Elizabeth looked Essay Example for Free

Elizabeth looked Essay Discuss the significance of this statement within the play and the wider political and historical contexts. The play, The Crucible, portrays a community which is based on paranoid accusations of witchcraft ending in mass hysteria. The accusations led to dozens of alleged witches being prosecuted in the Massachusetts colony; resulting in the death of nineteen people being hung and one pressed to death, over the following two years. Set in the small town of Salem, Massachusetts during 1692, it depicts one man, John Proctor, in his struggle to keep his pride and name from being destroyed with lies, deceit and accusations of consorting with Satan. In 1915 Arthur Miller was born in New York City where he grew up. When he was older, in 1934, he paid for himself to enroll at the University of Michigan and graduated in 1938. Then during 1953 he published The Crucible but was then later criticized for being an Anti-American. Arthur Miller was intrigued by the witch trials of the 17th Century Salem, but he was also concerned with United States political events; parts of which were opposing the spread of communism. The McCarthyism era, in 1938, was created and led by Senator Joseph McCarthy, it was on the basis that communism was spreading and would undermine and destroy capitalism. McCarthy gave across the point that communism was to be feared and that it was a threat to America. Slowly Americans seemed to grasp his paranoid ideas and began to eradicate communism from the country. John Proctors statement, I have given you my soul; leave me my name! is significant within the play and also outside of it. Proctor was a village person, who lived in a small, friendly community where everybody knows each another and so a name would mean a lot about that person living in that community. For that reason Proctor wishes to keep his name as it is because he believes that it is the only thing he has left to hold onto. Yet outside of the play labels are formed for specific groups such as communists and capitalists. A name has been a strong idea throughout history where Kings are recognised by their names and everyone is given a name at birth. One of the main characters in Arthur Millers play is John Proctor. He was known in Salem as having a high moral status and being a respectable, honest and hard working farmer. John Proctor and his wife Elizabeth Proctor had 3 children; John tended to the farm while Elizabeth looked after the house and children. He had a strong belief that he should stick to what he believes by holding his head high against accusations and immoral justifications. He stands up for himself when he is told to sign the confession papers to be nailed onto the church door and does not let people over come him. You will not use me! I am no Sarah Good or Tituba, I am John Proctor! You will not use me! It is no part of salvation that you should use me! John Proctor is a character who, since the start, denounced the whole proceedings of the Witch Trials unjust and that the afflicted girls were liars. This builds up a life changing dilemma where he is accused of witchcraft and eventually will be hung unless he confesses to working with the devil. One of the choices he could take was to lie; he was to sign his name to a document confirming he performed witchery while in association with Lucifer. This outcome would result in him letting down this wife, children, his friends and even the people who have already been hung for witchery. Although ultimately he would be letting himself down and losing his pride and honour. The other choice he could take was death. Proctor ultimately chooses death as he wanted to hold onto, what was left of, his pride, honour and reputation. During this execution he pleaded for a little respite of time while claiming he was not fit to die. His plea was, of course, unsuccessful. Another main character is Abigail Williams; she is revealed to show her true malicious self as the play progresses.

De Vaca and Smith :: Social Issues, Indian Life

Both Alvar Nunez Cabeza de Vaca and John Smith hold different attitudes regarding their accounts of Indian life. The difference in attitudes may have resulted from the difference in treatments that each man received while in captivity. De Vaca’s experience is a humbling one. His account of Indian life is written in a thoughtful manner, and he describes the Indians kindly. While he describes his captivity as â€Å"melancholy and wretched† (De Vaca 34), it’s clear that he harbors no ill feelings towards the Indians. He states that he and his men were treated well, that they lived as â€Å"free agents† (De Vaca 32) and tried to accustom themselves to Indian life. He’s highly observant of the Indian life. He records the Indian lifestyles in detail; his account reads more like a cultural anthropology study. His account of Indian life ends on a sympathetic note towards the Indians especially after he realizes his misjudgment of the Christians. â€Å"We often misjudge the motives of men,† de Vaca writes, â€Å"We thought we had effected the Indians’ liberty, when the Christians were but poising to pounce (De Vaca 36).† Smith, on the other hand, describes his account in a boastful manner. His account of Indian life reads like a fantastic adventure novel in which he is the glorified hero. He continuously refers to the Indians as â€Å"savages† (Smith 46) or â€Å"barbarians† (Smith 48) throughout his account. He even describes them as â€Å"devils† (Smith 51). At one point, he thinks that the Indians are trying to â€Å"fat him to eat him† (Smith 50). Smith’s account is so incredibly dramatic that he expects â€Å"every hour to be put to one death or other† (Smith 52). Also, the incident with Pocahontas saving Smith appears to be highly romanticized. Smith’s manner of writing, in which he writes of himself in the third person, only adds to the boastful tone of this account. It makes the entire account seem impersonal. It also makes Smith appear self-important and frivolous. One can only speculate on why there is such a huge difference in these two writers’ attitudes. Their backgrounds may be factors that have influenced their attitudes. For de Vaca, it may be his religious background that has influenced him and shaped his attitude. In his account, he acknowledges his religion several times. â€Å"My only solace in these labors was to think of the sufferings of our Redeemer, Jesus Christ, and the blood He shed for me,† de Vaca writes.

Journal Article Analysis Essay

Current views of the world, desires, dreams, goals, and the demands placed upon society are constantly transformed by present epistemological beliefs. Schommer-Aikens and Hutter (2002) investigated the relationship between an individuals’ belief about knowledge, learning or epistemological beliefs and how this relates to average conversational issues (Schommer-Aikens , Hutter, 2002). Using a study group of 174 adults ranging in age from 17 to 71, Schommer-Aikens and Hutter (2002) posed questions assessing beliefs of knowledge and the speed control of learning. Feldman addressed how assumptions become scientific knowledge by stating â€Å"Sometimes we know things by reasoning or inference. When we know some facts and see that those facts support some further fact, we can come to know that further fact. Scientific knowledge, for example, seems to arise from inferences from observational data† (Feldman, 2003, p. 3). Understanding how assumptions move into scientific knowledge it becomes apparent how these assumptions are qualified in research. The authors used regression analysis to quantify the assumptions of the participants as they relate to knowledge, learning, multiple perspectives, and ultimately the development of epistemological beliefs. This analysis will further identify philosophical assumptions underlying the research; explain the practical significance of these assumptions and their effect on its applicability to other authors and post-positive thinkers. Philosophical Assumptions Underlying the Research Feldman (2003) stated that epistemology, the theory of knowledge is a philosophy that looks into the questions about knowledge and rational. Epistemologist`s tend to focus or concentrate on questions of principal aspects involving knowledge and how those beliefs regulate coherent belief. Those within the field are less concerned about the validity of knowledge or  coherent belief, be it correct or incorrect but focus more on causes (Feldman, 2003, p. 1). To that extent Schommer-Aikens and Hutter (2002) conducted a survey of 174 participants, including 120 women and 54 men. The ages of the participants ranged from 17 to 71 years of age and included various personal and educational backgrounds. Through the Schommer epistemological questioner participants, including chemical engineers, clerks, homemakers, factory workers, pharmacists, and teachers of both genders. These participants were asked a number of questions that incorporated religious, educational, societal and personal belief s. Questions were ranked in a likert- type scale ranging from strongly disagrees to strongly agree (Schommer-Aiker, Hutter, 2002). Philosophical Assumptions Schommer-Aikens and Hutter state â€Å"The results coming from epistemological research suggest that individual`s beliefs about the nature of knowledge and learning are linked to their comprehension, metacomprehension, interpretation of information and persistence in working on difficult academic tasks† (Schommer-Aikens, Hutter, 2002, p. 6). The authors contend that individuals who believe knowledge is isolated into segmented bits and not taken as a sum total perform more poorly in the compression of mathematical, physiological, and medical textbooks (Schommer-Aikens, Hutter, 2002). This statement confirms that knowledge or epistemological commitments are a collection of data and understanding and not segmented or isolated bits of information. The assumption is those who tend to segregate knowledge and who do not attain a higher degree of education have difficulty in their own epistemological commitments. This is further evident in the writings of Quine and Kuhn as these authors beleive â€Å"science is a continuation of common-sense† (Delanty & Strydom, 2003, p. 22). According to these authors common, everyday decisions made by the common man and woman play a significant role in the creation of science. Whereas the purpose of the epistemological study was to extend epistemological beliefs to an individual’s everyday life, it was also designed to reflect on academic studies. This particular article using the Schommer epistemological belief survey makes several assumptions. Those assumptions state those with a higher level of education are more likely to take on multiple perspectives,  withhold decisions until information was available, acknowledge the complexity of everyday issues and were willing to modify thought processes or thinking (Schommer-Aikens, Hutter, 2002). The inference is those who take knowledge as a collection of data, not as segmented bits along with the attaining of a higher level of education were equipped for complex or critical thinking. This enabled each to understand the complexity of life, make crucial decisions, understand varying viewpoints and able to adapt as understanding grew. These assumptions have a practical significance and affect research. The Practical Significance of Assumptions and Their Effect on Research Inferences and practical assumptions are drawn during the research of this article, and one could argue some of the assumptions made were drawn before the research study ever began. Through personal epistemological beliefs society has long held the conviction those who attain a higher level of education are able to deal with the complexities of life. The practical significance of assumptions and their effect on the research conducted are visible in the work of Johnson and Duberley as they state â€Å"both within and outside of our organizations our behavior is internally motivated, and internally justified, by what we believe about â€Å"the World† (Johnson & Duberley, 2000, p. 2). Often in preparing for such a survey the focus group of participants used along with the questions themselves distort the data and thus the results to achieve a desired result. While in this case the participants have diverse backgrounds and have achieved differing degrees of education, making such assertions could distort data. Assumptions and Research Methodology Kuhn preferred historical science and by building upon prior knowledge Kuhn (2012) believes this research and evidence was already available enabling that data to be tested using deferring mechanisms to either prove or disprove a current or prior theory. While not opposed to the empirical testing, it was his belief that details must be obtained for research. It is through this historical science and data that assumptions within society and within science about our understanding of epistemological belief have come into existence. Popper states the empirical method makes good use of a  criticized approach to the method (Delanty & Strydom, 2003). The empirical method tests each system ensuring the best system moves forward after all methods have been tried, tested, and proved. Schommer-Aikens and Hutter (2000) used questions, including â€Å"You never know what a book means unless you know the intent of the author† and â€Å"It’s a waste of time to work on problems whic h have no possibility of coming out with clear-cut and unambiguous answers† (Schommer-Aikens, Hutter, 2000). These answers along with others were used as a measurement in epistemological belief comparing their answers and their level of education to gauge how those answers compared with historical norms (Schommer-Aikens, Hutter, 2000). This data was then taken and a regression model developed to extract the stated research and ultimately assumptions made. Schommer-Aikens and Hutter (2000) in turn came to the same assumptions and epistemological commitments already held within social and physical science to date. The research quantified and validated the assumptions held by historical science that one’s epistemological beliefs are shaped and re-shaped by the ability to link through learning, multiple perspectives, and ultimately the development of epistemological beliefs. The ability for humans to use successfully address complex issues, attain paradigm shifts in their understanding of the world and develop are inevitably linked with thought processes and knowledge gained through high er education. Conclusion A person’s thoughts, feelings, emotion, and beliefs often shape ones decision-making process. Other components, including perception, memory, introspection, and reasoning also assist in the formation of opinions, shape our knowledge, and transform an individual’s viewpoint (Feldman, 2003, p. 3). Perception is how one sees the world around them, the sights, sounds, smells, and other senses creates an understanding of the external environment creating a mental image and often places an attachment to it. Through their research Schommer-Aikens and Hutter (2002) investigated the relationship between and individuals’ belief about knowledge, learning or epistemological beliefs and how this relates to average conversational issues (Schommer-Aikens , Hutter,2002). Using the regression model the authors quantified the beliefs and assumptions the conclusion of which is a culmination of historical science supported by this recent research. While  post-positive thinking like Kuhn, Quine, and Popper may differ in view about the empirical method, testing, and paradigm shifts as theories change over time the core belief of epistemological commitment remain comparable. A sentence sums up this article and the accompanying research as it pertains to epistemological belief. Those with a higher level of education are more likely to take on multiple perspectives, withhold decisions until information was available, acknowledge the complexity of everyday issues and were willing to modify thought processes or thinking (Schommer-Aikens, Hutter, 2002). References Delanty, G. & Strydom, P. (Eds). (2003). Philosophies of Social Science: The Classic and Contemporary readings. Philadelphia, Pa: Mcgraw-Hill. https://ecampus.phoenix.edu/content/eBookLibrary2/content Feldman, R. (2003). Epistemology. Prentice Hall. The University of Phoenix. https://ecampus.phoenix.edu/content/eBookLibrary2/content. Kuhn, T. (2012). The Structure of Scientific Revolutions. Chicago, Il. University of Chicago Press .https://ecampus.phoenix.edu/content/eBookLibrary2/content. Schommer-Aikins, M., & Hutter, R. (2002). Epistemological Beliefs and Thinking About Everyday Controversial Issues. Journal Of Psychology, 136(1), 5.https://ecampus.phoenix.edu/content/eBookLibrary2/content. Johnson, P. & Duberley, J. (2000). Understanding Management Research: An Introduction to Epistemology. Thousand Oaks CA. Sage Publishing. Prentice Hall. https://ecampus.phoenix.edu/content/eBookLibrary2/content.

Hero and Beowulf - 1625 Words

The hero is an age-old concept that describes someone that will defend their honor to the end. In Beowulf, the author portrays the warrior Beowulf and his three battles in such a way as to clearly define what it means to be a hero. Fred Robinson and J. R. R. Tolkien addressed heroism in Beowulf regarding the warrior’s traits, as well as his battles and burial. The author of Beowulf defines the hero through Beowulf’s three battles with Grendel, Grendel’s mother, and the dragon. In this poem, each monster possesses a specific quality undesired by heroes. Beowulf battles anger/jealousy, vengeance, and greed/selfishness for the good of his Geat nation. As Beowulf fends off these anti-hero traits, he becomes capable of being a great leader of†¦show more content†¦This is shown in the third and final battle as Beowulf sacrifices his life for the prosperity of the Geat nation. The dragon in this scenario encompasses extreme greed and selfishness. In the poem, a wretched man steals a golden goblet from the treasure that the dragon was protecting. After discovering that someone had stolen a piece of the treasure, the dragon awoke and â€Å"began to belch out flames / and burn bright homesteads; there was a hot glow / that scared everyone, for the vile sky-winger / would leave nothing alive in his wake† (2311-2315). The dragon becomes enraged with greed over his possessions that he must avenge his stolen goblet. It is in this third battle that the poet describes why the hero cannot demonstrate these treacherous traits. Beowulf seeks vengeance for his Geat people: â€Å"My own kith and kin avenged† (2479). Just as Grendel’s mother, Beowulf seeks to avenge his kin in cold blood. Beowulf exhibits jealousy as he defeats the dragon and quickly asks Wiglaf to â€Å"hurry to feast your eyes on the hoard / away you go; I want to examine / that ancient gold† (2746-2748). Beowulf believes he will have an easier death if he gazes at the treasure for the last moments of his life. Just as Grendel displays jealousy over the Danes’ great hall, the Heorot, Beowulf displays jealousy over the great treasure that the Dragon protects. Finally, Beowulf exhibits the greed of the dragon as heShow MoreRelatedBeowulf Is A Hero Of Beowulf1017 Words   |  5 PagesIn the movie and book Beowulf, Beowulf represents a hero. Beowulf is like our modern day heroes, firefighters, policemen, military men, doctors and EMT’s. All of these men do the same thing as Beowulf did in the movie. The fight the villains and protect the innocent. Beowulf had super strength to help him defeat the villains and protect the innocent. 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This hero’s name is Beowulf. He displays all of these throughout the epic. Beowulf’s first epic hero trait is confidence. Beowulf displays confidence when he talked to Unferth in the great hall Heorot. Beowulf said, â€Å"†¦but he will find me different. I will show him how Geats shapeRead MoreIs Beowulf a Hero?2129 Words   |  9 PagesIs Beowulf a hero? It is vital when approaching the question of whether or not Beowulf can be viewed as a hero to attempt to understand the concept of a ‘hero. Joseph Campbell, the American theorist, studied mythological characters and texts in great detail and developed the concept of the monomyth (or Heros Journey) which he suggested all heroes undertook: A hero ventures forth from the world of common day into a region of supernatural wonder: fabulous forces are there encountered and aRead MoreBeowulf As A Hero910 Words   |  4 PagesWhy We Need Heros A hero, â€Å"a person noted for courageous acts or nobility of character†(â€Å"Hero†). 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Although both of them embody the values of their societies, Beowulf is a more successful hero because he truly reachesRead MoreA Hero : A Comparison Of The Hero Of Beowulf884 Words   |  4 Pages or Ulysses. Beowulf is a great example of one of the early heroes written about. But what is a hero? The Merriam-Webster Dictionary defines a hero as: an object of extreme admiration and devotion; a mythological or legendary figure often of divine descent endowed with great strength or ability. Beowulf has many of these characteristics including great strength, and is portrayed as a legendary figure by those who look up to him. Through the entire poem, he is the epitome of a hero and displaysRead More Beowulf: A Hero Essay782 Words   |  4 PagesBeowulf: A Hero Beowulf is a hero during the Middle Ages because of his generosity, strength, power, and courage. A hero is one who places himself or herself at great risk while performing acts of courage. Beowulf is a hero that put his life on the line for an entire kingdom. He has heroic and superhuman qualities. He must prove his worthiness of a superior warrior. He is recognized for his strengths and power of protecting his people. Beowulf is faced with three forces to fight, Grendel (a monster)Read MoreBeowulf Hero Analysis757 Words   |  4 Pages  Ã‚  Ã‚   To Joseph Campbell a hero is an individual who is able to depart from his or her ordinary life for the sake of helping others in an opposite world. Campbell portrays his idea of a hero by utilizing the title character in Beowulf. Beowulf demonstrates many of Campbells stages of a hero through his strategic actions, his love for justice, and most importantly through his extraordinary strength.   Ã‚  Ã‚   The hero Beowulf, is the â€Å"strongest of the Geats-greater/ And stronger than anyone anywhere in thisRead MoreBeowulf Is a Hero Essay877 Words   |  4 PagesBeowulf Essay Every epic hero possesses certain heroic characteristics. The epic poem Beowulf describes the most heroic man of the Anglo-Saxon times. Beowulf is the hero. He shows that he is a great man by always putting other things before his own needs. He is important and needed by his people and is known by many as a strong, courageous and a helpful person. He shows all of the qualities and traits that a true hero possesses. Beowulf, like other epic heroes, possesses the following heroic qualities: