Laughter In Austen Essays - Pride And Prejudice, Mr. Darcy

Giggling In Austen It is a reality generally recognized, that a solitary man possessing a favorable luck must be in need of a spouse. What we read is the polar opposite; a single lady must be in need of a man with a favorable luck. In this first line of Jane Austen's Pride and Prejudice we are immediately acquainted with language rich with parody. The comic inclinations showed in the novel's dialect present a topic critical to the novel?the character's chuckling and their perspectives towards giggling as a file to their profound quality and social way of thinking. Starting with Darcy's sentiment, communicated from the get-go in the novel, that Miss Bennetsmiled to an extreme, mentalities towards giggling isolate the characters. Most clearly Darcy, all grave respectability, is against Elizabeth, who has alively, fun loving air, which had a great time anything absurd. We will in general consider Elizabeth's position the normative?more firmly adjusted with present day speculations of diversion. She snickers at bad faith, vanity, claim, the hole among explanation and activity, and among hypothesis and practice. On the other hand, Darcy takes a moderate mentality toward chuckling. His moody aura and reluctance to be the butt of jollity are unmistakably depicted. He tells those collected in the Netherfield drawing room that it has been the investigation of his life to maintain a strategic distance from those shortcomings which frequently uncover a solid comprehension to mock. But the lacks of this view, sufficiently clear in Darcy's own disposition, are uncovered in the spoofs of it which show up in the novel. Wherever in Pride and Prejudice, vainglorious gravity is snickered out of presence. In the irrationally formal articulations of a Mary Bennet or a Mr. Collins (neither of whom is ever known to giggle), Austen exhibits that an all out need of funniness has impacts the opposite of what a circumstance requests. One case of this is in Mr. Collins' spoof of the extravagant child in his letter ofconsolation to Mr. Bennet on updates on Lydia's elopement: Let me exhort you...to reassure yourself however much as could be expected, to lose your shameful kid from your friendship always, and leave her to harvest the products of her own deplorable offense. Yet another model is Mary's conventional reaction to the equivalent occasion: we should stem the tide of noxiousness, and fill the injured chests of one another, the salve of careful comfort. The funniness of these characters lies in their ignorance of the cases of immediacy in specific circumstances. They can create, rather, repetition and institutional reactions. Truth be told, Mr. Collins admits to Mr. Bennet that he orchestrates in advance such minimal rich praises as might be adjusted to standard events. Elizabeth's disposition is altogether different. In an early discussion, she and Miss Bingley structure a impermanent coalition to make jokes about Darcy. Elizabeth wants to Bother him?laugh at him, and to Miss Bingley's coy and self important refusal cries: Mr. Darcy isn't to be giggled at! That is an unprecedented preferred position, and exceptional I trust it will proceed, for it would such an extraordinary misfortune to me to have such a large number of such a colleague. I truly love to chuckle. Elizabeth is a safeguard of chat as a methods for demonstrating the value of an individual or thought. Also, when Darcy later protects himself by calling attention to that the savvies and best of men, nay, the smartest and best of their activities, might be rendered strange by an individual whose first item in life is a joke. Elizabeth answers, Surely there are such individuals, yet I trust I am not one of them. I trust I never scorn what is astute or acceptable. Indiscretions and hogwash, impulses and irregularities do occupy me, I own, and I snicker at them at whatever point I can. When Darcy to some degree pontifically recognizes pride and vanity, Elizabeth dismissed to shroud a smile... Yet another focuses in the novel, Elizabeth's perspective on humor does not win as chuckling becomes, on events, everything the grave Darcy proposes it to be. Mr. Bennet, for instance, utilizes his mind as an attestation of prevalence required by his feeling of destruction: For what do we live, however to make sport for our neighbors, and giggle at them in our turn? No less rebellious is Lydia's giggling, anyway unique her noisy horseplay is from her father's cool parody. Lydia's giggling is unnecessary and senseless, and past this, her exaggerations (Aye, Lord,), her syntactic disappointments (Kitty and me were to go through the day there), and her steady heedlessness to the propriety expected of the event (as when she intrudes on Mr. Collins in his

The Book Thief By Michael Petroni Essay Example For Students

The Book Thief By Michael Petroni Essay The Power That Lies Within Words â€Å"One should consistently be cautious about books, and what is inside them, for words have the ability to change us.† (Clare 4) The significance of words and the effect that words can have on individuals is frequently thought little of. The intensity of words is shown in the film, The Book Thief, a screenplay composed by Michael Petroni dependent on the novel by Markus Zusak, created by Karen Rosenfelt, and Ken Blancato. Words hold incredible control over individuals whether or not it is found in books, motion pictures, or said verbally. Words additionally have the ability to have a positive or negative effect contingent upon how the words are utilized. We will compose a custom article on The Book Thief By Michael Petroni explicitly for you for just $16.38 $13.9/page Request now The intensity of words can be utilized to either represent the deciding moment you, contingent upon whether you use them as apparatuses or as weapons. The film spins around Liesel Meminger, a youthful German young lady who figures out how to peruse, takes books to peruse to other people, and begins to compose, which in the end has an influence in winding up through words. The intensity of words, which is the subject of my diary, is interconnected with the topic of The Book Thief, due to the books that affected me through the words inside them. The books fused in the journal opened my psyche and made me see the world and my life from an alternate perspective. Despite the fact that individuals state that activities express stronger than words, in the film, The Book Thief, and the diary that was made, the intensity of words is appeared through the quality acquired through the battles confronted, the solid connections among individuals, and the motivation increased through the tales of l ife encounters. Words have a significant impact in helping individuals live important lives even through the battles that they face. The occasions of the Holocaust during WWII had the ability to dehumanize Liesel, however rather it. .furthermore, the diary that I made, the intensity of words was exhibited through the influences that words had over Liesel, and through the manner in which it opened my brain as a result of the significant exercises gained from books; People say that activities express stronger than words, however they frequently overlook the force that exists in words. With the intensity of words individuals can live important lives, fabricate excellent connections, and have any kind of effect in our reality. Words hold astounding control over individuals and it regularly mirrors the sort of individual that you are. You can either utilize words to make a positive or negative effect since words can improve us or more awful. Words have the ability to rouse individuals, yet additionally debilitate them. In the two different ways, the film that was viewed, and the diary that was made, shows that words are really incredible; thusly we ought to pick our words astutely.

What Parents Can Do to Help Teens Cope With Anger

What Parents Can Do to Help Teens Cope With Anger Emotions Print How Parents Can Help Troubled Teens Cope With Anger Helping Troubled Teens Understand and Express Angry Feelings By Kathryn Rudlin, LCSW Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on January 13, 2020 Comstock / Getty Images More in Psychology Emotions Psychotherapy Basics Student Resources History and Biographies Theories Phobias Sleep and Dreaming Many teens get into trouble because of an inability to appropriately discharge feelings of intense anger. Teens become angry for various reasons and express these feelings in a multitude of ways, but all have in common the struggle of experiencing a painful emotion and not knowing how to manage it. Inappropriate expressions of anger can have serious consequences for troubled teens, but most have the capacity to learn better ways of coping. Heres what parents can do to help. Understand Your Teens Anger Anger is an emotion that is quite often challenging for teens and at times can be overwhelming. A teen who doesnt know how to cope with angry feelings may feel a strong desire to act directly on these feelings, even when it puts them or others at risk. Underneath anger are often difficult emotions, such as hurt, frustration or sadness that a teen tries to avoid or isnt aware they are feeling. When a troubled teen is acting out their anger in problematic ways, it can often be helpful for the teen to get in touch with what is driving this emotion and how to express and discharge it in healthier ways. Why Anger Isnt Really the Problem Feeling angry isnt really the problem for most teens. Although anger can produce significant physical and emotional discomfort, it is an appropriate response to being hurt or feeling frustrated or powerless. Anger is a real and important emotion to experience and be aware of; its the expression of this emotion that becomes a struggle for many troubled teens. Much like a toddler who has a temper tantrum when upset or unhappy, a teen experiencing similar emotions often attempts to deal with anger by discharging it onto other people or objects. Many parents are forced to deal with teens driven by anger who punch holes in the wall, get into fights or are mean to others or themselves. Strategies to Help Teens Safely Express Anger The challenge in helping explosive teens is keeping them safe while they learn ways to recognize anger and deal with it more constructively. There is a great deal that parents can do to help an angry teen learn ways to successfully cope with anger, heres how to help your teen deal with their anger: Participate in physical activities. The impulse to do something physical when feeling angry is strong in most teens. Involvement in sports and other exercise helps in expressing anger on a regular basis.Hit a punching bag. Teens need safe ways to get their anger out, a punching bag works well, so does hitting a pillow repeatedly, or using a foam padded bat.Take a time-out. When anger escalates teens may need time alone to calm down and yell, cry or whatever is needed so they stay safe and others are not negatively impacted.Get into music. Popular with most teens, music works well to help teens identify and express feelings of anger, whether through singing, dancing or playing along with songs filled with rage.Identify triggers to anger. The better your teen can make the connection between what leads to angry outbursts, the more control theyll have in expressing this emotion.Creatively express angry feelings. Both writing and drawing can be used effectively by teens to express and und erstand anger. When a troubled teen still isnt able to get a handle on their anger its time to consider getting professional help to get to the root of their anger and learn ways to manage these feelings. Expressive therapies help teens express anger, anger management groups provide an opportunity for teens to learn from each other, individual therapy provides a safe place to explore this difficult emotion. Keep in mind that uncontrolled anger is sometimes associated with mental health disorders in teens, so make sure to get professional help for your teen if their anger continues to be a problem. The 7 Best Online Anger Management Classes

Discerning New Forms of Solidarity that Go Beyond Nation, Religion and Social Class - Free Essay Example

Sample details Pages: 9 Words: 2732 Downloads: 8 Date added: 2017/06/26 Category Sociology Essay Type Critical essay Level High school Did you like this example? Discerning New Forms of Solidarity that Go Beyond Nation, Religion and Social Class One thing that is clearly evident is that human beings have consistently developed new forms of solidarity as we have evolved from roaming bands of hunters and gatherers to a digital society with swiftly eroding national borders. Organisations such as Mà ©decins sans Frontià ¨res, The Red Cross, and Amnesty international were created as platforms of international solidarity (Baglioni 2001, p. 224). Don’t waste time! Our writers will create an original "Discerning New Forms of Solidarity that Go Beyond Nation, Religion and Social Class" essay for you Create order For these organisations, all that mattered was helping people in need, wherever they were and utilising individual expertise for global benefit (Baglioni 2001, p. 227). Today, the primary basis of solidarity is nationalism—i.e. the recognition of a special duty to ones own nation, although this notion is eroding in Europe and Asia. Although there are certainly extremists for nationalism, most support for these movements is moderate, and moderate nationalists would say that the individual does have a moral duty to treat others fairly (Wilde 2004, p. 137). Nevertheless, nationalist sentiments preclude global identification as prioritising ones national group still allows discrimination to flourish. Of course, the next logical step of human solidarity is that of the global level—where through the creation of international bodies, people strive to articulate universal values that are common to all cultures and come together on that basis. The aforementioned organisat ions do play a role in helping us advance to that point, but there are still many things that need to happen before the cosmopolitan ideal can be put in place. For instance, there needs to be a development of a universal system of ethics, a common language for business, science, and politics, and a change in consciousness from being a citizen of Nation A to citizen of the world. In a sense, this has happened as local movements for equal rights have influenced other people around the world to campaign for their own interests as well. As more organisations and governmental bodies are recognising the inherent worth of the individual, it is reasonable to expect that the development of a broader form of solidarity will emerge. In the scholarship of international relations, an increasing number of writers agree that the ‘old international order is insufficient for dealing with the current threats to human survival, such as resource shortages (oil and potable water), increas ed population growth, and chaotic climate patterns (Wilde 2004, p. 137). Therefore, it is recommended that a form of global governance and stewardship should emerge (Hardt Negri 2005, p. 161). Now, more than ever, the primacy of the nation-state is in question, especially as new ways of identification continue to be explored. While some lean to embracing a more local identification—with ones city or cultural group, others believe that identification on the continental or global level would be more relevant (Waterman 2001, p. 200). In the mid-twentieth century, there has been some movement to creating bodies that possess international oversight such as the International Criminal Court to try war crimes, the Geneva Convention, which dictates international provisions for the treatment of prisoners of war, and the United Nations which dictate standards and prohibitions for weapons proliferation and international trade agreement (Tarrow 2011, p. 2). Although this does pres ent a positive advance toward a system that promotes global accountability and global collaboration on certain commercial and environmental issues—there is still a strong tendency to identify nationality before anything else, and in some circles, tribal identity is most important. Social change toward a more global perspective will likely be slow and painful because of the tendency of the ruling class to view all collective action with suspicion—i.e. as a conspiracy or an infection that must be extracted (Melucci 1996, p. 42). One piece of evidence that supports the conclusion of social change as a contagion was the oppositions past reliance on terrorism or guerilla warfare to achieve particular ends (Clark 2009, p. 1). In 1605, Guy Fawkes and his compatriots sought to blow up Parliament in order to kill the king and restore England to Catholicism. On September 11, nineteen hijackers seized control of four US planes and killed more than 3,000 people in order to force Americans from Muslim lands and decrease support for Israel. In both cases, that led to increased persecution of English Catholics and American Muslims and in the latter case, an even larger American presence in the Middle East. This was especially true of governments where any form of verbal dissent meant exile to a prison colony or execution. As violent reactions often backfire, nonviolent protests may succeed where armed resistance has failed in the past. Even though nonviolent protest was always an option as a tool of social change, it was not until the 1940s that it had been thrust into global consciousness (Tarrow 2011, p. 102). Since the movement for Indian Independence in the 1940s, the concept of the nonviolent protest has gained ground, and the results have been astonishing. To those on the outside, the protestors look like champions of social justice while the government looks repressive for violently putting down the protests rather than simply letting them make a statement. This has worked not only to successfully ensure Indian independence in 1947, but also helped to pass Civil Rights laws in the United States in 1965 and ultimately end the state of apartheid in South Africa (Tarrow 2011, p. 216). The world was moving toward a stance of inclusion and tolerance, stressing an appreciation of all cultures. Thus, governments could no longer maintain a racist status quo without global condemnation, nor could it inflict acts of cruelty on its own citizenry without censure (Tarrow 2011, p. 217). ‘The point here, however, is that global politics will slowly penetrate the domestic agendas and there will be a need for articulation of old and new politics (Wilde 2004, p. 150). Several movements from womens rights to anti-war movements and other independence movements have used nonviolent protests to gain their objectives and the current democratic movements in the Middle East and the Occupy Wall Street movement in the US shows tha t it continues to be seen as a viable tool. One critique of the global mindset is that it would, on the micro-level lead to increased unhappiness, mental ill health, and distrust of others. This was especially true as the demands of an industrial society had split up neighbourhoods and created a world where people did not automatically know what their ‘place was (Spencer Pahl 2006, p. 10). Yes, there are more options than ever as people are more free to emigrate to whichever nation would suit them best, but the discontent would more likely be attributed to the consumer-capitalist ideal of defining the individual by the sum of their purchases. This mindset has also been exported around the globe, which makes it difficult to form communities along anything other than product lines. Yet Spencer and Pahl are optimistic that the old communities can be re-established through the virtual communities of the Internet. While the old cities and towns were grouped around people performing a particular occupation, today, a teacher can go online and correspond with other teachers to discuss the challenges of moulding young minds. A doctor could contact other doctors to learn about treatment modalities they have not tried yet. Only in this case, the community of like-minded people is global rather than local in nature. ‘First, while rightly crediting communities for developing our sense of right and wrong, a universal moral sense, it overturns the universality of the moral sense by asserting the priority of a particular communal obligation (Wilde 2004, p. 137). One defining characteristic of the modern Western state is that it is rich in racial, religious, and cultural diversity. Another is that many of these states are relatively peaceful in spite of this heterogeneity. Part of the reason for this is that states have begun to protect the rights of those historically considered to be an Other based on race, religion or gender. One critique of t he liberal policies of cooperation is that it encourages people to think of themselves first as members of religious or ethnic groups rather than members of a society. According to Touraine Macey (2000): ‘What the liberal conception lacks is a principle of unity that can facilitate communication between different actors. This is why we see so many individuals fleeing into communities, which ensure a high level of communication but also enforce a homogeneity that is potentially intolerant and authoritarian (p. 137). One way to avoid this kind of self-segregation is to ensure that society recognises and appreciates the contributions of all member cultures and teaches a mutual valuing of cultures within its educational system (Mason 2000, p. 149). If the dominant society insists that only its own contributions are relevant, minorities would not feel as though they belong to that nation and would continue to behave as strangers in a strange land. If the dominant society is not prepared to acknowledge the needs and interests of minorities, then change often comes slowly through local action. Even though movements such as the one for African American Civil Rights and the one to expel the Chinese from Tibet started out on a local level, they would eventually be able to exert influence on an international level (Pleyers 2011, p. 41). Another example of this is the womens movements. Starting primarily in Western nations, the quest for the rights of women had taken on global significance when taken to nations that had allowed women little to no agency over their lives (e.g. Saudi Arabia and Afghanistan). While there was some success in the sense that women around the world were able to gain increased agency over their lives, they still remain entrenched in inequalities (Lyons 2010, p. 101). Although Eric Fromm wrote with the intention of recognising the tenets of authoritarian regimes and analysing the tendency to get caught up in mass movements, he was pessimistic in the human capacity to establish a global society of peace and love because even as they adopt new ways of thought, the social structures still support the old ways. In this, he uses the example of the European conversion to Christianity. While the old pagan myths showed a strong male protagonist conquering adversaries, Christianity advocates turning the other cheek and practicing love for ones neighbour. However, the history of Europe for the past five hundred years has been steeped in war, conquest, and greed. As Fromm (2007) says: â€Å"European-North American history, in spite of the conversion to the church, is a history of conquest, pride, greed; our highest values are: to be stronger than others, to be victorious, to conquer others and exploit them† (p. 116). This shows that even though a society may choose to embrace certain values, there is a problem of human nature and its slowness to align with their philosophical ideals. However, adaptat ion does take place because even though racism and sexism are still problematic, the Western world is significantly less sexist and racist than it was one hundred years ago. Progress is slow, but it is inevitable. Global solidarity is possible, but it would be a long time in coming. Curiously, the national socialist movements that were quite prominent in the twentieth century had drawn society together with the premise that they faced a common enemy in the existing social structure (Wallerstein 2002). For some nations, it involved becoming independent of a colonial ruler—for others, it was a war of the working class (proletarians) with the middle classes and aristocracy (the bourgeoisie). Usually, the existing structure only served the interests of a very small, wealthy minority and those in charge of the movements sought to create a society where almost every citizen stood to benefit. State governments, such as the Peoples Republic of China and Soviet Russia had taken the position that religion was to blame for widespread inequity and rendered the practice of any faith illegal, even though it provided a sense of community among groups of people. In any case, Wallerstein described the socialist movement in two steps: the revolutionary phase, where the existing government would be overthrown and the transformation phase, where the former revolutionaries are now members of the legitimate government. Wallerstein (2002) argued that this two-part movement was problematic because the government would now have to contend with the fact that they are members of a wider international community whose requirements may get in the way of a particular agenda. On the left, there was also the problem of balancing the interests of women and minorities, as movement leaders have often promised that they would be solved ‘after the revolution. Working to restore most inequities may be a viable first step for socialist revolutions, but the needs of each sup porting group need to be considered. In summation, there is evidence that we are heading toward an expanding view of solidarity. While some European nations were caught in the grasp of nationalism during and after World War II, in 1958, six states established what would become the European Union—which would create a larger economic community and dismantle obstacles to travelling between member states. While member states have more autonomy than members of a federation (e.g. the US) with respect to the maintenance of the military or foreign policy, all member states must agree to support a democratic free market and the rule of law. Considering the sheer diversity of language, religion and culture, this was a remarkable achievement. This was what Honneth (1996) had in mind when he said that genuine solidarity was created not out of passive tolerance for one another, but with active concern for each citizen on to a degree, which encourages them to contribute their gift s and talents to abstract societal goals (p. 129). This does not mean that people should have a symmetrical level of esteem on a personal level, but instead cultivate a desire for people to develop their best positive attributes, even if it seems foreign. Yes, progress has indeed been made but the global community still has a long way to go before it reaches the point where the vast majority of people consider themselves to be citizens of the world rather than a member of a certain nation or race. According to Wilde (2004): ‘there needs to be a â€Å"more heroic† version of universalism that attaches no intrinsic significance to national boundaries†¦ Cosmopolitanism [should be] the â€Å"ideal of the future†, which could not yet be realised because of the strength of national sentiments was too great (p. 138). Given the level of existential issues such as food and water shortages in a time of unchecked population growth, humanity can only travel one of two paths: global warfare or cooperative management of resources. Since humanity now has the capability to destroy itself, cooperation and global citizenship is the only realistic solution to these problems, otherwise the scope of felt solidarity would once more degenerate to the level of nation, race, religion, or social class. Perhaps Fromm is right in that while human beings can adapt to the reality of a new situation, the fundamentals of human nature can never change enough to ensure the development of a peaceful global society. Bibliography Baglioni, S. (2001) ‘Solidarity Movement Organizations: Towards an Active Global Consciousness in M. Guigni and F. Passy (eds) Political Altruism: Solidarity Movements in International Perspective, Lanham: Rowman Littlefield Clark, H. (ed.) (2009) People Power: Unarmed Resistance and Global Solidarity, London: Pluto Press Fromm, E. (2007) To Have or to Be?, New York: Continuum Publishing Group Hardt, M. Negri, A. (2005) Multitude: War and Democracy in the Age of Empire, New York/London: Penguin Honneth, A. (1996) The Struggle for Recognition: The Moral Grammar of Social Conflicts, Cambridge: Polity Press Lyons, L. (2010) ‘Framing Transnational Feminism: Examining Migrant Worker Organizing in Singapore. In Dufour, P., Masson, D. and Cauette, D., eds. Solidarities Beyond Borders: Transnational Womens Movements. British Columbia: UBC Press Mason, A. (2000) Community, Solidarity and Belonging, Cambridge: Cambridge University Press Melucci, A. (1996) Challenging Code s: Collective Action in the Information Age, Cambridge: Cambridge University Press Pleyers, G. (2011) Alter-Globalization: Becoming Actors in the Global Age, Cambridge: Polity Press Spencer, L. Pahl, R.E. (2006) Rethinking Friendship: Hidden Solidarities Today, Princeton: Princeton University Press Tarrow, S.G. (2011) Power in Movement: Social Movements and Contentious Politics, Cambridge: Cambridge University Press Touraine, A. Macey, D. (2000) Can We Live Together? Equality and Difference, Stanford: Stanford University Press Wallerstein, I. (2002) â€Å"New Revolts Against the System† in New Left Review, Vol. 18 (available electronically) Waterman, P. (2001) Globalization, Social Movements and the New Internationalisms, New York: Continuum Group Wilde, L. (2004) Erich Fromm and the Quest For Solidarity, New York: Palgrave Macmillan

The Upside to Immigration Argument Essay Topics

The Upside to Immigration Argument Essay Topics You first have to select a good topic with an argument, credible information to strengthen your viewpoint, a good stance on your side, and a superb counter-argument to assist you sound less biased. It's hard to learn to win any argument. Sum up the primary points and main arguments that you're going to support or refute. It will be perfect in case you will offer the strongest argument in the close of the opinion essay. Immigration will help refugees to acquire new safe place to reside. Illegal immigration has been part of a substantial problem throughout the USA of America. Illegal immigration has been an issue for the usa for a very long moment. Illegal immigration is a rather extensive subject, so you'll need to narrow it down a small bit. There are several things that may be discussed in regards to education. Therefore, immigration offers a chance to students who pursue new fields of study they cannot locate in their ho me country. Immigration Argument Essay Topics Explained The essay needs to be well-written and well balanced bit of writing. You may buy argumentative essay from a specialist writer. To locate argumentative essay topics easy on various platforms, you will need to comprehend about the argumentative essay. An individual must understand how to compose a graceful, clear and effectual essay because it's the simple portion of our academic. It is possible to also take some expert's advice to create your essay better. You may buy argumentative essay at their site. You may continue to keep your argumentative essays for your upcoming job portfolio in case they're highly graded. By obeying the above-given ideas you will readily accomplish an impactful argumentative essay. The Lost Secret of Immigration Argument Essay Topics The cost of an essay depends upon the quantity of effort the writer has to exert. For instance, in college, you might be requested to compose a paper from the opposing standpoint. Writing argumentative essay is a complicated endeavor, as it requires the presence of many skills at the very same moment. If you're feeling unsure at any time, you should go for affordable essay writing services readily available online instead of risking for any error. There are lots of aspects about a sport that may be argued in an essay. Inspiration to make your own advertising or media argumentative essay topics isn't really hard to discover. It's possible to opt for an intriguing topic from any area of science. You need to be able to use persuasive language. You don't need to acquire super technical with legal argumentative essays, but remember to do your homework on what the recent laws about your preferred topic actually say. If you're new to writing argumentative essays, there are a couple of crucial factors which you can learn that could help you compose a much better argumentative essay. The topic has to be interesting, the topic has to be essential and finally the topic has to be informative. With all these things to argue about and for, it may be a bit overwhelming to produce a topic all on your own. Write down all of the important statements, information, and arguments that you are able to come across online. At length, it is possible to find somebody who will write essays for money at the most economical rates for you. For that you have to do lots of research from various websites i.e. Essay writing services U.S.A.. Make certain there are credible sources and research to back up your counterarguments. Immigration is em ployed in attracting skilled workers in the USA. Immigration is the best alternative to take if you're someone from such regions. Job immigration is the chief problem, particularly in the underdeveloped and developing countries. The Nuiances of Immigration Argument Essay Topics Select a statement you will support throughout the remaining portion of the essay. You have to conclude your essay by supplying the thesis statement in order to earn a claim which you were right in your thinking. A proposal essay is quite straightforward to comprehend. Writing an argumentative essay can at times be confusing as you don't necessarily understand how to compose a convincing argument. When next you get in an argument, have a step back and look at what's in play for you. For instance, you might want to write about the advantages and disadvantages of illegal immigration. Today, there's lots of information about illegal immigration on the web, which means you shouldn't be concerned about finding things to write about. The only means to stop illegal immigration is to create changes in rules.

Chicago Gangs and History Free Essays

This paper deals with gang violence in the city of Chicago since the beginning of time. It takes a deep look into the history of Chicago gangs and how they interact today. Also the past problems the City of Chicago made when dealing with gangs and the problems that gangs today have and how Chicago has the worst gang problem in the country. We will write a custom essay sample on Chicago Gangs and History or any similar topic only for you Order Now Also how gangs have turned themselves into big, and lucrative enterprises most known for money. Also stated are possible solutions to stop or reduce violence of the gangs that all start off with teaching the young kids about gangs and gang prevention. Chicago Gangs, Then and Now with Solutions Jimi Hendrix once said â€Å"Every city in the world always has a gang, a street gang, or the so- called outcasts. † Every city deals with gangs but some cities are worse off than others. Chicago is infamous for gang violence and problems dealing with gangs. For some getting to school in the Chicago land area can even be a matter of life and death because of the gangs and their violent ways (Belluck, 2000). Throughout history gang violence infested the city of Chicago, and it continues to create problems today; hopefully solutions planned by the city can stop the violence. Race shaped Chicago gang history. â€Å"African Americans were crowded into to the south side ‘Black Belt’† (A brief outline of Chicago’s gang history, para 2). As the First World War ended, blacks came back to Chicago and fights broke out to find jobs. The Democratic Party led by Mayor Richard J. Daley decided to keep segregating the city (Brief outline). The blacks were separated by an expressway and an 18 story housing project. Separating races caused violence to sky rocket. The segregated areas proved more nationalistic for their area and defended it to the core. Gang leaders were constantly thrown into jail so they had to find ways to keep a lucrative business. The Chicago Police Department declared war on gangs in the 1960’s and the prisons soon became overpopulated (Brief outline). Gangs reorganized and many combined their gangs into one bigger enterprise. Gangs were mostly run from prisons during the 1970’s and on (Brief outline); therefore one could not escape the gangs. Gangs shaped Chicago early on. Gentrification is displacing gangs and causing turf wars. Gentrification and the tearing down of public housing in Chicago left many gangs homeless (Brief outline). Due to this, gangs battle over land and housing, known as turf wars. The violence rises, along with the number of deaths. Therefore police attempt to limit the gangs, but that also leads to fighting and violence with police. The whole cycle involves violence and is vicious. Chicago has the biggest gang problem in the country (Thomas Bass, 2009). â€Å"There are more gang members per citizen in Chicago than anywhere else in the country† (Thomas, 2009, para 4). The average Chicago gang leader is 43, convicted of murder and lives in the suburbs. That leader on many occasions directs his gang from jail (Main, 2006) and 95 percent of inmates in the Cook County Jail are gang members (Thomas, 2009). Gangs are everywhere today just like they use to be. The high number of gangs causes violence and deaths to rise in Chicago. â€Å"Gangs have morphed from social organizations into full-fledged criminal enterprises† (Thomas, 2009, para 5). Gangs are highly sophisticated and more dangerous then ever. The number one reason to join a gang is money; and 95 percent of gangs profit comes from drug dealing (Thomas, 2009). Gangs do not worry about others and civilians, but rather money and their respective gang. Dealing with gangs is very dangerous. Even coming into contact with gangs can be dangerous. There are a wide variety of ethnicities and groups of gangs. â€Å"Gangs can not be attributed to one ethnic or cultural group† (Decker, 2009, pg 404). The high number of gangs again leads to turf wars because of a need for land and housing. Due to all of this violence police can not stop gangs alone; people must contribute to the effort (Thomas, 2009). Gangs can not be stopped but reducing the violence can be done. It will require Chicagoans participation and officers doing their job but it will make gangs less apparent in the city. Gang prevention must start with kids. The young people must be taught about gangs and the consequences of them since they are the future. They need to be taught the right way so they will not become involved with gangs and eventually gangs will die out. Schools should offer after school and summer jobs programs in order to get kids off the street after school and learning. Schools also should teach about gangs and offer drug prevention programs (Main, 2006). Kids are the key to stopping gangs and if taught correctly it can happen. Going after leaders of gangs is beneficial. Superintendent Jody Weis put in an ordinance saying, â€Å"That if gangs resort to violence, police will go after their leaders (Tarm, 2010). Gang leaders will be held accountable for all the actions of their members. It is likely that a leader might become infuriated after going to jail so many times for actions of his gang members that he might leave the gang. If this happens a couple of times the gang might diminish or vanish completely. This is one possible way to stop gangs. Controlling â€Å"hot spots† is key in stopping gangs. An ordinance was passed saying that police can arrest suspected members of a gang if they don’t leave and area an officer tells them to (Belluck, 2000). A similar ordinance was passed that allows officers to tell people to remove themselves from an area and to stay eye distance away (Johnson, 2000). This again allows officers to watch â€Å"hot spots† and can destroy gangs business in an area causing them to lose money. It also allows gang members to keep being jailed and off of the streets for a period of time so they can not commit crimes or violence. This will limit gang’s enterprises. Gang violence infests the city of Chicago but solutions can stop the violence. Chicago has the worst gang problem in the country but with the help of police and members of society it can be lowered. Kids must be taught from a young age about gangs and ordinances that make it hard for gangs to conduct business must be passed. Gangs can be stopped but it is no easy task. Chicagoans will have to work very hard but gangs can become lesser of a problem or maybe even obsolete one day. How to cite Chicago Gangs and History, Essay examples

Punishment in the Holocaust free essay sample

The Holocaust was an event in history that people would like to pretend never happened however in reality it will never be forgotten. Hitler came into power in 1933 and wanted to create the master race, meaning the Aryan race (Ushmm, 2013). The Jews, along with other groups such as the gypsies, were not included in this superior race. He thought of them as inferior and knew he had to expel them from the world. The word Holocaust means a burnt sacrifice offered solely to God (Niewyk, 2011). Once the Holocaust was over around 6 million Jews had been persecuted by the Nazis (Ushmm, 2013). Hitler had established the New Order and wanted it to apply to all of the people in Europe. Some people were in shock and others tried to adjust to the changes, however some people did accept Nazism (Lyons, 2010). The fear of communism and desire for order in their country motivated them to feel this way. We will write a custom essay sample on Punishment in the Holocaust or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Germans were the chosen people in the new order, including Scandinavians, the Dutch, Luxembourgers, German speaking Swiss, Flemish Belgians and the English. Hitler considered all these places to be a part of a Greater German Empire, except the English. Hitler was willing to let them keep their independence if they had a positive attitude (Lyons, 2010). Hitler wanted all of these countries in the Greater Reich. The Jews were not included in this and from the start Hitler did not approve of them. Hitler had planned to expel the Jews from Germany and other territories under his rule from the time he came into power. The Jews were the damned and from the start of Hitlers rule they never stood a chance. At first Hitlers goal was to make their life miserable to get them to leave Germany. Some of them left but a majority of them stayed. Some didnt have the money to leave and others did not want to leave because Germany was their homeland and thought that this may be temporary. Other groups, such as the gypsies also faced terrible treatment, but no group faced the kind of treatment and punishment that the Jews did (Lyons, 2010). In 1935, Nazi thugs attacked Jewish shops and beat them in the streets. These continued attacks on them created the Nuremberg laws (The holocaust: an introductory). These laws took away the German citizenship of the Jews and also didnt allow sexual relations or marriage between Jews and Germans. The situation became worse in 1938 when a Jew assassinated an official of the German embassy in Paris. After this attack the Nazis killed 100 Jews and arrested 30,000 others (Lyons, 2010). Their synagogues and shops were burned and destroyed. So much glass was broken in the city this event became known as Kristallnacht meaning Night of Crystal Glass. Following Kristallnacht, Jews were forced to pay heavy reparations; Nazis captured Jewish businesses and required businesses to dismiss Jewish employees. These chains of events led to more and more Jews to leave the country in 1938 and 939 (Lyons, 2010). Hitler decided that the final solution to the Jewish question was extermination. The Jews were considered to be the lice of civilized humanity and needed to be eliminated completely (Lyons, 2010). Hitler wanted to take over the island of Madagascar to make it the permanent Jewish homeland. However, the Germans 2010). By 1941, people that were identified as a Jew in any place considered German territory had to wear a yellow star on their clothing (The holocaust). This made them targets to Nazis along with people in society, everyone knew whether someone was a Jew or not. The Nazis created the first Jewish ghetto in October 1939 in the Polish city called Lodz. Others were soon created afterwards. These ghettos were holding transit places for the Jews; they were sent to these ghettos, detained there and then eventually sent to the concentration camps. The Germans set up a council called Judenrat in each ghetto. The members of the council had to administer the ghettos and send Jews to the death camps (Lyons, 2010). When men and women got to the ghettos they were separated from each other along with their kids. The boys went with the fathers and the girls went with their mothers. They were subjected to terrible conditions. Thousands of people became human guinea pigs in medical experiments. These experiments included the effects of freezing human beings, subjecting them to intense air pressure, and sterilizing women (Lyons, 2010). Some were infected on purpose with diseases such as typhus and exposed to mustard gas. The Nazis purposely made the living conditions unbearable. The largest ghetto was Warsaw. Around 400,000 people were confined to an area of about 2. 5 miles making it nearly impossible to move. (Jewish life during the Holocaust). 19 foot walls onfined the people in to keep them separate from the rest of society. Guards paroled the area constantly, making sure no Jews were trying to escape. If one was caught they were killed. Different diseases broke out and spread extremely fast due to the fact that everyone was living on top of each other. No medical care was given to those who needed it so they suffered until they died. Others died from starvation due to the lack of food they got. Some people killed themselves because they could not handle the physical or emotional pain any longer (Jewish life during the Holocaust). Concentration and death camps were the two different types of camps created as a place for the Jews to be sent to (Jewish life during the Holocaust). Concentration camps were for prisoners to do forced labor where they had striped uniforms, armbands or labels to identify what type of prisoner they were. Different colors represented different groups. Death camps were created for mass murder and immediate death. At death camps people originally were shot or killed in gas vans. The people would be locked into the van and when the driver pressed the accelerator carbon monoxide gas was released, killing them. Even though concentration camps seemed better than death camps, people there still faced terrible, cruel, and horrific punishments (Jewish life during the Holocaust). It in a way was worse than death camps because at least there you were immediately killed. People suffered and endured harsh treatments in concentration camps. Prisoners there eventually died from starvation, disease or horrific treatment from the Nazis. Some were even sent to death camps, where there they would be killed (Jewish life during the Holocaust). The earliest concentration camp established was Dachau located in Germany in 1933 nd the earliest death camp established was Auschwitz in 1940 located in Poland (Rosenberg). Auschwitz was both a death camp and a concentration camp. The fate of the people and what camp they would be in was decided upon arrival. By December 1941, six death camps were using gas to kill the Jews. Five were located in southwestern Poland called Auschwitz. Eventually this camp included 3 camps and 45 sub-camps. Auschwitz camp was responsible for murdering 1. 1 million people, mainly Jews. There were three different locations of Auschwitz, known as Auschwitz (the main one), Auschwitz 2(Birkenau) and Auschwitz 3 (Buna-Monowitz). Auschwitz 1 is where Block 11 and Black Wall located. Block 11 was a place where the prisoners were severely tortured and the Black Wall was where they were executed (Rosenberg). This camp was mainly for housing prisoners and subjecting them to medical experiments. Nazi doctors would pick people upon arrival to perform experiments on. They usually picked dwarfs, twins and anyone that looked unique. One type of experiment done was injecting substances into womens uteruses and exposing them to X-rays to make them sterile. Another one was experimenting on identical twins trying to find a way to clone people. This type of experiment was performed because Hitler was interested in creating the master race so if he found a way to clone it would be easier to accomplish his goal. Auschwitz 2 was created in 1942 right outside of the original Auschwitz. It was larger than the main one, housing the most prisoners. This is where the selections and most killings took place. Auschwitz 3 was used mainly to house the forced-laborers (Rosenberg). Jews, along with gypsies and homosexuals were put in filthy, small, cattle cars on trains to be ent to Auschwitz. It was extremely overcrowded and uncomfortable, many people died in the trains before they even reached the camps. The train would stop at Auschwitz 2, forcing the people to get off and stand on what was known as the ramp (Rosenberg). They were split up into 2 different lines. The left line was for people who looked unfit, unhealthy, the elderly, children or women and the right line was for those who looked strong and were young men. The left line meant you were going to be executed immediately by the gas chambers and the right line meant you were going to become a prisoner at the camp (Rosenberg). The prisoners who were allowed to live usually died later on from starvation, torture, forced labor and exposure. The people who were sent to the left line had no idea what that really meant, the Nazis kept this a secret from them. They were told they would be sent to work but first needed showers to disinfect them. Originally carbon monoxide gas was what was used to kill them (gas vans) however; Commandant Rudolf Hoss replaced it with Zyklon-B crystals. This lethal gas could kill 24,000 humans in a day. Jews were taken into buildings that looked like bathhouses and were told to get undressed for a hower. Once the shower was turned on the Zyklon-B crystals were released from the showerhead, walls vents, ceiling and windows killing Jews in minutes (Lyons, 2010). Once they realized what was happening they went into a complete panic. They climbed over each other, trying to find an area to breathe, scratched at any opening trying to get out until their fingers bled. The Germans selected certain Jewish prisoners that showed to be of useful strength to be members of Sonderkommando. These members were responsible for sending the Jews to the gas chambers, ollecting their bodies once dead and then burning them in crematoriums (Lyons, 2010). The people that were spared immediate death to become workers were subjected to terrible living conditions that were punishment in itself. Many died from starvation, intense work labor and disease (Ushmm, 2013). There would be three usually was a bowl of soup and bread. These terrible conditions were done intentionally to starve and work the prisoners to death. The Germans tried to keep the camps and extermination a secret from the world. However, by 1941 the news began to flood through Germany, Allied countries along ith neutral countries. At first people were doubtful and in disbelief but by 1942 they knew that this was really happening. In 1944, the Allies started to take over the camps and the liberated the first one in Poland (Hitlerschildren). Soon, more camps were liberated with Auschwitz being liberated in 1945. The German forces surrendered on May 7, 1945. There were around 50,000-100,000 survivors living in Europe after the end of the Holocaust. The Jews were treated this way for no reason other than them being Jewish. Hitler wanted them completely expelled from the orld because he did not see them as a part of the Aryan race. He thought of them being inferior and himself and the race he wanted was superior. They did nothing wrong, they were not criminals; they did not deserve to be punished or subjected to the terrible kinds of treatment. Hitler simply did not want Jews to be a part of society. He also blamed the Jews for Germans loss of WWI, along with problems that Germany was facing such as unemployment, poverty and starvation (Jewish life during the Holocaust). He wanted to torture, punish, and make them suffer in the most horrific and appalling ways possible. They were mentally, physically and emotionally punished. He used manipulation and deception in his tactics. The Jews were lied to about nearly everything. They were deported from the ghettos to camps easily because the Nazis told them they were being moved to someplace else where life would be better for them. Once they got to Auschwitz camp and were separated into the left and right lines, having no idea what those lines really meant. The Nazis purposely did not tell them because they knew they would try and fght back. Hitler knew he had to keep this a secret in order for the mass murders to be successful. They were told they were going to work but needed to be disinfected first. Having them believe they were going to take a shower, when really they were walking into their deaths. The ones that the Nazis kept alive and sent to concentration camps were kept alive to work. Not for themselves to make money but for Germany. They were sent to factories, coalmines and farms (Daily life). This was free labor and free workers, therefore Germany was benefiting by them. These ideas of punishment and treatment are still seen in the present. The Holocaust was a genocide and there have been many since and still are in present day. The Rwandan genocide took place in 1994 in East Africa between the Tutsis and Hutus (Genocide in Rwanda). Over a span of 100 days around 800,000 people were killed. The Hutus brutally killed and slaughtered the Tutsis, murdering them with any kind of weapon they could find or make. They had to flee from their homes and seek refuge, trying to hide and escape their death. There also is an ongoing genocide in Darfur, Sudan where over 300,000 people have died (Sudan backgrounder). After the attack on Pearl Harbor any person living on the west coast that was of Japanese heritage was place in nternment camps (Japanese-American internment ) They did nothing wrong and were not a part of the attack on Pearl Harbor but since they had Japanese in them people in the USA were paranoid and wanted them gone.