How Are Dreams Proved to Be Futile in of Mice and Men Essay Example for Free

How Are Dreams Proved to Be Futile in of Mice and Men Essay Dreams in â€Å"Of Mice and Men† is influenced under the poem â€Å"To A Mouse† by Robert Burns and the relationship between the poem and the novel is seen through the build-up to the characters hopes and dreams at the time of the great inflation and how they struggled to keep up with their ambitions. The context in both texts clearly portrays the death of the future plans the working class keep to at that time and the writers do this to illustrate the chances of normal people succeeding and how being born into a hierarchy means that you’re destined to a class in society. In Of Mice and Men, Lennie is introduced with a â€Å"shapeless face† and animal imagery is used to signify his strength, â€Å"bear drags his paws†, this portrayal of Lennie sets him apart from George in the hierarchy. As the story develops the readers understanding of George’s and Lennie’s relationship does to, the reader realises that the theme that keeps both the key protagonists motivated is the dream. This is further developed when Steinbeck introduces the dream for the first time, â€Å"I remember about the rabbits, George†, it is clear to the readers that Lennie is academically weak and in order for him to remember about the dream indicated how much it means to him and it’s possibly the thing that matters to him most. However early in the novel Steinbeck uses animal imagery to foreshadow the death of Lennie and the death of the dream, â€Å"shoot you for a coyote†, the author highlights his vulnerability and his death in the future to suggest that his weakness academically is what possibly lead him to his death. In the beginning of the novel George gets into a quarrel with Lennie about ketchup, â€Å"we ain’t got any†, during George’s rant he clearly emphasizes on what he sees as the American dream in comparison to what they both see. George leads on to imply that Lenny is a road block to his dream and this is partially true as it is what Lennie did towards the end of the novel that killed the chances of the dream. George’s dream can be considered as a typical working class dream as it isn’t very promising and has no future outlook. The death of the dream in Of Mice and Men seems to be blames on a certain individual, the death of George and Lennie’s dream is blamed on Lennie and later in the novel we learn that the death of Curley’s wife’s is because of her â€Å"ol lady†. In the novel Curley’s wife is portrayed as a social outcast alongside the â€Å"nigga† but this time because of her gender as they lived in a sexist society. However beneath her make up her interior reveals her dreams and how they were crushed as well, the reader also finds out that her sexual weapon is to grab the attention of the ranch workers as no one gave her the recognition she wanted. Curley’s wife’s dream is fully revealed towards the end of the novel with her explain it to Lennie, she clearly illustrates her very independent dream however it is also clear that she is very dependent on men when it comes to making the dream a reality. This maybe the reason why her dream was locked away and only brought out when she needed it to emotionally look back at it; considering that she lived in a men’s society it means that women are held back from what they wanted to do and were expected become a housewife. This is the main road block that Curley’s wife comes across making her dream futile. Throughout the novel the reader realises that the characters that we’re too eager for their dream (Lennie and Curley’s wife) reaches their destiny, quite dramatically, with their death. It seems that both characters had something in common – lack of power, the protagonists had a lack of power meaning that they were vulnerable to society however Curley’s wife attempted to cover it by putting on a lot of makeup but it is clear that your weakness will eventually go against you. Furthermore both characters dream was clearly futile from the beginning of the novel as both characters seemed to depend on another person in order for their dreams to succeed. In Lennie’s case it was George and Curley’s wife needed a man. Steinbeck reinforces the themes of Power and powerlessness with links to the dream to suggest that there is some sort of bond with making the dream and having the power to make it. This portrayal in Of Mice and Men illustrated not only the fact that succeeding during the Great Depression was very limited but the fact that without power or status, which both characters lacked in, the chances of making the dream was nil.

Capturing the Friedmans Essay -- Film Movies

Capturing the Friedmans In 2003, Andrew Jarecki released his documentary "Capturing the Friedmans", which explores a seemingly normal middle-class families struggle when the father and son are charged with sexual abuse and molestation in 1987. The Friedman's from the outside seem like a healthy family, abiding in a fairly exclusive Great Neck, Long Island community; the father Arnold is a Columbia Graduate and a school teacher, while the mother Elaine, a housewife. They have three sons David, Seth, and Jessie whom appear to be a happy, intelligent, and good-humored group of brothers. The power and prestige of this film comes not from its controversial and serious subject matter, but from the unbiased way in which the story is presented. Jarecki gives the audience an equal amount of facts that could be used to argue both sides of the equation, which leaves one realizing that perhaps what really transpired isn't the point he's aiming for in this film. The audience is left not knowing whether or not Arnold and his son Jesse committed the crimes, but instead they are left realizing truth is irrelevant, because we will never really know exact details, just the disintegration and tragic destruction of the Friedman Family. Regardless of the validity of the claims, there definitely seems to have been something unusual and tragic about the collapsing Friendman Family. The patriarchal/ matriarchal relationship was brok en, Arnold and Elaine didn't seem very much in love anymore, and the boundaries between the parents and the children became less pyramid like and more horizont... ...at because of the size of the children there would have been physical symptoms, no documented evidence of this sort was presented during the case. Out of 100 students no physical symptoms were ever recorded, and not one student said anything about abuse until four years later when the investigator was pursued (Silvergate, 2004) No parents ever filed complaints prior to police investigation. Because memories are malleable and children are even more vulnerable to authority, it is very probable that some children just complied to the leading questions due to fear, but is it possible that they all could? The influence of the investigators parallels to the influence of therapists in cases of sexually abused children's recovered memories. Works Cited 1)Silverglate, Harvey A; Takei, Carl:Mistrial- The Capturing The Friedman's DVD sheds new light on the case. Newsday

Helping Children with Manners

Manners are constantly changing from one century or one generation to the next. For example, a handshake originally was meant to show that men were not carrying a sword or dagger in their hands. Men still tip their hats because once knights in armor lifted the visors of their helmets to show their faces. And it wasn't too many years ago that a man almost always got up in a crowded bus and gave his seat to a woman. Nevertheless, certain manners do survive from one decade to the next, and this is because manners make life easier for everybody. There are three important ideas behind the good manners we use today: custom, consideration, and common sense. Custom is the habit of doing certain things like shaking hands and tipping hats mentioned above. Consideration is the most important idea behind all good manners. Almost always, being considerate is being well-mannered. Consideration is simply thinking about the way the other person feels. Being rude to someone are bad manners, not because a book says so, but because it causes hurt feelings. Nearly all good manners have in element of common sense. If you are standing in the rear of a crowded elevator, it's neither reasonable-nor good manners-to try pushing your way to the front so you can get out first. These are the basic ideas we want to teach our children when we are trying to instill good manners-simple kindness, consideration, and common sense.   The following suggestions written for and directed to children may give some added authority in the matter of what is common courtesy and what is not. Manners at Home Home is where you learn to get along with people. ‘Me closer you live with other people, the more important good manners are. Everybody in a household should respect the rights and feelings of everybody else. Try to listen when others in the family have something to say. Even a little brother or sister who can't yet read or a grandmother who seems quite old has a right to an opinion. It is important for members of a family to consider each other's privacy. No matter how crowded a home is, everyone in it has a right to some place that is his own. Here are some privacy don'ts: Don't open a closed door until you have knocked and waited for permission to enter. Don't go into anyone else's bureau, desk, box, or papers at home or anywhere else without his permission. Don't read anyone's mail or anything he has written (for example, a diary) unless he asks you to. Don't discuss the private affairs of your family with outsiders or tell about a family problem. Another important part of family good manners is sharing. You share the TV set and the telephone and the bathroom and maybe a bedroom or a closet or a desk. You share the work. This means cleaning up after you and sharing the responsibility for the safety of everyone in the house. Telephone Manners Always give the person you are calling plenty of time to get to the phone before you hang up. If the person who answers is not the one you want, give your name and ask if you may speak to the person you've called. Ask, â€Å"May I speak to Tommy?† not â€Å"Is Tommy home!† If he isn't in, you may leave a message. If someone dials your number accidentally, accept his apology. Everyone sometimes dials a wrong number. No one intends to. If you accidentally dial a wrong number, excuse yourself. It is considerate to make phone calls at a time when they will not disturb people. Try not to call too early in the morning (before about 9:00) or too late at night (after about 9:30). Try not to call at mealtime. It's handy to keep a pencil and paper near the phone. If someone calls a member of the family who is not at home, ask the caller if he would Ilk to leave a message. If he does, be sure to get his name and number. 7 if you take a message are sure to remember to deliver it! Table Manners Most families have established their own table manners that are important to them. Here are a few that should be remembered when you are at home and when you are a guest Never reach for any food that is not right in front of you. Ask someone to pass it. And if you are passing something, don't help yourself along the way. If your food is too hot, wait for it to cool. Don't blow on it. If you put something in your mouth that's too hot, don't spit it out. Reach for your water and take a quick swallow. Don't talk with your mouth full. Bring your food up to your mouth rather than bending over to reach it. There are a few additional rules for eating in a restaurant: Don't be upset if you spill something. It happens all the time. The waiter will clean it up. Don't pick up your silverware if you drop it on the floor. Ask the waiter to replace it for you. Don't put packages or handbags on the table. Don't comb your hair at the table. Don't use a toothpick in public. Being a Guest We all know that we have certain responsibilities when we are the host or hostess. But there are responsibilities when one is guests that are equally important. Here are a few of them: Don't go visiting unless you're expected. Don't overstay your invitation. Don't expect to be waited on. Offer to help. Don't plan to stay overnight without consulting the hostess and your parents. Don't upset the family's routine. Try to fit in and (your part. Don't make extra work. Make your bed, straighten up after yourself. Be sure to say thank you for a meal or an overnight visit at a friend's house. Manners on the Street Unless you are at home or at a friend's house, you are on public property. Bemuse this property is used by many people, it is especially important that everyone use common sense and good manners. Here are some street don'ts: Don't walk in bunches so that you block others. Don't stop to chat in the middle of the sidewalk. Step to the side so that people won't have to move around you. Don't stare at or make fun of anyone, no matter how strange he may look. Don't be a litterbug. Don't mark on buildings or other public property. If you bump into someone or step on his toe, say you're sorry. A Final Note to Parents You have most likely already dealt with most of the above suggestions with your child. However, when it comes to manners, children need frequent reminders. One of the best ways to teach manners is to role-play; the parent takes the role of host or hostess, guest, salesperson, someone at the other end of the telephone, etc. This reduces the child's conception that the parent is nagging, and it is a technique that works. Website: www.childdevelopmentinfo.com

Conjugation of Spanish Verbs in the Present Tense

The most common set of verbs in Spanish and perhaps the most important set of verbs that need to be learned first is the present  indicative  tense. Although there are conjugations that are easier to learn, the present indicative tense is used the most. Native English speakers conjugate regular verbs all the time without thinking about it: For the past tense add a d or ed to the end of a verb, and for the present tense, add an s or es to indicate that one person or thing is performing an action. Basic Spanish Conjugation Concepts The conjugation of Spanish verbs is a little trickier than in English. A speaker needs to consider several different tenses, moods, gender, and agreement in person according to what needs to be conveyed in the sentence. Spanish verb endings can indicate when the action occurs, and also give the listener a better idea of who or what is performing the action. The present tense means that the action is occurring now. The indicative mood means that the sentence is a statement of fact. To  conjugate  a verb in the present indicative, remove the  infinitive  ending of the regular verb, in this case  -ar,  -er  or  -ir,  and replace it with an ending that gives an indication as to the person that is performing the action of the verb. For example, hablar is the infinitive of a common regular verb ending in -ar.  To form the present indicative, remove the  -ar, which leaves the stem of the verb  habl-. If the person speaking in the sentence is in the singular  first person, that would mean the sentence would be conjugated to be I speak. In Spanish, when conjugating or changing the stem into a  first-person verb, take the stem and add -o, forming the word  hablo. I speak is Yo hablo. To say you speak, which is the singular, informal, second person, add -as to the stem, forming the word  hablas. You speak is Tu hablas. Other forms exist for subjects such as he, she, or it, we, and they. The endings are slightly different for verbs that end in -er and -ir, but the principle is the same. Remove the infinitive ending, then add the appropriate ending to the remaining stem. Conjugation of Regular -Ar Verbs in the Present Indicative Tense Person -Ar Ending Example: Hablar Translation: To Speak yo -o hablo I speak tà º -as hablas you (informal) speak à ©l, ella, usted -a habla he/she speak, you (formal) speak nosotros, nosotras -amos hablamos we speak vosotros, vosotras -à ¡is hablà ¡is you speak (informal) ellos, ellas, ustedes -an hablan they speak, you (formal) speak Conjugation of Regular -Er Verbs in the Present Indicative Tense Person -Er Ending Example: Aprender Translation: To Learn yo -o aprendo I learn tà º -es aprendes you (informal) learn à ©l, ella, usted -e aprende he/she learns, you (formal) learn nosotros, nosotras -emos aprendemos we learn vosotros, vosotras -à ©is aprendà ©is you learn (informal) ellos, ellas, ustedes -en aprenden they learn, you (formal) learn Conjugation of Regular -Ir Verbs in the Present Indicative Tense Person -Ir Ending Example: Vivir Translation: To Live yo -o vivo I live tà º -es vives you (informal) live à ©l, ella, usted -e vive he/she lives, you (formal) live nosotros, nosotras -imos vivimos we live vosotros, vosotras -à ­s vivà ­s you live (informal) ellos, ellas, ustedes -en viven they live, you (formal) live Irregular Verb Conjugation Although most verbs conjugate regularly, the most common verbs in Spanish usually do not. In some cases, not only the endings change, but also the main part of the verb, known as the stem. This is similar to English, where the most common verbs such as to be and to go are also highly  irregular verbs. Present Indicative Conjugations of Common Irregular Verbs Infinitive Translation Conjugations dar to give yo doy, tà º das, usted/à ©l/ella da, nosotros/nosotras damos, vosotros/vosotras dais, ustedes/ellos/ellas dan estar to be yo estoy, tà º està ¡s, usted/à ©l/ella està ¡, nosotros/nosotras estamos, vosotros/vosotras està ¡is, ustedes/ellos/ellas està ¡n hacer to make yo hago, tà º haces, usted/à ©l/ella hace, nosotros/nosotras hacemos, vosotros/vosotras hacà ©is, ustedes/ellos/ellas hacen ir to go yo voy, tà º vas, usted/à ©l/ella va, nosotros/nosotras vamos, vosotros/vosotras vais, ustedes/ellos/ellas van poder to be able to yo puedo, tà º puedes, usted/à ©l/ella puedes, nosotros/nosotras podemos, vosotros/vosotras podà ©is, ustedes/ellos/ellas pueden ser to be yo soy, tà º eres, usted/à ©l/ella es, nosotros/nosotras somos, vosotros/vosotras sois, ustedes/ellos/ellas son tener to have yo tengo, tà º tienes, usted/à ©l/ella tiene, nosotros/nosotras tenemos, vosotros/vosotras tenà ©is, ustedes/ellos/ellas tienen Key Takeaways In both English and Spanish, conjugating involves the changing of verb forms to give information about who or what is performing the verbs action and when that action occurs.Spanish conjugation is far more extensive than English, thus providing more information about the verbs action.Conjugating regular Spanish verbs in the indicative present tense involves removing the infinitive ending (-ar, -er, or -ir) and changing it to something else.