to vulgar idea, the fire in his laboratory had been brought from the lower regions, and was fed with internal fuel; and so, as might be expected, his visage was getting sooty with the smoke. Hester Prynne, Roger Chillingworth's wife, sees that Roger Chillingworth is not the man whom she once knew; he has now become a fiend. " ... There came a red glare out of his eyes; as the man's soul were on fire, and kept smoldering duskily within his breast" (Hawthorne, 187). "And thee, answered Hester Prynne, for the hatred that has transformed a wise and just man to a fiend! Wilt thou yet purge it out of thee, and once more be human" (Hawthorne, 191). In addition, Chillingworth said in reply, "... I (am) fiend like, who have snatched a fiend's office from his hands. It is our fate. Let the black flower

Multicultural Competence FHSP Perspectives Essays

Multicultural Competence FHSP Perspectives Essays Multicultural Competence FHSP Perspectives Essay Multicultural Competence FHSP Perspectives Essay The study was conducted with the aim of the authors to explore various definitions of multicultural competence. This qualitative research involved a number of 99 frontline human service providers. However, the frontline human service providers had no background neither formal training regarding counselling but they played a great role when it comes to assisting or helping role. From the study, definitions of seven thematic were identified which are: client focused, resource driven. Color blindness, skills-based, self-integrated, textbook consistent, and admitting cultural difference. Besides other important area of focus during the study were the implications associated with the multicultural competence. Due the disparities in health sector of the year 2001, the United States general from the surgeons brought in light some of the serious matters concerned with multicultural competence as well as the its relation to the human service systems and the stakeholder s involved in providing these services, who are; counselors, mental health counselors, social workers, and psychologists. Thus, leading to a qualitative research to be conducted to determine the multicultural training competence of Frontline Human Service Providers (FSL). The sample population for this study were 99 participants involved in human service providing. The study was conducted in Midwestern city and it was sponsored by the county health all along with the human service department. The first sample of data were collected in the fall of the 2001 from only 34 participants in a workshop. Later in the fall of the year 2002 the remaining 65 participants data were also gathered. Most of those who participated in these study were women whose population was recorded the highest with 75 against 24 men only. A majority of the individuals were in the age bracket of 21 years to 65 years (Mean = 37, Standard Deviation= 12). Other statistics that were captured from the studies are 87% were European America, 7% were African American, Asian were indexed at only 2%, Latino came at 1%, multiracial and others were both at 15. From the same figures forty-one participants were identified to have attained a bachelors degree while 35 were already through or worki ng towards having their masters degree. Another 8 had gone to a 4-year college course work; 7 had high school diploma or a general equivalence diploma while 5 had fully gone through some community college. Finally only 2 were in the process or were through with their doctorate studies. Only participant did not disclose educational background. It was also indicated from the studies that quite a vast number of 80% had work experience in non-profit organizations, where they reported to have worked in various social sites such as family outreach, parental planning, community program dictatorship, wraparound, substance counseling, and other services in education. The study explained the bridge in the multicultural counseling competence associated with the multicultural proficiency of Frontline Human Service Providers (FHSL). Out of the initially mentioned seven themes (client focused, resource driven, color blindness, skills-based, self-integrated, textbook consistent, and admitting cultural difference), only color blindness was not demonstrated in the multicultural competence. This article was very important since the since one can learn that the demographics of Americans have changed during the beginning of 21stcentury. Larger numbers of multicultural and diverse populations are evident. Clinical mental health and school counselors are more than ever called to serve many populations who differ in values, life experiences, and worldviews. This paper provides general suggestions for counselor educators designing an introductory masters levels course to foster the development of culturally and socially intentional and competent counselors for the 21stcentury. This article was written by ten authors committed to training ethical counselors who recognize diversity and embrace a cross-cultural approach in support of the worth, dignity, potential, and uniqueness of people within their social and cultural contexts. The nature of this course content is by definition an integral component of an individuals identity and self-perception, much more than other course content in the counselor education curriculum, such as assessment or psychopathy. As a result, even among highly accomplished senior faculty whose chosen specialty is multiculturalism and diversity issues, there are varying perspectives and values about what is most important in teaching a multicultural course. The authors present diverse levels of experience and expe rtise. Organizations with more robust diversity climates changes in effort that reflect a long-term orientation and commitment to infusing the organizations cultural with a multicultural perspective. This includes reflecting diversity in outreach efforts (both staff and clients). Staff accountability, resource allocation, and planning (Cox, 2001; Hyde, 2003, 2004; Inglehart, 2000; Norton Fox, 1997). While long-range orientations toward building a diversity climate tend to yield the most robust and lasting results, more frequently organizations engage trainings and developing nondiscriminatory policies tend to result in only weak to moderate changes in organizational culture. Similar to other organizational change or development strategies, diversity initiatives seem to most sensitive to sabotage by a lack of leadership, high workload demand, staff resistance, and a failure to engage the community. Reference Leon D. Caldwell, Dolores D. Tarver, Derek K. Iwamoto,Sarah E. Herzberg, Patricia Cerda- Lizarraga, and Tabethah Mack (2008). Definitions of Multicultural Competence: Frontline Human Service Providers Perspective. p 1 ; 11 Kottler, J. A., ; Englar-Carlson, M. (2010). Learning group leadership: An experiential approach. Los Angeles: Sage Publications. p 468 Lightburn, A., ; Sessions, P. (2006). Handbook of community-based clinical practice. Oxford: Oxford University Press. p 13

How to Be Prepared for Freshman Year of College

How to Be Prepared for Freshman Year of College Did you know, that approximately one third of students who enrol in college drop out during or immediately after their freshman year. This can largely be attributed to the fact that starting college is such a huge transition for students. It can often be the first real taste of independence a young person has and that comes with responsibilities they might find overwhelming. College life is very different to high school, but if you start out having made appropriate preparations for Freshman year then you are more likely to survive! What to Bring with You to College One of the big questions that most new college students have is what they should bring to college with them and how to pack all that. For many Freshmen this will be their first time living away from their parents, so it can be a pretty overwhelming prospect! A great way to prepare is to make a list of things that you think you will need at college. Start with the basics. You will need things like: bedding for your dorm room crockery and silverware to eat of and of course things like cleaning supplies, towels and other basic items. However, you are also going to need a selection of personal items too. These will include: clothing toiletries books music and other personal belongings. A tip for students who move to another city: If you are moving out of state for college then you are also going to need to take appropriate clothing items. If you know there will be cold winters, then pack a warm coat and boots. Similarly, if there is likely to be a hotter climate than at home you will need lighter clothing. Take a Piece of Your Home With You Everything that we have mentioned so far has been fairly practical in nature. However, one of the most important things that a freshman student needs to pack when heading off to college is going to be a special item that reminds them of home! This could be an ornament with sentimental value, a favorite family photograph or maybe even just something that represents your home town. It is perfectly natural to feel a little bit home sick when you head off to college. However, having a small token to remind you of the people you love will bring you some comfort. How to Prepare for Studying in College So, you are all packed up and you have everything you need for college life, but are you prepared for the actual academic aspect? Many freshmen are astounded by just how different college is to high school and it is a good idea to do some research so that you fully understand what you are getting yourself into. How many classes should you even be taking in Freshman year? The first thing to so is choose which classes you are going to take. However, that might be easier said than done. The answer is highly personal. However, as a general rule most colleges recommend 12 to 15 credits for Freshman year. Classes tend to be worth 3 credits, which means you should be looking to take 4 or 5 classes during that first year of college. How to choose your classes? Once you know how many classes to take, the next step if knowing how to choose your classes. If you already know what you are going to major in, then it makes sense to start with some of the classes you require for that. It is also wise to opt for the introductory classes and prerequisites in your first year if for no other reason than to get them out of the way quickly. If you are not too sure what you want to major in then why not spend some time looking at course catalogs to try and shortlist the topics that catch your interest. It’s not even just choosing the classes that can be a little bit daunting. Making the transition from school to college can be completely different to what you were expecting. We advise trying to do as much preparation as possible before you get there. Here are a few basic steps you can take to be better prepared for your college studies: Research what the teachers and professors are like. Look for forums and social media groups where you can meet other students. Study the requirements and learning outcomes for your chosen classes. Start working on your time management and prioritizing skills. Set yourself some goals you hope to achieve during freshman year. Housekeeping for College Freshmen It is also important to get to know your new home. That’s why researching some general housekeeping tasks is also important to prepare you for freshman year at college. Some of the things you might want to find out about include: Finding out where to do laundry. Is there a place in the dorm or do you need to go off campus? Mapping out the local stores you will need to visit including grocery stores, coffee shops, book shops and restaurants. Look for places with a student discount or special deals to help stretch your money a little further. Checking out some of the on-Campus facilities like the library, canteen and other amenities you might want to make use of. Is there a pool or a student gym? Find out some of the college rules and regulations, especially linked to the dorms. Are you allowed visitors? Is there a sign in system? Are there restrictions over common areas? Most colleges will have a student handbook that covers these types of questions. Some of the listed items we have added to our college freshman survival kit before. Havent you seen it yet? Building Your Social Life A big part of college life is of course socializing. Everyone has heard of the legendary dorm parties! Of course, your college social life doesn’t just revolve around partying! One of the big things about college is the sheer diversity of the people you will meet on campus. It can be scary to go off to college and leave your high school friends behind, but college is really the best place to make new friends! Start building your social life by joining some of the many clubs and organizations that are on campus. Whether you are into sports or science you are sure to find a suitable group to join. There are also lots of social events on campus, so you will have plenty of opportunity to meet new people. If you are struggling to make friends during freshman year, you can also think about joining study groups to get to know your classmates a little better – plus as an added bonus it is sure to help your grades too! In conclusion, if you are getting ready to start college it is a good idea to make sure you are as prepared as possible for freshman year. Heading off to college is a big transition and it is easy to get overwhelmed. You will be amazed at just how much a little preparation can help make things easier! Hopefully, these tips and other freshmen tips (infographic) you can find on our website will help you to get things ready before college begins.

1. A Moral Dillema & What is Moral Essay Example | Topics and Well Written Essays - 500 words

1. A Moral Dillema & What is Moral - Essay Example The responsibility of the student is towards both his widower mother and his lost brother. It is now in his hands to choose as to which responsibility he would fulfill. I believe that the student should never leave his home to fight the Nazis as he would not be able to kill the specific person who killed his brother. Based on moral grounds the lost person cannot be revived again by fighting with the Nazis. The student can perhaps live at home and serve his mother as she is a widow and already suffering from the death of her son. The student can take over the place of his brother and meet all the demands of his mother as she would have wanted from his brother. This decision would help to bring out a positive outcome overall as it would save both the mother and student’s life. It would help the mother to be happy with what she is left with in this world. Over the years it is seen that the controversy regarding piracy of music has taken a new shape. Many registered companies have filed a complaint against different software issuers for pirating music. Even nowadays it is seen that music and movies are available online without any copyright charges. It is a blessing for some people who get the music and movies in free whereas some decide not to buy pirated music and movies as it is considered as a fraud by the people. A question arises regarding the copyrights of music, movies and books over the internet analyzing the current situation. It can be answered by examining the different views of different people. Piracy of these things has become an issue because of the easy access that people have been given. The unregulated distribution of these works should be prohibited over the internet as this line of distribution takes away the line of profit from the manufacturers. It has been found that many of the Internet users prefer using things for free rather than paying for them. One may not want to buy music if he is getting the same music for free

Theory of the Derive Essay Example | Topics and Well Written Essays - 1000 words

Theory of the Derive - Essay Example Thus, it quotes from social and city observers about characteristics of derive, such as that of Chombart de Lauwe (1952),who described, â€Å"an urban neighborhood is determined not only by geographical and economic factors, but also by the image that its inhabitants and those of other neighborhoods have of it,† (Debord, 1952, P 5). It then provides the viewer – the derive actor – a thought, interpretation, or meanings. When it comes to nature, many forms of derive may be obtained, and contrasting thoughts and impressions may be formed depending on where or what the viewer may go through. While it is possible to describe a natural environment as â€Å"untouched† by humans, it no longer applies to being â€Å"undisturbed.† Human activities already altered much of nature, touched and untouched. Indirectly, no stones have been left unturned, so to speak. However, this does not limit nor impede nature derive for one who remains optimistic. One sees many aspects of visual representations: line, shape, balance, form, symmetry, asymmetry, volume, color saturation, contrast and unity. In the exploration of line, some of nature’s products are seen with straight, almost straight, and even curvy lines from tree trunks to leaf features. Many are repetitive, forming symmetry and unity. If one goes deeper, one may inspect the bamboo trunk, with fibers of lines, thousands of them per stem. These can be separated and still form lines like the one seen on synthetic fabrics as is they were engineered to be such. Perhaps, they were engineered by higher forms to be such. Bamboos are structural materials, or even materials for fabrics as is. Bamboo Fiber. Source: Wikipedia, 2011. When it comes to shapes, many representations are sky-inspired. There are the sun, moon and stars, with the moon forming several shapes in the span of a month. There are snowflakes, raindrops, even lightning. Mountains are often pyramidal, or triangular, imitated b y human dwellings with their rooftops. There are oblong fishes, and billions of leaves with thousands of variations. Then there are rocks of varieties of spherical shapes, odd and common. The light that emanates from some of these rocks also inspire their own shapes: say a diamond. We will never get enough of flora’s balance and form. Perfect radiances of flower petals, a center with its attractive colors and forms, and shapes, or even volumes of stigma, anther, and filaments that have for thousands of years attracted many derive experiences. It is how they have occupied important roles in human interaction and survival. In fact, even in afterlife. Flowers represent to humans a lot of things, generally positive and celebratory. It melts anger, pain, and sorrow. It unites, welcomes, refreshes, cheers, consoles, applauds. Flowers have performed well and good to the human experience they continue providing derive experiences of immeasurable pleasure until now. Source: http://flo wers-show.com/ But derive is not all about optimist impressions. As mentioned earlier, there are also negative aspects of natural environment derive experiences which had been influenced by human â€Å"‘touch†, whether nature liked it or not. Through greedy consumption, mindless disposal and major economic activities, nature in many aspects of its existence have been negatively affected by humans. Take for example the latest sea oil spill. Take a look at what volume may mean below: (Source:

Toni Morrisons Sula - Character of Sula as a Rose Essay -- Sula Essay

The Character of Sula as a Rose Authors developed the canon in order to set a standard of literature that most people needed to have read or to have been familiar with. The works included in the canon used words such as beautiful, lovely, fair, and innocent to describe women. The canonical works also used conventional symbols to compare the women to flowers such as the rose and the lily. Thomas Campion depicts the typical description of women in his poem, "There is a Garden in Her Face." He describes the women by stating, "There is a garden in her face/ Where roses and white lilies grow,/ A heavenly paradise is that place,/ Wherein all pleasant fruits do flow" (1044-5). The roses and lilies are used to portray beautiful, frail women who are admired by all and placed high on a pedestal for all to adore. Going against the canon, Toni Morrison still uses flowers to describe the women in her novel Sula. The women Morrison describes are not fair, pure, or innocent. Sula, the main character compared to a rose, is not adm ired by all in society. Society looks down upon her because of her promiscuity and her carefree attitude. In Sula, Morrison depicts Sula as having a birthmark in the shape of a stemmed rose over one eye. Sula's birthmark "spread from the middle of the lid toward the eyebrow, shaped something like a stemmed-rose... [that] gave her other wise plain face a broken excitement" (52). At first, when Sula is young and inexperienced, the mark is the "same shade as her gold-flecked eyes" (53). The light shade of the mark represents the time before Sula goes to college and experiences men and her sexuality. When Sula returns from the outside world to the Bottom, Sula's best friend Nel notices that "[the mark] was dark... ...and does not need the approval of the Bottom. Toni Morrison clearly depicts an opposing view of the traditional symbolization of the rose. Although Sula is not frail and beautiful, she is still set on a pedestal. Instead of people admiring her, they fear her and the life she leads. The use her as an excuse to lead better lives. However, when she dies, the Bottom falls apart. The people no longer have a common bond of hatred towards Sula. Reality befalls the community with Sula's death. At first, the Bottom seems content with Sula's death, however, "[people of the Bottom] returned to a steeping resentment of the burdens of old people. Wives uncoddled their husbands; there seemed no further need to reinforce their vanity" (153-4). The town no longer has a rose to blame their mishaps. Instead, they must face up to their reality and their misfortune.

Computer Task Group, Inc vs Brotby Essay

In 1995 William Brotby was hired by Computer Task Group, Inc. (CTG) as an information technologies consultant. Upon hiring, Brotby had to sign an agreement stating that he would be restricted to work for any CTG customers if he left the company. No more than two years later, Brotby left CTG and began to work for one of CTG’s customers known as Alyeska Pipeline Service Company. CTG, plaintiff, filed a suit against Brotby, defendant, in a federal district court alleging breach of contract. During the production of discovery, Brotby refused to fully respond to CTG’s interrogatories, never gave truthful answers, filed unwarranted motions, made flimsy objections, and never disclosed all of the information that CTG sought. Brotby was fined twice by the court and was issued five separate orders ordering him to cooperate. Because of Brothby’s continuous refusal to cooperate, CTG eventually filed a motion to enter default judgment against him in 1999. The court granted the motion; however, Brotby appealed to the U. S. Court of Appeals for the Ninth Circuit. Is continuous refusal of the defendant to produce discovery enough to warrant a default judgment by a federal district court? The federal district court granted CTG’s motion to enter a default judgment. The U. S. Court of Appeals for the Ninth Circuit affirmed the judgment of the lower court. Therefore, the appellate court held that â€Å"in light of Brotby’s horrible record of discovery abuses† and his â€Å"abiding contempt and continuing disregard for the court’s orders,† the lower court properly exercised its discretion in entering a default judgment against the defendant. The Federal Rule of Civil Procedure 37 allows the district court to enter a default judgment against a party who fails to comply with an order demanding discovery. In addition, the district court must weigh five factors in order to appropriately decide if a sanction of default for noncompliance with discovery is grounds for dismissal. These five factors are: â€Å"(1) the public’s interest in expeditious resolution of litigation; (2) the court’s need to manage its ocket; (3) the risk of prejudice to the opposing party; (4) the public policy favoring disposition of cases on their merits; and (5) the availability of less drastic sanctions. † When a court order is violated, the first and second factors will favor sanctions whereas the fourth will challenge the order. With regards to the first factor, Brotby’s actions were deliberate; he intended his actions to be as they were. Moreover, in determining whether abolishing sanctions are appropriate in Brotby’s case is reliant on the third and fifth factors. Brotby violated court orders by failing to produce sufficient and factual documents, and by failing to pay one of the fines. These deceitful tactics delayed the litigation process while burdening the court, and prejudiced CTG. Brotby failed to produce documents ordered by the court, and most of what he did submit came after discovery. The withholding of important information and the time delay is sufficient prejudice towards CTG. There are three factors considered in deciding whether the district court adequately considered lesser sanctions: â€Å"(1) explicitly discussed the alternative of lesser sanctions and explained why it would be inappropriate; (2) implemented lesser sanctions before ordering the case dismissed; and (3) warned the offending party of the possibility of dismissal. † The district court judge appropriately considered the alternative of lesser sanctions by ordering Brotby to comply with CTG’s discovery request five times and imposing two lesser sanctions against him. However, Brotby never responded and therefore it is appropriate to discard lesser sanctions if the court anticipates continuous false misconduct. Brotby also had continuous awareness that his unwillingness to cooperate would eventually result in a default judgment against him; the judge warned him to â€Å"stop playing games† if he wanted to stay in the game. Therefore, the two monetary sanctions, five orders ordering him to cooperate, and repeated warnings proved enough notice that Brotby’s continued failure to comply would result in default.