Freedom Of Expression - Our First Amendment Rights Are Threatened Essay

What is art? Can it be defined in any single painting, or sculpture? Is it even some social function that can be go ton, or does it have to be experienced? The term "art" is so vague that it can be applied to almost anything, really. Mostly, however, art should be that which frees our imagination. It connects our sensible with our subconscious, putting into a visual form what we feel and think. It allows us to explore our inner self and fill that urge to understand our minds and our universe. Art helps us to see beyond the ordinary, to see what is in our hearts without being blinded by reality. When an artist creates a painting, it is not to create a picture it is to create a feeling or mood. The purpose is to convey an emotion, and, it is hoped, to make the viewer experience that same emotion. The painting is really just the nett result. Picasso once said "the thing that counts, in painting, is the intention of the artistWhat counts is what one wants to do, and not w hat one does In the lay off what was important is the intention one had."So, what happens when artists are judged only on their final result, with no consideration to the purpose of their artwork? Censorship happens. Thats right, every day in America, "Land of the Free", another artist falls victim to The Censor. Everyday, scorn rights guaranteed by the constitution, people are being oppressed-by school officials, librarians, committee chairpersons, and even by those in government positions. Its time everyone, everywhere, stood up for Freedom of Expression, and put and end to censorship.In September of this year, the Brooklyn Museum of Art planned an usher of British artwork entitled "Sensation Young British Artists from the Saatchi Collection", the controversial art exhibit which, on its world tour, has been sh consume in Germany and England. The exhibit, as well as the majority of other artwork on display in the museum, was to be funded by the topic Endowme nt for the Arts. The NEA is a government agency that grants federal money to artists and organizations in an attempt to serve the public good by "nurturing the expression of human creativity, support the cultivation of community spirit, and fostering the recognition and appreciation of the excellence and diversity of our nations artistic accomplishments". The organization was prepared to ... ...tation of New York City as a first center of art and culture. "The entire arts community should be grateful to Director Arnold Lehman and the BMAs Board of Directors for standing firm on the right of artists and museum-goers to make their own decisions without interference from the government," said Joan Bertin, Executive Director of the National Coalition Against Censorship. "If the city chooses to fund the arts, it simply cannot pick and choose what art is offensive and what is not."In addition, "That judgment varies so widely and is so subjective that, if it w ere the test, publicly funded art institutions would likely have little of interest to offer beyond the most inoffensive and conventional art," Michelle Coffy, computer program Director of the National Campaign for Freedom of Expression, says. It is not appropriate to censor something based solely on a failure to understand and a own(prenominal) dislike. In this case, the mayor and other critics may simply be revealing their own misinterpretation of the varied cultural and artistic traditions on which artists draw, having obviously construe the whole point of art in the first place-expression.

Eminem - AKA Marshall Mathers :: essays research papers fc

Eminem, born as marshall Mathers, has turn up that with a lot of desire, drive and dedication, anybody can accomplish even their great of goals. Eminem was raised in the ghettos of East Detroit. He was bullied and victimized by other students in school. He worked to achieve his goal, against the odds. As a result, what he has become is ace of Americas most popular and successful music artists.Marshall "Eminem" Mathers was born on October 17, 1974, in Detroit, Michigan. After moving to Kansas, he and his family returned to Detroit and settled in a slow neighborhood. Records show that Marshall, while in school, was attacked and beaten by school bullies, on many occasions. On two occasions, Marshall was beaten into unconsciousness. Eminems box song " hit Damage" is a true story of when a bully hit Marshall on the head and knocked him unconscious on the school playground. His ear began eject and he was hospitalized. It was discovered that he had a brain hemorrhag e. He was in and off of consciousness for five days. (Rolling Stone)For Marshall, the road to success was long and hard. Marshall began rapping in 1990 at the "Hip Hop Shop" where he would participate in rap battles. On December 25, 1995 Eminems girl friend, now wife, Kimberly Scott gave birth to his daughter, Haile. Eminem continued rapping and worked at a family restaurant in Detroit. Eminem, Kim and Haile lived in a crack-infested neighborhood where stray bullets and residential burglaries occurred often. In 1997 Eminem became unemployed, had no high school diploma and couldnt afford to give birth his family. He was tired of not having a record deal. He considered giving up rap. He decided to record the " foreshorten Shady EP" as his go bad hope to make it. His last attempt landed him a deal with Interscope Records and the adjacent year, in 1998, with Dr. Dres Aftermath label.On February 23, 1999 Eminems "The Slim Shady LP" was released. The LP went tr iple platinum. ulterior he went on to win two Grammies. One for best rap unaccompanied performance ("My Name Is"), and another for best rap album ("The Slim Shady LP"). On May 23, 2000 Eminem released his second full-length album, "The Marshall Mathers LP". The second LP sell 1.Eminem - AKA Marshall Mathers essays research papers fc Eminem, born as Marshall Mathers, has proven that with a lot of desire, drive and dedication, anybody can accomplish even their greatest of goals. Eminem was raised in the ghettos of East Detroit. He was bullied and victimized by other students in school. He worked to achieve his goal, against the odds. As a result, what he has become is one of Americas most popular and successful music artists.Marshall "Eminem" Mathers was born on October 17, 1974, in Detroit, Michigan. After moving to Kansas, he and his family returned to Detroit and settled in a Black neighborhood. Records show that Marshall, while in school, was attacked and beaten by school bullies, on numerous occasions. On two occasions, Marshall was beaten into unconsciousness. Eminems rap song "Brain Damage" is a true story of when a bully hit Marshall on the head and knocked him unconscious on the school playground. His ear began bleeding and he was hospitalized. It was discovered that he had a brain hemorrhage. He was in and out of consciousness for five days. (Rolling Stone)For Marshall, the road to success was long and hard. Marshall began rapping in 1990 at the "Hip Hop Shop" where he would participate in rap battles. On December 25, 1995 Eminems girl friend, now wife, Kimberly Scott gave birth to his daughter, Haile. Eminem continued rapping and worked at a family restaurant in Detroit. Eminem, Kim and Haile lived in a crack-infested neighborhood where stray bullets and residential burglaries occurred often. In 1997 Eminem became unemployed, had no high school diploma and couldnt afford to support his family. He w as tired of not having a record deal. He considered giving up rap. He decided to record the "Slim Shady EP" as his last hope to make it. His last attempt landed him a deal with Interscope Records and the next year, in 1998, with Dr. Dres Aftermath label.On February 23, 1999 Eminems "The Slim Shady LP" was released. The LP went triple platinum. Later he went on to win two Grammies. One for best rap solo performance ("My Name Is"), and another for best rap album ("The Slim Shady LP"). On May 23, 2000 Eminem released his second full-length album, "The Marshall Mathers LP". The second LP sold 1.

Adolf Hitler :: Biography

Adolf Hitler INTRODUCTIONAdolf Hitler (1889-1945), German semi policy-making and military leader and one of the 20th centurys most powerful dictators. Hitler converted Germany into a fully change society and launched World War II in 1939 (see Federal Republic of Germany). He made anti-Semitism a keystone of his propaganda and policies and built the Nazi party (see National Socialism) into a mass movement. He hoped to restrict the entire world, and for a time dominated most of Europe and much of North Africa. He instituted sterilisation and euthanasia measures to enforce his idea of racial whiteness among German people and caused the slaughter of millions of Jews, Sinti and Roma (Gypsies), Slavic peoples, and many others, all of whom he considered inferior.II beforehand(predicate) YEARS Adolf Hitler was born in Braunau am Inn, Austria-Hungary, in 1889, the fourth child of Klara and Alois Hitler. Hitlers father worked his way up in the Austrian customs supporter to a position of c onsiderable status, and as a result Hitler had a comfortable childhood. Hitler began school in 1900, and his grades were above average. It was decided that he would attend Realschule, a secondary school that prepared students for further mull over and emphasized modern languages and technical subjects. However, Hitler and his father strongly differed about career plans. His father wanted him to submit the civil service Hitler insisted on becoming an mechanic. As a result, Hitler did poorly in Realschule, having to repeat the first year and improving little thereafter.During this time, Hitler began to form his political views a strong sense of German nationalism, the beginnings of anti-Semitism, and a distaste for the ruling family and political structure of Austria-Hungary. Like many German-speaking citizens of Austria-Hungary, Hitler considered himself first and foremost a German. The death of Hitlers father in January 1903 changed the family. The survivors income was fair to mi ddling to support Hitler, his mother, and his sister, but the absence of a dominant father figure altered Hitlers position in the family. He spent much time compete and dreaming, did poorly in his studies, and left school entirely in 1905 after the equivalent of the ninth grade.ATime in Vienna Hitler had hoped to become an artist but was rejected as unqualified by the Vienna Academy of Fine Arts in October 1907. His mother died in 1908, and Hitler pretended to continue his studies in Vienna in order to receive an orphans pension.Adolf Hitler BiographyAdolf Hitler INTRODUCTIONAdolf Hitler (1889-1945), German political and military leader and one of the 20th centurys most powerful dictators. Hitler converted Germany into a fully militarized society and launched World War II in 1939 (see Federal Republic of Germany). He made anti-Semitism a keystone of his propaganda and policies and built the Nazi Party (see National Socialism) into a mass movement. He hoped to conquer the entire world, and for a time dominated most of Europe and much of North Africa. He instituted sterilization and euthanasia measures to enforce his idea of racial purity among German people and caused the slaughter of millions of Jews, Sinti and Roma (Gypsies), Slavic peoples, and many others, all of whom he considered inferior.IIEARLY YEARS Adolf Hitler was born in Braunau am Inn, Austria-Hungary, in 1889, the fourth child of Klara and Alois Hitler. Hitlers father worked his way up in the Austrian customs service to a position of considerable status, and as a result Hitler had a comfortable childhood. Hitler began school in 1900, and his grades were above average. It was decided that he would attend Realschule, a secondary school that prepared students for further study and emphasized modern languages and technical subjects. However, Hitler and his father strongly differed about career plans. His father wanted him to enter the civil service Hitler insisted on becoming an artist. As a resul t, Hitler did poorly in Realschule, having to repeat the first year and improving little thereafter.During this time, Hitler began to form his political views a strong sense of German nationalism, the beginnings of anti-Semitism, and a distaste for the ruling family and political structure of Austria-Hungary. Like many German-speaking citizens of Austria-Hungary, Hitler considered himself first and foremost a German. The death of Hitlers father in January 1903 changed the family. The survivors income was adequate to support Hitler, his mother, and his sister, but the absence of a dominant father figure altered Hitlers position in the family. He spent much time playing and dreaming, did poorly in his studies, and left school entirely in 1905 after the equivalent of the ninth grade.ATime in Vienna Hitler had hoped to become an artist but was rejected as unqualified by the Vienna Academy of Fine Arts in October 1907. His mother died in 1908, and Hitler pretended to continue his studies in Vienna in order to receive an orphans pension.

Theraputic Hypothermia Essay -- Health Medicine Medical Essays Researc

Theraputic Hypothermia Hypothermia, defined as a core body temperature less than 95 F(35C) occurs when heat loss exceeds the bodys heat production. (Ruffolo p.47) Thermal stability in humans depends on the bodys ability to adapt to changes in internal and external temperatures. Heat is transferred throughout tissues and fat, and is released at a rate directly related to the temperature of the environment through radiation, conduction, convection, and evaporation.Hypothermia is typically seen as a severely thing however, various studies have beenproving it to be very useful. Traumatic brain injury initiates several metabolic processes that can exacerbate the injury. There is evidence that hypothermia whitethorn limit some of these deleterious metabolic responses. In a randomized controlled trial researchers compared the effect of moderate hypothermia and normhypothermia in 82 patients with severe closed peak injuries (score of 3 to 7 on the Glasgow Coma Scale) The patients assigned to hypothermia were cooled to 33 degrees C an average of 10 hours after injury, kept at 32 degrees to 33 degrees C for 24 hours, and then re-warmed. A specialist in physical medicine and rehabilitation who was unaware of the treatment assignments evaluated the patients 3, 6, and 12 months later with the use of the Glasgow Outcome Scale. The demographic characteristics, causes, and severity of injury were similar in the hypothermia group and the normothermia groups. At 12 months 62% of the patients in the hypothermia group and 38% in the normothermia had good outcomes (moderate, mild, or no disabilities). The researchers concluded that Treatment with moderate hypothermia for 24hours in patients with severe traumatic brain injury and coma scores of 5 to 7 hastened neurological recovery and may have improved the outcome. (Marion et all)Two studies done (one in Australia and the other in Europe) showed the therapeutic value in survivors cardiac arrest. In the Australian study, which in volved 77 patients who remained comatose after the restoration of spontaneous circulation, 49% of those toughened with hypothermia were discharged home or into a rehabilitation facility compared to the 26% of those not treated with hypothermia. There were no significant differe... ...tion fluids, preparation solution, or baths can contribute to heat loss. Ruffolo Evaporation is the transfer of heat to the air from moist skin or mucous membranes. It occurs through wet skin, open body cavities and the respiratory tract. References (Works Cited)Ruffolo, Daria. www.rnweb.com. Vol. 65 No. 2. February 2002 Marion, DW et all. Treatment of traumatic brain injury with moderate hypothermia, University of Pittsburgh Medical Center.Safar, lance & Patrick Kochanek. therapeutic Hypothermia After Cardiac Arrest. New England diary of Medicine, February 21, 2002 p.612-613Holzer, Michael. Mild Therapeutic Hypothermia To Improve The Neurologic Outcome After Cardiac Arrest. New England Journal of M edicine, February 21, 2002 p.549Clifton, Guy et all. Lack of Effect of Induction of Hypothermia After Acute Brain Injury New England Journal of Medicine. February 22, 2002. p.556Rose, Victoria. Children Recover Faster Than Adults From Accidental Or Therapeutic Hypothermia. www.docguide.com. July 23, 2001Unknown Author, Reducing Brain Temperature May Benefit At-Risk Newborns http//www.pslgroup.com/dg/4E73E.htm, December 17, 1997

Creons Tragic Insecurity in Sophocles Antigone :: Antigone essays

Creons Tragic Insecurity in Antigone     In ancient Greek tragedies at to the lowest degree one character has the misfortune of having a tragic flaw. The flaw usually effects the protagonist and leads to his down fall. Normally, the characters close to the protagonist argon all modify by his flaw. In Antigone, by Sophocles, Creons tragic flaw is that he is insecure. Creons risk leads to the death of many people and to his own downfall. At many times, Creon feels that people are directing everything toward him, when of course they are not. Consequently, he takes action to make sure people take him seriously. He hopes his actions will teach people not to paseo all over him and his empire. However these actions are not always the right ones.   Since Creon is so insecure he feels that people are conniving against him. When Polyneices was found hide after Creon clearly announced no one was to bury him, Creon completely dismissed the idea that it could have be en the gods or a mere woman who interred Polyneices. He said, There have been those who have whispered together. Stiff-necked anarchists, putting their heads together, scheming against me in alleys.(9) The mention of the word those shows that Creon feels many people are discover to disobey his laws and make him look bad. Contrary to Creons belief it was a woman, Antigone, who had gone to bury her brother Polyneices because she felt he deserved a proper burial. Creons insecurity made him feel that a large group of people were against him when in reality it was only one woman who disobeyed his law.   Creons insecurity blinds his ability to direct regulate in his rustic properly. After Antigone buried Polyneices Creon felt he needed to take a strong stand or people would think he would always be lenient toward criminals. However, to achieve this Creon felt he needed to take drastic action against Antigone.  He once even said to his son, Haimon, who was astir(p redicate) to marry Antigone, The woman dies. I suppose shell plead family ties. Well, let her. If I permit my own family to rebel, how shall I earn the worlds obedience? (19)  This quote shows that Creon feels that to prove himself to the country he needs to earn the worlds obedience.

Creons Tragic Insecurity in Sophocles Antigone :: Antigone essays

Creons Tragic Insecurity in Antigone     In ancient classic tragedies at least one character has the misfortune of having a tragic flaw. The flaw usually effects the protagonist and leads to his down fall. Normally, the characters close to the protagonist ar all affected by his flaw. In Antigone, by Sophocles, Creons tragic flaw is that he is insecure. Creons insecurity leads to the death of many an(prenominal) deal and to his own downfall. At many times, Creon feels that flock are directing everything toward him, when of course they are not. Consequently, he takes action to make sure slew take him seriously. He hopes his actions will teach people not to walk all over him and his empire. However these actions are not always the right ones.   Since Creon is so insecure he feels that people are sharp against him. When Polyneices was found buried after Creon clearly announced no one was to bury him, Creon completely dismissed the idea that it could have be en the gods or a classical woman who buried Polyneices. He said, There have been those who have whispered together. Stiff-necked anarchists, putting their heads together, scheming against me in alleys.(9) The mention of the word those shows that Creon feels many people are out to disobey his laws and make him look bad. Contrary to Creons belief it was a woman, Antigone, who had gone to bury her brother Polyneices because she felt he deserved a proper burial. Creons insecurity made him feel that a large group of people were against him when in reality it was only one woman who disobeyed his law.   Creons insecurity blinds his major power to direct order in his country properly. After Antigone buried Polyneices Creon felt he needed to take a strong stand or people would think he would always be lenient toward criminals. However, to achieve this Creon felt he needed to take drastic action against Antigone.  He once crimson said to his son, Haimon, who was about to marry Antigone, The woman dies. I suppose shell plead family ties. Well, let her. If I permit my own family to rebel, how shall I earn the worlds obedience? (19)  This bring up shows that Creon feels that to prove himself to the country he needs to earn the worlds obedience.

History of Babylonia Essay

Babylon is Akkadian babilani which means the Gate of God(s) and it became the roof of the land of Babylonia. The etymology of the fall upon Babel in the Bible means crushed (Gen 119) and throughout the Bible, Babylon was a symbol of the confusion ca practiced by immortal littleness. The name Babylon is the Greek form of the Hebrew name Babel.The Early Growth of BabylonThere is conclusion that man has lived in this area of Mesopotamia since the root of culture. The first records indicate that Babylon was established as a urban center around the 23rd coulomb BC. Before this it was a provincial capital orderd by the kings of the city of Ur. Then came the migration of the Amorites.Quick Overview of Babylonian HistoryBabylonia (pronounced babilahnia) was an ancient conglomerate that existed in the Near East in southern Mesopotamia between the Tigris and the Euphrates Rivers. Throughout much of their taradiddle their main rival for supremacy were their neighbors, the Assyrian s. It was the Babylonians, under King Nebuchadnezzar II, who destroyed Jerusalem, the capital of the domain of Judah, and carried Gods covenant people into captivity in 587 BC.The Bible reveals much somewhat the Babylonians all the way back from the eon of Hammurapi (2000 BC) to the fall of Babylon (about 500 BC). Throughout the uncommon Testament in that location are references to the Babylonians, their people, culture, religion, military power, etc.Babylonia was a long, narrow country about 40 miles wide at its widest point and having an area of about 8,000 square miles. It was bordered on the north by Assyria, on the east by Elam, on the south and west by the Arabian desert, and on the southeasterly by the Persian Gulf.The earliest known inhabitants of Mesopotamia were the Sumerians, whom the Bible refers to as the people of the land of Shinar (Gen 1010). Sargon, from unrival direct of the Sumerian cities, united the people of Babylonia under his rule about 2300 B.C. Many scholars believe that Sargon might have been thesame person as Nimrod (Gen 108).Artists Depiction of the Ziggurat at UrAround 2000 BC Hammurapi emerged as the ruler of Babylonia. He expanded the borders of the Empire and organized its laws into a make up verbally system, also known as the Code of Hammurapi. About this time Abraham left Ur, an ancient city located in lower Babylon, and moved to Haran, a city in the north. Later, Abraham left Haran and migrated into the land of Canaan under Gods bargain that he would become the father of a great nation (Gen 12).Alongside of Babylonia there must also be a mention of Assyria, which bordered Babylonia on the north. Assyrias development was often intertwined with the course of Babylonian history. About 1270 BC, the Assyrians overpowered Babylonia. For the next 700 years, Babylonia was a lesser power as the Assyrians dominated the ancient world.Around 626 BC, Babylonian independence was finally won from Assyria by a leader named Nabop olassar. Under his leadership, Babylonia again became the dominant imperial power in the Near East and and so entered into her golden age. In 605 BC, Nebuchadnezzar II, the son of Nabopolassar, became ruler and reigned for 44 years. Under him the Babylonian Empire r individuallyed its greatest strength. Using the treasures which he took from some other nations, Nebuchadnezzar built Babylon, the capital city of Babylonia, into one of the leading cities of the world. The famous hanging gardens of Babylon were known to the Greeks as one of the s til now wonders of the world.As previously mentioned, in 587 BC, the Babylonians destroyed Jerusalem and carried the leading citizens of the Kingdom of Judah as prisoners to Babylon. The Hebrew prophet Jeremiah had foretold that the Jews would be free to return home to Jerusalem later on 70 years. The Lord had encouraged His people through Ezekiel and Daniel who were also captives in Babylon. During this 70 year period of captivity, the Per sians conquered Babylonia, and the Babylonians passed from the scene as a world power.Throughout the long period of Babylonia history, the Babylonians achieved ahigh level of subtlety that made an impact on the whole known world. Sumerian culture was its basis, which later Babylonians regarded as traditional. In the area of religion, the Sumerians already had a system of gods, each with a main temple in each city. The chief gods were Anu, god of heaven Enlil, god of the air and Enki or Ea, god of the sea. Others were Shamash, the sungod Sin, the moon-god Ishtar, goddess of love and war and Adad, the storm-god. The Amorites promoted the god Marduk at the city of Babylon, so that he became the chief god of the Babylonian religion, starting around 1100 BC.Babylonian religion was temple-centered, with elaborate fetes and many different types of priests, peculiarly the exorcist and the diviner, who mainly were trained to drive away evil spirits.Babylonian lit was mainly dominated by my thology and legends. Among these was a creation myth written to glorify their god Marduk. According to this myth, Marduk created heaven and earth from the corpse of the goddess Tiamat. Another work was the Gilgamesh Epic, a flood story written about 2000 BC. Scientific literature of the Babylonians included treatises on astronomy, mathematics, medicine, chemistry, botany, and nature. One of the main aspects of Babylonian culture was a codified system of law.Hammurapis famous code was the successor of earlier collections of laws liberation back to about 2050 BC. The Babylonians used art for the national celebration of great events and glorification of the gods. It was marked by stylized and symbolic representations, hardly it expressed realness and spontaneity in the depiction of animals. The Old Testament contains many references to Babylonia. Gen 1010 mentions four Babylonian cities, Babel (Babylon), Erech (Uruk), Accad (Agade) and Calneh. These, along with Assyria, were ruled b y Nimrod. antiquated Babylonia MonarchyThe Babylonian political structure was a monarchy. The king ruled through a number of officials who were directly under and responsible to him but he could intervene in person at any level of government and administration. thus Hammurapi (1792-1750 BC) took a direct hand in dealing with property claims in Larsa after he had captured that city-state. The monarchywas inheritable and maleprimogeniture seems to have been the guiding principle. Babylonian historians designated a continuous line of kings a dynasty.The king was an absolute monarch and in the very early period there were a few checks to his authority in that he had to respect custom and tradition, private property, the sensibilities of the nobles, religion and divination. The king was the ultimate authority in all areas however religion where he was subject to the dictates of the chief god as represented by his chief priest. thence in the New Years festival the kings role included being slapped in the face by the chief priest and pulled by the ears as a sign of his subservience to the god.Ancient Babylonia Communication, Roads and ScribesEfficient administration of the country dep stop upon good communication theory through a system of roads and relay stations for messengers. Written communications passed back and forth in great number and required a large body of trained scribes. Most people, including the king and his officials, were illiterate so that they were heavily dependent upon the scribes both to write and interpret their commands and reports in an appropriate manner. Many of these letters have been discovered in modern times and they provide a fascinating glimpse of the real events and piece relationships of the day, in contrast to the official versions found in royal in bookions.Ancient Babylonia Nebuchadnezzar IINebuchadnezzar II marched back to Babylon and was crowned king, which inaugurated one of the most powerful periods in Babylonian history. Nebuchadnezzar continued his brilliant campaigns focusing his military maneuvers on the west, which he effectively brought under his control. It was the kingdom of Judah who had called upon Egypt to encourage them against the Babylonians. King Nebuchadnezzar continued his attacks and on his second conquest the conquered Jerusalem in 586 BC taking the survivors as prisoners back to Babylon.This was known in Jewish history has the Babylonian captivityand the exile. After he destroyed Jerusalem, Nebuchadnezzar focused his attacks upon Egypt and he conquered it in 568 BC though therehas been no detailed theme of this invasion ever discovered, it remains a tremendous success for the king of Babylon and the first time any Chaldean king had ever conquered Egypt.After Nebuchadnezzars death his successors remained obscure untilNabonidus (555-539 BC), the last of the dynasty, ascended the throne. According to history Nabonidus, for some reason, lived throughout 10 of the 17 years that he ruled, at an Arab desert oasis called Tema, which was a vast distance from Babylon. In Babylon he left his son Belshazzar, to rule on his behalf. Nabonidus and his mother were from Harran and claimed to have been a loyal subject to the last of the Assyrian kings. both he and his mother were zealous worshipers of the moon-god Sin, the tutelary deity of Harran, but when Nabonidus tried to promote this cult in Babylonia, the native priests, especially those who followed Marduk, became enraged. This religious controversy break dance Babylonia in twain. Some of this literary propaganda of the time has been recovered.Babylonian culture flourished during the pax Assyriaca of the 7th century BC and again under the Chaldean dynasty of the sixth century BC. Their god Nabu, son of Marduk and god of writing and learning became very popular throughout that period. The practice of astrology permeated the Babylonian society to the point that there were every night watches by the astrolog ers throughout the kingdom. Archeologists have recently recovered massive detailed records of the movements of heavenly bodies.Literature was copied and studied and many new compositions were created. In art and architecture the most impressive remains that have been unearthed by archeologists are in Nebuchadnezzars Babylon. The city apparently had not changed much when the Greek historianHerodotus wrote about it less than a century later and called its Hanging Gardens one of the 7 wonders of the world. In 539 BC Cyrus the Great of Persia conquered Babylon.Ancient Babylonia Houses and FarmsAround the temple were clusters of houses made of sun-dried brickand inhabit by grangers and artisans. The populations of the Babylonian cities piece of tailnot be estimated with any reasonable degree of accuracy, because theauthorities, so far as extant documents reveal, took no census. The number of inhabitants of a city belike ranged from 10,000 to 50,000. The city streets were narrow, r oaming, and quite irregular, with high, windowless walls of houses on both sides.The streets were unpaved and undrained. The average house was a small, one-story, mud-brick structure, consisting of several rooms grouped around a court. The house of a well-to-do Babylonian, on the other hand, was probably a two-story brick dwelling of about a dozen rooms and was plastered and whitewashed both inside and out.The world floor consisted of a reception room, kitchen, lavatory, servants quarters, and, sometimes, even a private chapel. Furnitureconsisted of low tables, high-backed chairs, and beds with wooden frames. Household vessels were made of corpse, stone, copper, and bronze, and baskets and chests of reed and wood. Floors and walls were adorned with reed mats, fell rugs, and woolen hangings.Below the house was often located a mausoleum in which the family dead were buried. The Babylonians believed that the souls of the dead traveled to the nether world, and that, at least to some e xtent, sprightliness continued there as on earth. For this reason, pots, mother fuckers, weapons, and jewels were buried with the dead.Agriculture formed the economic base of Babylonian civilization with production of barley, wheat, fruits, vegetables, with cattle and sheep predominating.The main rationalise in the time of the ancient Babylonians was barley. The farmer would sow his seed with a tool known as a seeder plough The plough would create a furrow into which a seed would be dropped using a funnel. A man would have to walk beside the seeder plough and drop the seeds in at regular intervals. This would mean that all the seeds would be at exactly the correct depth.It would have taken considerable skill to achieve tasks such as irrigationand the winnowing. If the farmer got the irrigation wrong he could flood the field or let it get too dry to allow the plants to grow. Similarly if the farmer did the winnowing in too strong a wind the grain would also blow away but if he did in too weak a wind there would be chaff and dirt still mixed in. The farmer would have probably followed his father in his trade and would have been taught by him. The farmer would almost certainly have been apprenticed by his father.Ancient Babylonia Social HierarchyThere were several levels in the social hierarchy with the king at the top and the slaves at the bottom. In between, in descending order, were the nobles, the free citizens and those in military and civil service. The class structure was generally rigid although some mobility from one level to another was possible. The debt slave had the possibility of paying his debts and regaining his freedom but the only hope for the foreign captive was escape or death.Thus in Babylonian society there were mainly three classes in society, theawilu, a free person of the upper class the wardu, or slave and themushkenu, a free person of low estate, who ranked legally between the awilu and the wardu. Most slaves were prisoners of war, b ut some were recruited from the Babylonian citizenry as well. For example, free persons might be reduced to slavery as punishment for certain offenses parents could sell their children as slaves in time of need or a man might even turn over his entire family to creditors in payment of a debt, but for no longer than three years.Ancient Babylonia SchoolsFor the most part the only nurture that a young Babylonian might have received would have been of a scribal type. Those who were sent to school to train as a scribe had to be children of wealthy or influential parents. Boys were admitted and possibly girls as well. There is no doubt that rich women often had a lot of freedom and influence.By the time of Hammurapi (1792-60) the language of Sumerian had been re dimensiond by Akkadian as the commonly spoken language in Babylonia but Sumerian wasstill used for nearly all religious texts. It was therefore necessary to train students, not only in the script, cuneiform, but in the language as well.The students education would begin when he was eight or nine years old. Each day he would get up at sunrise and go to school, which was commonly known as the tablet house. At the tablet house there would be a man like a schoolmaster. His title literally meant the Expert. There would be a number of other teachers who would each specialize in a different aspects of Sumerian and its writing. To keep order some of the senior students would be appointed as a helper. A students work would consist of copying tablets using a slab of wet clay. Also he would learn various texts by heart. If he successfully passed an examination the student became a scribe.Ancient Babylonia Astronomy and the CalendarThe observations of the astrologers, which were meticulously recorded on a nightly basis over many centuries, led to accurate predictions of various astronomical phenomena and the correct calculation of the solar and lunar year. The Babylonian schedule was based upon the lunar year but, t hanks to the astrologers knowledge, could be reconciled with the solar year by means of intercalary months.We owe much of our calendar system to the Babylonians. They were probably the first people after the Sumerians to have a calendar. This calendar was very important because without it agriculture could not be planned properly.There were twelve lunar months in the year but as the months were shorter than our months often an extra month would have to be added. This was called the second Elul. Each week was divided into seven days. The day was divided into six separate each of two hours duration and containing thirty parts. The Babylonians measured time with a water or sun clock.One can see from this that the Babylonian calendar has markedsimilarities with our own for instance the twelve months in the year and seven days in a week.Ancient Babylonia MedicineMedicine was practiced by two kinds of experts the physician(asu), and the exorcist (dsipu), and the talents of either or both might be demanded at the sick bed. There was a whole set of diagnostic texts in which a multitude of possible symptoms was listed and the diagnosis, prognosis and treatment given. Surgery was known and even delicate operations on the eye were performed. The Babylonians had a superb knowledge of human and animal anatomy and physiology and were aware, for example, of the circulation of the blood and the pulse.Ancient Babylonia CuneiformThe script of the Sumerians and all the other inhabitants of Mesopotamia employed to write their language, up to the first century BC was cuneiform. The name cuneiform comes from theLatin word cuneus, meaning wedge.According to Babylonian beliefs Nabu, the god of scribal arts, who was also the city god of Borsippa, gave cuneiform to them.When the Akkadians, Semite invaders from the desert, adopted the Sumerian civilization and part of the Sumerian Territory they also adopted cuneiform. They adapted the script to fit their own. The next wave of Semite invaders, the Amorites, did likewise, but they continued to speak the Akkadian tongue. Thus we find Hammurapi (1792-1760 BC) who was an Amorite, speaking Akkadian and writing cuneiform. Since the time of Hammurapi, successive Mesopotamian empires controlled huge empires in the Near East. Because of this cuneiform, Akkadian became the lingua franca of the Near East, as Latin was of Medieval Europe. This of course ended when Mesopotamian civilization declined so that cuneiform was no longer being used by about the first century BC.When the Sumerians first brought cuneiform into being it was nothing like the script that it was to become. It was an ideogramatical script (a symbol represented by a word). For example a picture of sheep would mean sheep. When the Sumerians came into contact with the Akkadians they needed to adapt their script to fit. This was necessary even to write Akkadian names. Obviously it was far more important for the Akkadians because they needed to write their la nguage in it. Cuneiform then underwent a transformation. It became a syllogramatical script where each symbol represented a sound.Therefore the symbol for a word such as dig, if we took an English equivalent would be correctly used in the second syllable of indignant. This transformation enabled cuneiform to be used with other languages.As cuneiform changed from an ideogramatical to a syllogramatical scriptits symbols were simplified. The original pictograms were perplex and hard to write on clay tablets. The symbols developed, losing many of their lines and the remaining lines were wedge shaped and straight.Cuneiform was originally written with a reed or hold fast stylus but this was quickly developed into a precision tool. We have derived virtually all our knowledge of the Babylonians from texts written in cuneiform on clay tablets. From these tablets we have been able to learn their law, business, administration, religion and all other aspects of Babylonian civilization. Withou t these texts we would know little about the Babylonians.http//www.bible-history.com/babylonia/BabyloniaBabylonia00000023.htmHISTORY OF THE HITTITESThe first Indo-European empire seventeenth century BCA group of tribes, speaking Indo-European languages and collectively known as the Hittites, establish themselves as the dominant power in Anatolia. Their capital is at Bogazkoy, a dramatically fortified city on a steep slope among ravines its walls and towers enclose no fewer than five great temples.The priest-king who makes this place his capital in the 17th century BC is Hattusilis I. He has ambitions for his people. Moving south and east with his army, he reaches the Mediterranean and continues into northern Syria.Eager to give his empire full credentials, Hattusilis brings back from Syria a team of scribes, expert in cuneiform. They adapt the cuneiform script to a new purpose, the recording of an Indo-European language, and they lay the buttocks for an important state archive at B ogazkoy.When the clay tablets of this archive are discovered, in the 20th century, they provide the basis for our knowledge of the Hittites.The magic of iron from 1500 BCThe Hittites are the first people to work iron, in Anatolia from about 1500 BC. In its simple form iron is less hard than bronze, and therefore of less use as a weapon, but it seems to have had an immediate appeal perhaps as the latest achievement of technology (with the mysterious quality of being changeable, through heating and hammering), or from a certain intrinsic magic (it is the metal in meteorites, which fall from the sky).Quite how much value is attached to iron can be judged from a famous letter of about 1250 BC, written by a Hittite king to accompany an iron dagger-blade which he is sending to a fellow monarchThe furthest extent of the empire 16th 12th century BCIn about 1600 the Hittites reach and destroy Babylon, before retreating again to their Anatolian heartland. In the 14th century they march agai n to establish an empire which reaches into northern Syria, east of the Euphrates, and extends down the Mediterranean coast to confront the Egyptians. A hard but inconclusive engagement at Kadesh in 1275 stablizes the frontier between the two power blocs.It is followed some years later by a accordance and the marriage of the daughter of the Hittite king (Hattusilis III) to the Egyptian pharaoh Ramses II. In the 12th century the Hittite empire suddenly collapses overwhelmed, it is thought, by the onrush of the Sea Peoples. These grand intruders are described in Egyptian chronicles as raging down the coast to threaten the frontiers of Egypt in about 1218 and again in 1182 BC http//www.historyworld.net/wrldhis/plaintexthistories.asp?historyid=ab66ixzz2HIAKxOZL The Hittites were an Ancient Anatolian people who spoke a language of the Anatolian branch of the Indo-European language family and established a kingdom centered at Hattusa in on the exchange Anatolian plateau in the 18th c entury BC. The HittiteEmpire reached its height around 1285 BC,encompassing a large part of Anatolia, north-westernSyria about as far south as the mouth of the Litani River, and eastward into upper Mesopotamia. After ca. 1180 BC, the empire disintegrated into several independent Neo-Hittite city-states, some surviving until as late as the 8th century BC.The depot Hittites was taken from the King James translation of the Hebrew Bible, translating HTY, or - BNY-HT Children of Heth (Heth is a son of Canaan). The archaeologists who discovered the Anatolian Hittites in the 19th century initially identified them with these scriptural Hittites. Today the identification of the Biblical peoples with either the Hattusa-based empire or the Neo-Hittite kingdoms is a matter of dispute.The Hittite kingdom was commonly called the territory of Hatti by the Hittites themselves. The fullest expression is The Land of the City of Hattusa. This description could be applied to either the entire empire , or more narrowly just to the core territory, depending on context. The word Hatti is actually an Akkadogram, quite than Hittite it is never declined according to Hittite grammatical rules. Despite the use of Hatti, the Hittites should be distinguished from the Hattians, an earlier people who inhabited the same region until the beginning of the 2nd millennium BC, and spoke a non-Indo-European language called Hattic.The Hittites themselves referred to their language as Nesili (or in one case, Kanesili), an adverbial form meaning in the manner of (Ka)nesa, presumptively reflecting a high concentration of Hittite speakers in the ancient city of Kanesh (modern Kltepe, Turkey). Many modern city names in Turkey are first recorded under their Hittite names, such as Sinop and Adana, reflecting the contiguity of modernAnatolia with its ancient past.Although belonging to the Bronze Age, the Hittites were forerunners of the Iron Age, developing the manufacture of Iron artifacts from as earl y as the 14th century BC, when letters to foreign rulers reveal the demand for their iron goods. Recent excavations, however, have discovered evidence of iron tool production dating back at least as far as the 20th century BC. Hittite weapons were made from Bronzethough iron was so rare and precious

Impacts of Student Retention Essay

1. 0 Introduction This report will explore the concepts of breathing educational activity policies in a unquestionable country Singapore. The Minister of Education of Singapore commissioned this report to account for the impacts of educatee guardianship to its advantages, disadvantages and impacts. This report is constructed with at least 6 thinkable scholarly articles and the MOEs official website. Although the idea of computer memory in Singapore is not unfamiliar, this report will distinguish the ramifications of retention and describes the implications of retention in a developed country like Singapore. 2. 0Purpose of socio-economic class Retention 2. 1Goals of Retention.The practice of holding back ostensibly weaker students for one more year on the grounds of failed schoolman prowess is common in Singapore. Retention policy calls for requiring students who have failed to achieve satisfactorily to repeat their current stigmatize the following year. Promotional Gates i n certain grades fix that 20 to 40 percent of the students did not qualify for promotion (Brophy 2006, 13). This is motivated by a conservative belief that retaining students provides another probability to master content which students failed to master and consequently leave students better equipped to succeed in the following year.Most grade repetition in developed countries is imposed by schools on low-achieving students who have made poor progress despite regular attendance (Brophy 2006, 12). 2. 2Does Retention Satisfy Original Goals Sixth grade students rated grade retention as the single most stressful life event (Riggert et al 2006, 71). Repetition is principally made up of two forms, willing and involuntary. Voluntary happens when students whom are considered at risk drop out of school before attempting the final exams Repetition is associated with low achievement and early dropout (Brophy 2006, 9).Voluntarily marrow forfeiting the chance of progress. Familial backgroun d, financial conditions or past stigmas all play a major part in the decision but grade retention policy makers believe that it is for schools to maintain high standards in that respectfore retention does satisfy the goals of the school but not the goals of the student. 3. 0Factors & Conditions Leading to Failing a savant 3. 1Academic accomplishment Grade repetition is decided on the pedantic achievement of the student, decision is made by the authoritative body, normally a minimal grade of 50 percentage achieved in all subjects will suffice in passing.At risk students make up the notable percentage in this category, commands a higher(prenominal) probability despite regular attendance and class performances. This supports Diederichs statement of schools superfluously weighs subjects through the final examinations as a criterion to pass students. These patterns mention that prior academic achievement and expectations were related to retention (Diederich 1978, 10). 3. 2Disciplina ry Problems Social influences play a huge part in the development of the students humour towards education.Attributing to the students behavior, students from lower income families work while attendingschool and evidently the student is unable to give their full-time attention to their academic endeavors. provide typically see student failure or success as essentially the results the students achieved, obviously student effort, ability and motivation are powerful factors in the equation(Wimshurst, Bates and Wortley 2002, 12). Students are often misunderstood because enthusiasm in a student is often miscomprehended.This attributes to the students interest towards education and forms the outline of his or hers behavior. School-imposed grade repetition has negative effects on achievement and is associated with social adjustment problemsand increased likelihood of dropping out (Brophy 2006, 4) 4. 0Advantages & Disadvantages of Student Repetition and unsuccessful person 4. 1 make on Academic Achievement Retention does not assist with the students academic achievements. Grade retention was not found to be a beneficial intervention, overall, in the studies examined (Sterns et al 2007, 220).Developing a lack of interest in education, this contradicts to the fantasy that repeating is beneficial. Students have a greater probability to drop out when forced to repeat. Grade retention has been identified as the single most powerful predictor of droppingout (Swail 2004, 9). On the other hand, a very small minority showed the tenacity to hold on to their education careers and displayed a slight improvement in their academic achievements.4. 2Social Effects & Psychological on Students Involuntary grade repetition has negative effects on social, emotional and behavioral aspects (Brophy 2006, 16). Grade repetition does not improve academic achievement but the contrary it carries harmful effects on social, emotional and behavioral characteristics. Displaying poorer social adj ustments and negative attitudes, Students have difficulty in adjusting, self-esteem is trim down drastically.Drug use, teenage pregnancy, gangs, school dropouts, suicide, violence, political apathy, casual sex and more recently depression(McInerney 2006, 12) the synthesis of these factors will optimize the likelihood of these students dropping out. Grade repetition is affiliated with long-term effects such as the probability of a poorer education, limiting their employment opportunities. 5. 0Conclusion Cumulative evidence from research clearly demonstrates that there are no distinct advantages to repetition, and negative impacts outweigh the positive.They (teachers) see the temporaryadvantages appear during retention year (Brophy 2006, 28). It is imperative for policy makers to analyze the societal and psychological consequences. Current policies must be revised at an arms length with schools that are beneficial to students and schools. It appears that many, if not most politician s, administrators and teachers remain unaware of the evidence against school-imposed retention or they are misled by false claims that support it (Brophy 2006, 27) 6. 0Recommendations Retention is mandated in a developed country such as Singapore.A conservative education organization with policies thatrequires students to repeat without achieving minimal requirements, Singapores education system can benefit by administering or implementing a change in her existing educational policies. Denmark, Japan, Korea, zero(prenominal)way and Swedens emphasizes on automatic promotion and this should put to rest any concerns that automatic promotion policies will lead to mediocre schooling (Brophy 2006, 23). They are as follows Adopt smaller classes in primary and secondary schools ranging from ten to twenty students per teacher ratio. Prioritize and provide at-risk students with additional learning opportunities and methods.Teachers and parents must be collaborating to prevent the lack of interest in students. Suspend the streaming of students. Students whom are subjected to streaming undergo intense stress to exhibit good grades. Not possessing the due date to handle the pressure and carrying the stigma of this unnecessary rite of passage, the probability of dropping out will increase significantly. Evaluate Students not only through a single high stakes test but track continuous progress through participation and performance. Develop a progressive learning system as an assessment, either for teachers to act upon rather than just report failureand move on.Number of Words 1095 Reference list Swail, Scott Watson. 2004. The Art of Student Retention. Texas high Education Coordinating Board. Roderick, Melissa and Jenny Nagaoka. Retention under Chicagos High-Stakes Testing Program Helpful, Harmful or Harmless? Source educational military rank and Policy Analysis, Vol. 27, No. 4 (Winter, 2005), pp. 309-340. American Educational Research Association. McInerney, Pet er. 2006. Blame the student, blame the school or blame thesystem? Educational policy and the dilemmas of student engagementand school retentiona Freirean perspective.University of Ballarat. Stearns, Elizabeth, Stephanie Moller, Judith Blau and Stephanie Potochnick. 2007. Staying Back and Dropping out The Relationship betweenGradeRetention and School Dropout. Source Sociology of Education,Vol. 80, No. 3 (Jul. ,2007), pp. 210-240. American SociologicalAssociation. Riggert, Steven C, Mike Boyle, Joseph M. Petrosko, Daniel Ash and CarolynRudeParkins. 2006. Student Employment and Higher EducationEmpiricism andContradiction. Source Review of EducationalResearch, Vol. 76, No. 1(Spring, 2006), pp. 63-92. AmericanEducational Research Association. Diederich Ott, Mary.1978. Retention of Men and Women EngineeringStudents. Source Research in Higher Education, Vol. 9, No. 2 (1978),pp. 137-150. Springer. Bosshardt, William. 2004. Student Drops and Failure in Principles Courses. Source The Jou rnal of Economic Education, Vol. 35, No. 2 (Spring,2004), pp. 111- 128. Taylor and Francis Ltd. Tinto, Vincent. 2001. Taking Student Retention Seriously. SyracuseUniversity. A. Bali, Valentina, Dorothea Anagnostopoulos, Reginald Roberts. 2005. Source Educational Evaluation and Policy Analysis, Vol. 27, No. 2(Summer, 2005), pp. 133-155. American Educational ResearchAssociation.

November and Mid Term Break Poem Analysis

Mid-Term Break, by Seamus Heaney, is a free-verse poem that portrays the event in which the speaker, who came back from boarding school, deals with the loss of a young brother. In this poem there are several important themes such as clip, age, family, pain, love and most of all death. This poem takes the earreach along on the speakers journey to accepting his microscopical brothers death. The author used a number of imagery to depict the themes of the poem. In these imageries, Heaney challenges non only the audiences visual imagery but as swell up as auditory, olfactory as well as emotional imagery.For example Counting bells knelling classes to a close, the corpse, stanched and candles soothed the bedside. Throughout the poem, Seamus Heaney only used simile once to compare the coffin to a cot, He lay in the intravenous feeding foot box as in a cot. The poem is organised with three lines per stanza in which there are no specific rhythm or rhyme pattern. However the last word in the poem rhymes with the last word in the stanza before. Seamus Heaneys choice of words in this poem is what do the poem so special.The phrase it was a hard blow and the line about the cooing baby bring certain awkwardness to the poem. Also the word soothed brings a certain warm feeling to the poem. However this word is besides words that are associated with mourning and death such as bedside, candles and Snowdrops These choices of words bring the audience on a emotional rollercoaster. Moreover, the authors choice of words once more highlighted the last line. Heaney used alliteration, assonance and repetition to add pull ahead emphasis on the four foot box Which suggests how important this line is to the core of the poem. The poem November By Simon armitage is about how a man , the speaker, copes with the loss of a family member, non through death but through age.The speaker and a man named John (probably a friend) have taken Johns nanna to a nursing home. They know she wil l not come back out of the home. When they leave the honest-to-god lady, they drive back to Johns endure and drink alcohol, to cope with the emotions of the situation. The poet tries to lift John out of his depression. As with all poetry, the poem captures the interest of the reader through its exploration of human feelings and motivations.The choice of November as the title is effective in that this is clearly the winter of the grandmothers life, which is drawing to its close. There is little, if anything, that is attractive about the month of November the weather is bad, and certainly not picturesque, and the dismal and dank darkness which we associate with the month reflects the feelings experienced by the poet and John in the light of the old ladys decline. In Stanza 1, the personal effects of ageing on the grandmother are shown by the way she walks she takes four short steps to every two taken by the poet and John.Stanza 2 shows the factual affection and care John lavishes upon his grandmother, making sure that she has all she needs, as well as mementoes of home family trinkets he is trying to cater for her emotional, as well as her physical, needs. The obvious closeness of the relationship is reflected in the fact that he pares his grandmothers nails quite an intimate act for a grandson to carry out. However, the old lady has degenerated into an object, as John wraps her in the rough blankets.The reference to the old ladys incontinence provides the reader with a clear indication of her helplessness, and wherefore she has had to go into a nursing home. Stanza 3 begins with a play on words, It is time John. this could mean that it is time to leave the old lady, or that it is the passage of time and hence the ageing process which has brought things to their current situation. The stanza focuses on the lack of fictional character of life of old people they are drained of colour, their bodies show signs of ageing let up breasts and baldness and they are losing their mental faculties stunned rains.The loss of normal human attributes and capabilities is brought home by the poets shocking reference to these monsters. Stanzas 4 and 5 concentrate on the aftermath, emotionally, of leaving the grandmother in the home, no doubt Johns main feeling being one of guilt, and the final stanza is an attempt to lift the emotions of the reader and of John by giving a message of expediency, but one which is positive for the younger men.The poem is written in free verse and contains little rhyme. The poem is constructed of six stanzas, the first five of three lines each, the last of only two lines. The first three stanzas focus on the nursing home, leading up to a crescendo at the end of Stanza 3 with these monsters. throughout these stanzas, the poet is reassuring John, despite feeling repulsed by the images of the elderly in the home.Both Poems are effective in their exploration of the emotions of sadness and guilt felt by relatives and friend s when the passing years lead to a loved one losing all sense of dignity and quality of life. The choices of language and literary devices are very appropriate and served their purpose. In November, the speaker tells of the loss of a family member, not through death, but through age, using rude language to put the point across while Mid Term break attempts to do the same, in a more bitter sweet way.

“Of Mice and Men” †John Steinbeck Essay

In Chapter 4 of Of Mice and Men, John Steinbeck portrays Crooks, Lennie, Candy, and Curleys wife as outcasts who although are lonesome and seek all(prenominal) others companionship, ostracize all(prenominal) other nevertheless. Each of said characters seek companionship, are outcasts, and as a event abase one another.Crooks, Candy, Curleys wife, and Lennie are lonely and therefore seek companionship. Crooks is a very lonely character, and may in fact be the most diverse due to both his handicap and race. When he gets company, he tries to conceal his pleasure with anger he does not wel arrest others into his abode because they discriminate against him (his impediment is therefore seen as a spiteful retaliation), plainly at the same time he is delighted to have company. When Crooks sees Lennie standing at the doorway smiling at him, Crooks gives in and allows him to stay, telling him you can come if ya want. Lennie is besides lonely, for he is drawn to Crooks stable when he sees the light on when he approached Crooks, he smiled helplessly in an attempt to make friends. Candy subsequent comes in to the stable, as Crooks allows him to come in he is modest about Crookss welcome, saying of course if you want me to.Candy is a passive human virtually unable to take any independent action and his one major act in the book, offering Lennie and George money in order to go in on a piece of land together, is a means by which he can become dependent on them this is a result of his impeding loneliness. Lastly, Curleys wife enters the stable. Her presence is almost nomadic she wonders around the whole ranch, seeking company and then parting. Generally considered to be a fanny by the men at the ranch, Curleys Wife is the only major character in Of Mice and Men whom Steinbeck does not give a name.She dislikes her husband and feels desperately lonely at the ranch, for she is the only woman and feels isolated from the other men, who openly scorn her. She still holds some small hope of a reveal life, claiming that she had the guess to become a movie star in Hollywood, but otherwise is a bitter and scornful woman who shamelessly uses sex to intimidate the workers. When she enters the stable, she pretends as if she is looking for Curley, but she really just wants company. Each of the aforementioned characters seek each others companionship and company to keep from getting lonely.Crooks, Candy, Curleys wife, and Lennie are also scrutinized as outcasts in the society in which they live, due to their defects Crooks being a black cripple, Candy an old handicapped man, Curleys wife being female, and Lennie whom is impaired with mental retardation. Their reclusive stature is justified in the names in which they call themselves Crooks calls himself black and a rugged back nigger. Candy is called a busted sheep, Lennie a dum dum, and Curleys wife a tart. Furthermore, Steinbeck does not give Curleys wife a name this illustrates that women in the concurren t era were looked down upon. Crooks, Curleys wife, Candy, and Lennie are further exemplified as outcasts by the fact that Slim, George, and Whit left them behind. Crooks, Candy, Curleys wife, and Lennie are exiled from society and left to be alone.With the pain, loneliness, and fear which they feel, Crooks, Candy, Curleys wife, and Lennie lower each other. They call each other names, and Curleys wife adds to these statements by saying they George, Slim, and Whit left the weak ones behind. Candy calls her a bitch and reminds her that they at least(prenominal) have friends. Candy and Crooks even indicate that they want her to leave, that they have had enough.Crooks, Lennie, Candy, and Curleys wife are portrayed as outcasts who although are lonely and seek each others companionship, they ostracize each other nevertheless because of the over bearing society in which they live. They demean and mortify one another to make themselves feel better to attain a private victory that the othe r is more of an outcast than the former. They would rather have bitter company as to no company.