Utilitarianism

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Utilitarianism Vanessa Harris

1.a) What is Utilitarianism?

The dictionary definition of Utilitarianism is 'The doctrine that the greatest happiness of the greatest number should be the guiding principal of conduct.' When making a moral decision, we should look at the outcome of an action. Whatever brings the greatest happiness to the most people is the morally 'right' decision. It is a consequentialist principal where the majority rules. It is also relative as each situation is looked at differently and will have a different outcome. Utilitarianism is known as the theory of utility. The meaning of utility is usefulness. Each action is judged by its usefulness in bringing about desired consequences. The word utility was first used to describe a group of social reformers. They attempted to make laws and practices of use-useful to people.

It was Scottish Philosopher David Hume (1711-76) who introduced utility into ethics. However, he was not viewed as a Utilitarian. The well known phrase associated with Utilitarianism was produced by Francis Hutcheson. He saidWrite my Essay on Utilitarianism

"The nation is best which produces the greatest happiness for

the greatest numbers, and that worst which in like manner

occasions misery."

This is the basis of Utilitarianism yet, like Hume, Hutcheson was also not regarded as a Utilitarian.

One of the main exponents of Utilitarianism is Jeremy Bentham. He was an English philosopher who was particularly concerned with social conditions of his time. Oxford University saw him graduate at just 16 and become a barrister. He was responsible for the reforms of prisons, and education, influenced by the French and American Revolutions. Bentham, a strong atheist who was very much opposed to the monarchy wrote a book in 178 named 'The principles of Morals and Legislation'. He believed that all people should be treated equally and what is right for society relies on what makes the individual happy. Happiness is determined in terms of pleasure.

Bentham was a hedonist - pleasure seeker. His aim was to pursue pleasure and avoid pain. Pleasure is the sole good or intrinsically good, and pain is the soul evil or intrinsically evil.

"Nature has placed mankind under the governance of two sovereign masters,

pain and pleasure. It is for them alone to point out what we ought to do, as

well as to determine what we shall do."

The intent of this was to maximise pleasure. An action is morally right if it generates the greatest pleasure for the majority and the least pain. This idea of pleasure and pain is known as the Hedonic Principal. Bentham said that if you wanted to find out which of your actions would bring about the greatest happiness, then you could measure pleasure. The quantity of pleasure can be measured according to Bentham using the Hedonic Calculus. The following criteria are used for measuring pleasure duration, intensity, certainty, propinquity, fecundity, purity, and extent. It does not matter if an action goes against the law, at least the result will be maximum pleasure.

One of the earliest Utilitarians to live by this principle was Epicurus he stated that "Friendship goes dancing round the world proclaiming to us all to awake

to the praises of a happy life."

He believed that a good life was one with pleasure and the absence of pain.

The other exponent of Utilitarianism is John Stuart Mill. He had a strict upbringing having very little contact with the outside world. He was around intelligent people a lot of the time as his father's friends consisted of philosophers, politicians, and economists-one being Bentham. He joined the Utilitarian Society, which met at Jeremy Bentham's house this is where Mill became interested in the theory. Two of his important books were 'On Liberty' in 185 and 'Utilitarianism' in 1861. Mill wanted to modify Bentham's theory of Utilitarianism to make it more acceptable.

There were a number of things Mill did to change Utilitarianism. Bentham suggested that all pleasures were of equal value, no pleasures were higher or lower than others. This evoked criticism so the main point he made was that of changing qualitative pleasure to quantitative pleasure. He divided pleasure into two, higher and lower. The higher pleasures were associated with the mind, and the lower pleasures with the body. Once the basic lower pleasures of the body (food, water etc.) have been reached, we can then go in search of higher, intellectually challenging pleasures. Mill said

"Better to be a human dissatisfied than a pig satisfied;

better to be a Socrates dissatisfied than a fool satisfied."

Mill also linked Utilitarianism with Christian morality. He connected the theory with the teachings of Jesus. He said that the 'ideal perfection of utilitarian morality' was abiding by the 'Golden Rule'-'Do onto others as you have them do to you.' This made many more people accept Utilitarianism as it linked with their religion. Rules were introduced into Utilitarianism by Mill. The rules introduced were ones that generally brought about the greatest happiness for the greatest number. For example, Mill argued that society needs the principal of truthfulness as it brings the most happiness on the long run.

There are three types of Utilitarianism, Act, Rule, and Preference. Act Utilitarianism is where you look at the consequences of each individual action and asses which brings the most good. Act Utilitarians like Bentham do not see the need for rules when deciding morality, each situation is different. Rule Utilitarianism does not look at individual acts but the usefulness of a rule in morality. Mill was an Act Utilitarian and applied rules that usually bring the most good to situations. Strong Rule Utilitarians never break rules, and Weak Rule Utilitarianism keep rules in mind yet are prepared to break them if necessary. Preference Utilitarianism is where the preferences of those involved are taken into account when making the decision. The morally right thing to do in any situation is one that satisfies most people's preferences.

Utilitarianism is used in many societies, especially in politics. We encounter it every time we make a democratic vote. Our government rule by majority without the consent of the minority. Right and wrong are relative to the people involved and the things that give them pleasure. Utilitarianism is there to ensure that this pleasure is present and is maximised to its full potential.

b) What do you consider to be the strengths and weaknesses of Utilitarianism as a moral theory?

As with all moral theories, there are strengths and weaknesses. Although they are both Utilitarians, Bentham and Mill disagreed with each other on some matters. Many different people have their own interpretations of Utilitarianism and some may not agree with the strengths and weaknesses but here are some of the major arguments connected with the theory.

The major criticism of Utilitarianism is that it is extremely hard to predict the results of an action. The outcomes of all situations are hard to predict, so how can we possibly apply the rule of the greatest happiness for the greatest number if we do not know who will benefit most? It is also difficult to decide whether an outcome is morally good or bad. People have contrasting opinions on what they think is right or wrong. It really depends on the person who is making the decision, a lot of pressure is then put on that person's shoulders. How can we define happiness? The decision-maker may have a different perception on happiness than others-causing conflict. "One man's happiness is another man's pain." Without an absolute definition of happiness, it is hard to arrive at a 'right' decision.

Different decisions may result in different kinds of pleasure. Is long term or short term pleasure more valuable? For example, when deciding whether to take an ecstasy tablet at a club. Taking the pill may give you a lot of short-term pleasure, but in the long term, it may cause more harm than good. Not taking the tablet would involve fewer risks and would avoid potential pain. Even here, you cannot predict the results of your decision, as there is no way of telling the effect the ecstasy has on you until you have tried it. Bentham would look for the long-term pleasures, as this is what Hedonists seek. Also, we do not know how long the result will last for. Hume argued for this statement

"The effects of an action form part of a chain that stretches into the indefinite

future. Here is always the possibility that a very positive result of an action

may subsequently lead to very negative consequences."

How do we decide which pleasure the majority would prefer? This refers to preference Utilitarianism where the action is taken that is most favourable to the majority.

The rules of Utilitarianism allow people to do things, which are usually considered immoral. This is the idea of "The end justifies the means". If an action brings about the greatest happiness for the greatest number, then whatever needs to be done to obtain this is just. This means that even serious rules are permitted, Often requiring the breaking of the law. Utilitarianism requires people to put their personal feelings and ties aside and act on the absolute rule of the theory. Prior commitments a person may have should not influence their decision, although when decisions need to be made quickly, the reflex action would be to act on human instinct (e.g. save their family).

Bentham's theory is suggesting that good and happiness are the same thing. G.E. Moore argued that moral terms such as good cannot be defined. It is wrong to define good as happiness as this is creating the naturalistic fallacy. He believed that by defining good, important aspects or meanings are missed out, so by not defining them, they stay as they are. Utilitarianism sees that everybody's duty is to do what is best for the majority. It is allowing for the well being of the majority to rule over the minority. Just because the majority benefit, it does not mean that the action is the morally correct thing to do.

Despite all the arguments against Utilitarianism, there are some valid points for the theory. It is widely accepted, many countries run by means of democracy. Our political leaders are elected through the ballot box, the majority overriding the minority. This however does not automatically mean that they are the most suited people for the job. Utilitarianism allows people to contemplate the situation before making the decision. This time prevents people from making hasty, unethical judgements, as it encourages thought before action.

The aim of the theory is to produce happiness and pleasure. These are two desirable things as Utilitarianism says that pleasure is the sole good and pain is the soul evil.

"Nature has placed mankind under the governance of two sovereign

masters-pleasure and pain"

A theory that promotes pleasure must be a good thing as most people see pleasure as desirable over pain. The intention of Utilitarianism was not to create immorality but to please to maximum number of people possible. Surely it is better for a hundred people to be happy than five. There are other ethical theories that have many rules you have to learn and abide by. Utilitarianism has one simple absolute which can be applied to all situations with a positive outcome. In times of difficulty, it eases people out of difficult situations. They cannot be blamed for making the wrong decision if they claim it was for the happiness of the majority

Prejudices the decision maker may hold are eradicated in Utilitarianism, as they have to stick to the main rule. There is some leeway for emotions in moral decision making according to Rule Utilitarianism. This strand of the theory allows respect for the rules that are created to better our society. Even these rules do not have to be kept all the time if you are a weak rule Utilitarian. Some people would see this kind of Utilitarianism more compassionate than Act Utilitarianism. One of the main strengths is that it prevents the few people that think they better the rest from dictating society. Utilitarianism acts as a good weapon for reform.

Utilitarianism is a theory that Christians can relate to. Mill brought it closer to the Christian church by introducing Rule Utilitarianism. This would be closer to the principals Jesus lived by. For example, it was against the Jewish law to work on the Sabbath but when people were in need, Jesus bent this rule and healed them. The largest connection Christianity has with Utilitarianism is the death of Jesus. He was crucified and died for the sins of mankind-sacrificing himself for the majority. However, Utilitarianism does accept evil where Christianity most certainly does not.

Philosophers like Bentham and Mill worked hard to produce a theory that could aid us make complex decisions with a desirable outcome. The different types of Utilitarianism make it easier to live by, yet it is hard not to let our emotions override our actions. Despite the many flaws in the theory, it is simple and easy to apply. Our legal and political system work by the theory and are not corrupt, so why shouldn't our morality?

Ethical Theory Mel Thompson

Foundation for the Study of Religion Libby Ahluwalia

Dialouge Robert Kirkwood

The Puzzle of Ethics Peter Vardy & Paul Grosch

A Beginner's Guide to Ideas William Raeper & Linda Smith

Concise Oxford Dictionary

Encarta Encyclopaedia

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The Team Performance Curve

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The Team Performance Curve traces the development of a team from the beginning stage of Working Group through the ultimate goal of becoming a High-Performance Team. Team effectiveness increases as you move anywhere along the curve, but the performance impact may decrease if the group becomes a Pseudo-team before making it to the Potential team stage. Moving along the curve and becoming more effective and better-performing involves taking risks, dealing with problems and concerns, patience, time, and commitment.

Working Group

The first key point on the Team Performance Curve is a Working Group A group for which there is no significant incremental performance need or opportunity that would require it to become a team. It is comprised of a number of workers who pursue no collective, time-oriented goal. Usually members interact only to share information, methods, and practices and each member performs in his or her area of specialization and responsibility. There is often very little room for conflict, no set of goals, and no mutual accountability. ...Working groups rely on the sum of individual bests for their performance. They pursue no collective work products requiring joint effort.

An example of a Working Group is the members of an administrative staff whose tasks include answering phones, filing, billing, and scheduling appointments. They are all working as part of the same group, but have no common, time-oriented and measurable goal to attain. They work together to maintain a certain level of acceptable performance, but are not collaborating towards achieving a set goal.Cheap Custom Essays on The Team Performance Curve

Pseudo-team

A working group may turn in to a Pseudo-team on their quest to becoming a Real or High-performing team. A pseudo team is not actually a team, even though it may "go through the motions" and consider itself to be one. A pseudo team is a group for which "there could be a significant incremental performance need or opportunity," but it has not focused on collective performance and is not making much of an attempt to achieve it. Pseudo teams show little to no interest in creating clear, concise goals and their downfall roots from failing to shape a common purpose. These "teams" are the weakest of all teams in regards to performance impact and productivity. As stated in The Wisdom of Teams, by Jon Katzenbach and Douglas K. Smith, "the sum of the whole is less than the potential of the individual parts." In other words, the team members are stronger individually than the outcome or end results that are produced.

Almost always, pseudo teams "contribute less to a company's performance needs than a working group and this is because their interactions detract from each member's individual performance without yielding any joint benefits." This type of team would only ever become a potential team if they were to define specific goals, be committed to a common purpose, and were then willing to make valuable contributions based on this premise. A pseudo team only beholds the potential of becoming a real team when its members execute the essential principals and standards of any high performing team member.

Potential Team

A potential team is a group for which there is a significant, incremental performance need, and that really is trying to improve its performance impact. They typically require more clarity about the purpose, and goals and more discipline in devising a common working approach. A potential team has not yet established a group accountability. They are very common in organizations, but are not good enough. The steepest performance increases occur between this stage and becoming a Real Team. Any movement up the slope is worth pursuing.

There should be an effort for working groups to jump straight to becoming a potential team, skipping pseudo-team altogether to remain at least as productive as they were. A group or pseudo-team only becomes a potential team if they make a good, honest effort to improve their performance impact. Those who take the risks to climb the curve will inevitably confront obstacles, some of which will be overcome and others will not be. Potential teams that get stuck should stick to the team norms and keep pushing for performance. Performance in itself has the potential to save a struggling potential team by illustrating that the team can and will work, therefore giving new motivation.

Real Team

Next we move to "real" teams. In order for a group of people working together to be considered as a real team, there are five basic elements that need to be met. The aspects needed concern the number of people working together, their complimentary skills, commitment to performance goals and a common purpose, commitment to a common approach and mutual responsibility and accountability. Only once these five aspects are met can a group of workers be labeled as a real team.

There seems to be an agreed upon notion that teams with fewer members perform better. The teams that we have read about in text or learned about during class time indicate that anywhere from two to twenty members perform best when put together. Groups of larger numbers tend to break into smaller sub-teams within a team, which leads to lack of communication and a break down of team values and structure. Larger teams face problems such as the inability to construct clear goals or clear purposes. They tend to revert to crowd behavior and have trouble finding common ground throughout their many differences. Finding adequate space for larger numbers of people also presents a problem. Many companies do not have enough unused space to house a team of fifty although finding a place to set up work space for twelve may be more reasonable.

Complimentary skills that are brought to a team are also as important as the number of people working as a team. Within the aspect of skills we can further break it down by looking at the types of skills needed. Technical, problem-solving and interpersonal skills are the three types that need to be identified and brought to each real team.

Technical skills include any formal training or specialty that team members bring to a group. An example of this could be a surgical team performing a heart transplant. This team would need to consist of medical specialists ranging from nurses to various doctors. Having a school teacher in this team would obviously not be necessary and would not contribute to a successful team operation. It is very important to match skilled team members to correct teams in order for that team to reach optimal performance.

Decision-making and problem-solving skills are often developed while working together as a team. Many members bring the basis of these skills to a group stemming from prior experiences but given the fact that each team is unique, skills in these areas are usually readjusted to suit a specific situation. Working through problems that a team faces and making decisions that affect the team and its members have to be developed when a problem is faced is essential.

Interpersonal skills like decision-making and problem-solving skills are also developed once a team is formed. Team members will bring interpersonal skills that they have developed over their lifetimes to a group, such as how to handle conflict and communication but, each team member brings individualism and with that comes the need to adjust interpersonal skills in order to compliment other team members in a way that is productive to the overall effort that is being made.

Performance goals and commitment to a common purpose is an important part of becoming a real team. This aspect originates in management. Teams are put together in order for a goal to be met. Whether it be developing a new product line or performing a surgical operation, the task at hand is always clearly defined prior to the beginnings of team work. Although this goal or opportunity is predetermined, there must be an agreement between team members that they are all equally able and willing to work towards it successfully.

As stated earlier it is very important to have a clearly defined purpose in order for a team to know what it is that they are working to complete. After this goal is defined, a team must then decide exactly how it is that they are going to accomplish it and reach success. It is not enough for a surgical team to have a goal of completing a heart transplant. They must also have a plan containing each step of the surgery, directions for each team member and a set of instructions for everyone in the group to follow. Without these instructions measuring success would be impossible and reaching a common goal would be difficult.

While working together each team member must also take responsibility for the team as a whole. Placing individual blame for failure or success weakens a team's ability to work as a group. Each member must know that all of their actions are a reflection of the real team and any problems that arise are a direct reflection of each and every group member. Going back to the surgical team, if the actual doctor operating happens to make and error and the transplant is a failure, it is the team that failed, not the one surgeon. Each member's actions must be considered as important as the next members. Without mutual accountability it is impossible for a group of people to work as a team, instead they are simply a group of individuals working together.

High-Performance Team

The last stage in the team performance curve is when a team would like to become is a high performance team. A high performance team meets all the conditions of real teams, and has members who are also deeply committed to one another's personal growth and success. That commitment usually transcends the team. The high performance team significantly outperforms all other like teams, and outperforms all reasonable expectations given its membership. (Becoming a Team. p.).

When looking at the ten attributes of high performing teams, we see that high performing teams have goals that are clear, well known and understood, and is supported by all members. Excellence is the only acceptable standard. Team members receive immediate feedback from their teammates on their progress. Each team member is provided with opportunities to fully participate in all team activities, using and developing skills and abilities. While team members can exercise self-initiative and make their own decisions on how they will perform, rewards are based on accomplishments. The team knows how to praise and recognize its accomplishments, and its members are committed to the success of one another and to the team. Everyone knows the plan, strategy and tactics to be used to achieve the goals and objectives. Rules and penalties are known in advance, are agreed to by everyone, and are considered fair, consistent and immediate. (O'Brien and Buono. Lessons from the Field.)

A high performance team is created to achieve challenging goals and solve complex problems set forth by a higher authority. This high performance team takes all its teammates and looks at their special skills and their strengths in order to achieve their goals. Within a high performance team, the members use and build upon each other strengths and knowledge to get to a place where an individual could not get to alone. (O'Brien, lecture notes).

One of the most important things a leader in a high performance team can do is encourage taking risks. Risk taking is what gets a team to the next level. It's about coming up with ideas that may seem outrageous, but the team can then use all their knowledge and work with that idea in order to come up with something great. This is how a high performance team will feed off each other. They use their skills and knowledge together to work as one. This is what will separate a real team from a high performance team. It's all in the team members and their interaction with one another.

The transition from a work group to a high performance team may be a fairly lengthy task, but in order to ensure maximum results and benefits from the team, everyone must be working as one towards the common goal set fourth by every member of the team. A high performance team must understand and consent to things such as desired outcomes, shared purposes, accountabilities, coordinated roles, efficiency and participation, quality of work, continuous improvement, credibility and trust, and have a core competence. (Chapter , Building effective teams and teamwork.)

Once a team has come to work together in such ways as listed above, they have achieved the title of a high performance team. Great things can happen to teams that work at this level. The rarity is finding members and people to lead such members to get to that desired level of performance. With the help and knowledge of everyone in the team, anything is possible and no task is too large or complex for a high performance team.

Works Cited

Katzenbach, J., & Smith, D. (00). The Wisdom of Teams, Creating the High-Performance Organization. New York. HarperCollins Publishers Inc.

Maxwell, J. (00). The 17 Essential Qualities of a Team Player, Becoming the Kind of Person Every Team Wants. Nashville, Thomas Nelson, Inc.

Maxwell, J. (00). The 17 Indisputable Laws of Teamwork Workbook, Embrace Them and Empower Your Team. Nashville, Thomas Nelson, Inc.

Please note that this sample paper on The Team Performance Curve is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The Team Performance Curve, we are here to assist you. Your cheap custom research papers on The Team Performance Curve will be written from scratch, so you do not have to worry about its originality.

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THE GRAMMAR TRANSLATION AND THE DIRECT METHODS

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INTRODUCTION

First of all I want to give a brief history of what language teaching was through the nineteenth century where reading comprehension and writing instead of speaking and listening were in fashion ; just following the classical languages as a model to be followed.

Very few schools taught foreign languages, and in general the learning of foreign languages was more in a private way. It was only by 100 that most secondary schools incorporated one or more of their major European languages.Order Custom Essay on THE GRAMMAR TRANSLATION AND THE DIRECT METHODS

By the middle of the century many European countries came into closer and more frequent commercial relations, so it was created the necessity to learn foreign languages according to practical needs and interests.

Due to all these, some teachers, specially from Germany and France, began to think on how to create methods that could help to learn foreign languages in the easiest way.

As market among European countries improved, writers like Ahn and Ollendorff, had an enormous success with their books, unless they were not used in schools because they were too easy and too practical.

The demand for utilitarian language teaching increased specially in Germany, and textbooks and methods by Germans got into use.

This approach to foreign language teaching, became known as the Grammar Translation Method in which the immediate aim was for the student to apply the given rules by means of appropriate exercises in order to translate sentences in a mechanical way.

There were some leading exponents like J. Seidenstucker. K. Plotz, H. Ollendorff, J. Meidinger, etc. Grammar Translation dominated European and foreign language teaching from 1840s to the 140s, and in a certain way it continues to be widely used in some parts of the world today.

As this method created frustration in students, in the mid and late 1th century opposition to the Grammar Translation Method developed, and foundations for new ways of teaching languages raised with the name of the Reform Movement.

This movement created a demand for oral proficiency, so some specialists turned their attention to the way modern languages were taught in secondary schools.

France was well represented with writers like Jacotot, Marcel, and Gouin ; England was represented by Prendergast whose ideas, based on children's observations, were later developed in the 0th century by men like Palmer and West.

Parallel to the reformers' ideas, was an interests in developing principles for language teaching in a naturalistic way and all this led to the development of what was known as the Direct Method, which became widely known in the United States through its use by Sauveur and M. Berlitz in commercial language schools.

This method required teachers who were native speakers and it was largely dependent on the teacher's skill, rather than on a textbook.

THE GRAMMAR TRANSLATION METHOD

This method was called the grammar school method, because it was developed for use in secondary school.

The method did not attempt to teach languages by grammar and translation, its real motivation was reformist ; due to that the traditional scholastic approach of the time was individual, and had been to acquire a reading knowledge of foreign languages by studying classical grammar and applying it to the interpretation of texts in new languages with the use of a dictionary.

As these were self-study methods, that were not appropriate for group-teaching, the grammar-translation method, was an attempt to adapt these traditions to the requirements of schools but preserving the framework of grammar and translation due that they were already familiar to both teachers and students from their classical studies.

Its principal aim was to make language learning easier by the replacement of the traditional texts by sentences that could make grammar easier and clearer.

Grammar-translation textbooks were graded and presented new grammar points in organized sequence and with appropriate examples and sentences that were simpler than the traditional books from reputable authors.

The principal characteristics of the Grammar-Translation Method were

1-The goal was to learn a language in order to read its literature or benefit from mental discipline.

-Reading and writing were major focus.

-Vocabulary based on the reading texts.

4-The sentence is the basic unit of teaching and language practice.

5-Students are expected to attain high standards in translation due

to moral value and increasing written examinations.

6-The students' native language is the medium of instruction.

7-Grammar is taught deductively.

(Richard & Rodgers. 186. Pag. )

There were some contrasts between patterns of change in England and Germany, partly because Germany was considered the model of advanced educational thought at the time due to its state-run system, and England, trying to bring some order into the chaos of middle class education and maintaining academic standards, as well as trying to avoid state involvement in anything like the Prussian model, established in 1850 a system of public examinations controlled by the universities in order to lever modern languages on to the secondary curriculum so as to determine both the content of the language and the methodological principles of the teacher responsible for preparing children to take them.

Approaches were made to Oxford in 1857 and then to Cambridge, establishing a system known as Oxford and Cambridge Local Examinations in 158, working in separate ways.

Later on, Cambridge established the Overseas Examinations in the 1860s, that eventually led to a famous world-wide service. The Locals increased the status of both modern languages and English by including them on the curriculum alongside de classical languages.

There was a split among the universities and the 'great" schools Eaton and Harrow creating a separate examinations board ; due to that, the schools complained that the universities did not teach modern subjects ; so modern languages and English lost academic prestige though their association with the Locals and social prestige by their exclusion from the 'best' schools ; hence the universities came round to the notion of instituting modern language degrees, requiring in this way academic respectability from the modern languages and from the late 1th century reformers who put much attention to the universities and the examination system. (Howatt A.P. 184)

Sweet and Widgery alleged that present methods need a change and stated that reform had to come from above, from the university system.

All this forced modern language teachers and text book writers to ape the methods of the classics. French has to be made as demanding as Latin, and German as intellectually disciplined as Greek.

Germany was more open to reforming influences, and one reason was the structure of its state-run education system. French was included as a compulsory subject but English was optional and rarely taught.

The industrialization of the second half of the 1th century created a new class of language learner, one that had not followed an academic grammar school education and therefore could not be expected to learn foreign languages by traditional methods.

A new approach was needed to suit this particular circumstances and it eventually emerged in the form of ' direct' methods which required no knowledge of grammar at all.

Ahn and Ollendoff included grammar in their courses but in a rationed way of about one or two new rules per lesson, reason which explains why some teachers and reviewers considered them lightweight with lack of improvement and in the need of improvement. (Howatt. A. P . 184)

Toward the mid -1th century Europeans demanded for oral proficiency in foreign languages. Initially this created a market of conversation and phrase books intended for private study, but teaching specialists turned their attention to the way modern languages were taught in secondary schools.

The Frenchman C. Marcel (17- 186) referred to child language learning, as a model for language teaching ; proposed that reading be taught before other skills and propose to locate language teaching within a broader educational framework. The Englishman T. Prendergast (1806-1886) was one of the first to record the observation that children use contextual and situational cues to interpret utterances and that they use memorized phrases and routines in speaking. (Richards & Rodgers. 186). He proposed that learners be taught the most basic structural patterns occurring in the language.

The Frenchman F. Gouin (181- 186) developed an approach to teaching a foreign language based on his observations of children's use of language. (Richards & Rodgers 186). His method used situations and themes as ways of organizing and presenting oral language.

All these specialists were writing at the time when there were no organizational structure in the language teaching profession in the form of professional associations journals and conferences to enable new ideas to develop into an educational movement.(Richard & Rodgers. 186. Pag.6)

In 186 was founded the International Phonetic Association and its International Phonetic Alphabet. One of its goals was to improve the teaching of modern languages.

It advocated

1-The study of spoken language.

-Phonetic training in order to establish good pronunciation habits.

-The use of conversation text and dialogues.

4-An inductive approach to the teaching of grammar.

5-Establishing associations with the target language rather than with

the mother tongue. . (Richards & Rodgers. Pag. 7)

Vietor and Sweet and other reformers shared many beliefs about basic approaches to teaching, but differed considerably in the specific procedures

Parallel to the ideas put forward by members of the reform movement was an interest in developing principles for language teaching out of naturalistic principles of language learning that were termed Natural Methods and that led to the development of the Direct Method.

THE DIRECT METHOD.

Attempts have been made to make second language learning more like first language learning ; one of them was Montaigne in the 16th century who described how his father trained his servants in order to speak in Latin to him so that he could learn Latin in the natural way. In the 1th century was L. Sauveur(186-107) who employed questions as a way of presenting and eliciting language in the target language. He argued that foreign language could be taught without translation or the use of the learner's native tongue.

According to the German F. Franke, a language could be best taught by using it actively in the classroom. Teachers must encourage direct and spontaneous use of the foreign language in the classroom. (Richards & Rodgers. Pag. )

These principles provided the foundations of the Direct Method, which is the most widely known of the natural methods.

It was introduced and officially approved in France and Germany at the turn of the century and became widely known in the United States through its use by Sauveur and Maximilian Berlitz in successful commercial language schools.

In general it stood for the following principles

-Classroom instruction in the target language.

-Only everyday vocabulary and sentences.

-Oral communication in a graded progression.

-Grammar taught inductively.

-New teaching points introduced orally.

-Concrete vocabulary through demonstrations and the abstract through association of ideas.

-Speech and listening comprehension.

-Correct pronunciation and grammar. (Richards & Rodgers. Pag. 10)

This method was quite successful in private language schools of the Berlitz chain. The use of native speaking teachers was the norm ; its method was difficult to implement in public secondary school education. It lacked a rigorous basis in applied linguistic theory so it was criticized by the proponents of the Reform Movement.

Teachers were required to great lengths to avoid using the native language, when sometimes a simple explanation in the student's native tongue would have been more efficient to comprehension.

By 10 this method in noncommercial schools in Europe declined. In France and Germany was modified through introduction of some grammar aspects. A study held in 1 concluded that no single method could guarantee successful results.

PHYCHOLOGICAL AND SOCIOLOGICAL ASPECTS

It is well known that since interest in the learning of modern languages began, specialists and linguists are always trying to find ways on how to learn a second language in the most effective and easiest way ; methods, theories and methodologies are everyday being tried in order to facilitate this matter that has different grades of difficulty in each learner, but from my own point of view, it is a matter that we as teachers and researchers must work with, trying to give our best, so as to help the increasing number of learners that are and are going to be under our responsibility and the confidence that they have of our work with them and their achievements.

I also consider that in some way we are still using the Grammar-Translation Method in schools, specially when the large number of students in the classroom is the matter, and the Direct Method as well, when the school's philosophy is to speak only English, ignoring our own teaching methodologies.

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The Youth of Francis

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Giovanni Bernardone was born around September 118 to Giovanna (Pica) and Pietro di Bernardone. When little Giovanni was born, his father, a very successful cloth merchant, was on a business trip to Champagne, France, to buy fine French cloth. In his absence, his mother had him baptized him John. When his father arrived home, he was outraged to find his son named John, and had it changed to Francesco, or Frenchman.

When Francis was about 10, his wealthy parents sent him to Saint Georges, a school near the city walls of Assisi. The school belonged to the Church of Saint George, and was taught by canons. It was here young Francis

heard the story of Saint George and the dragon. Then, Franciss heart was set on becoming a Knight. What young boy can resist the story of a brave knight fighting evil dragons in order to save the beautiful princess?

Francis turned 14, and then his wild parties began. He and his other young friends would eat and drink themselves sick, at Franciss treat of course. After that, all through the night the large party would dance through the town, Francis leading them and singing his heart out the whole way. Didn't it disturb the townspeople? Yes, but when they saw it was Francis, everyone would smile and shake their heads. No could not love this charming boy with his looks, generosity, and splendid voice.Order Custom Essay on The Youth of Francis

Of course, all this merry-making cost money. And who was the ever-ready provider? Why, Pietro Bernardone, of course. He and his family were very wealthy, and he kept his boys pockets well lined. He also made sure Francis wore nothing but the best. He being a clothier, his son wore nothing but the finest fabrics in the newest styles. But still, he would sometimes cringe at the way Francis ridiculously spent money. Or when he gave it away. Francis was very generous, and would give to every beggar. When he had no more, he would give the fine clothes off his back.

This pleased his mother, but when would the spending stop?

As Francis became older, the dream of knighthood never left him. In January 100 war broke out with Perugia.

For two years, this was nothing more than skirmishes, a game of cat and mouse between the two cities. It wasnt until December 1, 10, that a true battle was fought. The armies of Assisi were assembled. And where was our young knight? With the knights and nobility. He had been splendidly outfitted by his father, who was anxious to see him with the nobles.

With the army, he charged into the fighting plain, along the banks of the Tiber. It was a fruitless massacre. Perugia's armies slaughtered Assisi's men. Only knights were taken prisoner, because owning a horse meant one could pay a ransom, horses being a sign of wealth. Assisi's nobles were put into dark Peruvian dungeons, to be left there for years.

Being stuck in a dungeon was not good for Francis, who contracted tuberculosis. He was released early by a charitable organization who cared for sick prisoners. His father paid a ransom, and Francis went home. He was about 1 when he was taken prisoner. He was now .

Francis's Calling

Francis was having troubles at home. After returning defeated, his father was very disappointed. And upset at the money he spent on fine clothes for Francis. When he was recovering from his illness, he was very quiet and spent much time reflecting and praying. He no longer sang. And Assisi was having a hard time recovering from the war.

But after while, things again began to lighten up. Once again, the dream of knighthood was stirred in Francis. It was the time of the Crusades, the Holy Wars. And Francis was drawn to go. This time he would come back victorious. His father spent the equivalent of a large farm fro the armor and horse of Francis. And so Francis went off once again.

While on his way to Spoleto, Francis fell ill, and lodged with his squire in an inn. In the silence of the night, a voice called him. The voice asked Francis what he was going to do. When Francis explained, the voice said "Who can give you more, the master of the servant?"

Answered Francis "The master"

And the voice said "Then why do you abandon the master for the servant and the prince for the vassal?"

Francis asked "What do you wish me to do, Lord?"

"Return to the land you were born in and you will be told what to do."

Francis stayed in Spoleto when he caught a case of quartan auge. When he was well again, he started on the road home. While passing through Foligno he stopped. He could not wear his armor home. What a pathetic sight And knight in unblemished armor. Francis sold his horse and armor and bought himself some simple clothes. He came home, and the arguments with his father began. His father had spent so much money--the sum of a large farm!--and what did Francis have to show for it? Nothing!

One day, after returning home, Francis changed. He suddenly was converted. He gave alms to every beggar. Should he run out of money, he would give the poor his cap, his tunic, his belt. He once discreetly made a gift of his lovely shirt to a poor wretch. He started to wear simple clothes. He was full of love for God. His mother was so proud. This generous Christian boy was hers son. But his father...

One day, while in this spiritual drunkenness, Francis was walking in the countryside. He ventured out as far as San Damiano, a small church, crumbling with age. Inside the church was a large crucifix, beautifully painted with the image of Christ. Francis fell on his knees before the cross. And then, the crucifix spoke. It said "Francis, repair my house".

About this time, Francis made a pilgrimage to Rome. Upon arriving, he immediately went to the Church of Saint Peter. As he stood on the steps of the great church, he noticed all the beggars on the steps, pulling at the clothes and crying in the ears of all who entered. Francis thought "Here in Rome, where so many men are rich, wise, and holy, is there no one who would take acre of these miserable creatures?" And, acting on a moments impulse, he exchanged clothes with a beggar and for the rest of the day begged on the steps of Saint Peter's. This one day of begging helped him understand the poor. And the more he understood, the more he could help.

Soon Francis's father was enraged at the way his son ways acting. He beat him, and locked him up. So finally, Francis, in front of the bishop, took off all his clothes and laid them and his money at the feet of his father, and said "I used to say, 'my father, Peitro di Bernardone', but now I shall only say 'Our Father, who art in heaven' "Bernardone greedily gathered up the clothes without a second look. Francis was no longer his son. And the bishop came and covered the young man with his cloak. Then the bishop gave Francis an old gardener's cloak. Francis had never been happier.

Now, Francis still had to rebuild the church of San Damiano. He danced and sang of the love of God in the streets, asking not for money, but for stones and mortar. And people gave them to him. So, with his own hands, he rebuilt the Church of San Damiano.

Francis cared for the sick and the poor. He was never ashamed to touch anyone, and even kissed the hands of a leper. Soon, others would join Francis in his life of poverty.

Many young men, inspired by Francis, also wished to change their lives. Francis told them to give all they had to the poor. The first two were Bernardo di Quintavalle and Peitro dei Cattani, and they lived with Francis in huts of branches and mud by Portiuncula. Soon, many others joined the group and they moved to a small, rotten shed in a place called Rivo Torto. They led a hard life. Sometimes, there would be nothing to eat and the could would freeze them. Later they went to Rome for the Pope's blessing. At first he declined, but a vision was shown to him in a dream. Francis was saving the church.

The Works of Saint Francis

Saint Francis, leader of the Friars Minor, was known for his love of the poor and destitute. There are many accounts of works he has done concerning lepers, poor, sick, and old. Near the convent where Saint Francis lived was a hospital for leprosy and other ailments, where many of the Brothers worked. As it was, in this hospital was a leper who was impatient, rude, and blasphemed God and The Virgin Mary, to the extent it disturbed the brethren. They presented the case to Saint Francis, who visited the leper. Upon entering, he said "May God give you peace, my beloved brother!" to which the leper replied, "What peace can I look for from God, who has taken from me every blessing and made me this disgusting object?" Francis answered, "My son, be patient; the infirmities of the body are given by God in this world for salvation in the next. There is great merit in them when patiently endured." Said the foul creature "How can I patiently bear the pain that afflicts me night and d!

ay? For not only am I afflicted by my infirmity, but the friars the hast sent to care for me do serve to make it only worse, for they do not serve me as they ought." St. Francis then said, "My son, I myself will serve thee, seeing as thou art not satisfied with the others." Came the answer, "What can thou do more than they have done?" "Whatever thou wishest I shall do for thee" "I want then, that you wash me all over; for I am so disgusting that I cannot bear myself." Said the leper. Francis heated some water, and then adding odiferous herbs, undressed him and began to wash him with his own hands, and then by some miracle, when the holy hands of Francis touched the body, the leprosy disappeared, the flesh was healed! And as the body of the leper healed, so did his soul. Seeing his leprosy vanish, the man felt great repentance for his sins, and began to weep bitterly. Feeling himself so healed in body and soul, he cried out "Unhappy me! I am worthy of Hell for the wickedness I!

have done against the brethren, and my blasphemy of the Lord!" He prayed for days, and he soon died at peace with God.

St. Francis has also been known for his love of animals. Many stories are told of Saint Francis with birds, fish, and beasts. One of the best known stories may be that of the Wolf at Gubbio.

There was a time when Saint Francis lived in a town called Gubbio. One day a large and dangerous wolf appeared in the neighborhood, a wolf so large and fierce it had no problem killing a sheep or a man. The people of Gubbio lived in fear of the wolf and would not even venture out of the city walls. Upon hearing of this, Saint Francis opened the gates of the city and began to approach the wolf. At seeing saint Francis the wolf lunged at the man, but quickly made the sign of the cross and called out "Come hither, Brother wolf; I command thee not to harm me." And as meekly as a lamb the wolf lay down at Francis's feet. "Brother wolf" began Francis, "Brother wolf, thou hast done much evil in this land destroying and killing the creatures of God without permission, yea, not only animals, but men, too, created in the likeness of God, for which thou art worthy of being hanged like a murderer. All men cry out against thee; dogs pursue thee ; all the inhabitants of this city are thy!

enemies. But I will make peace between them and thee, O brother wolf, If thou would give me a promise not to offend them any more." The wolf, as best could, made it clear he agreed with everything Saint Francis said. Saint Francis said again "If thou dost make peace, I promise thee the inhabitants of the city will feed thee every day for as long as thou shalt live among them, thou shalt no longer suffer hunger, as hunger has caused all this. But if I obtain such things, you must promise on thy side to never again harm men or sheep or any animal; dost thou promise?" Again, the wolf made signs he consented. Saint Francis then said "Brother wolf, give me a sign of thy pledge." And then the wolf put his paw into Francis's hand. "Come now, before the people and show them you are no longer a threat." So the wolf and Francis went back to the town and again performed this miracle to show all the peace of the wolf, and the people gladly accepted to feed him. So for many days, the wolf!

went meekly from house to house and the people feed him. And when he died after years, the people grieved his death, for his humble presence had always remind them of Saint Francis.

These two examples are nothing but a taste of the works of saint Francis. The saint has done much more, along with the Friars Minor, and would later pray so hard he received visions, and ultimately, the holy stigmata.

About the Diorama The Christmas at Greccio

The Christmas at Greccio, the Living Nativity, was brought about by Saint Francis, in an attempt to make people remember the meaning of Christmas. In front of the Church of Greccio, a real stable was set up and real animals brought to the scene; a real child was placed in the manger. Midnight Mass was said for the people in the little stable. And once again, recreated, the people saw where the Christ Child had been born. Some say this was the inspiration for the crèche, or nativity scene many people now have in their homes at Christmas.

Conclusion

The Francis Timeline

118 Birth of Francis

106 The cross speaks to Francis at San Damiano

10 Pope Innocent II give oral approval of the Rule

14 Francis receives the Stigmata

16 Francis dies

18 Francis is proclaimed a Saint

10 The body of Saint Francis is taken to the Basilica of San Francisco

1818 The body of Saint Francis is recovered during excavations in Basilia

18 Pope Pius XII proclaims Saint Francis Patron of Italy

180 Pope John Paul II proclaims Saint Francis Patron of Ecology

The feast day of Saint Francis is October 4.

I had a lot of fun doing this report and learned a lot about my conformation namesake, Saint Francis of Assisi.

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To Kill a Mockingbird

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To Kill a Mockingbird is definitely an excellent novel in that it portrays life and the role of racism in the 10s. A reader may not interpret several aspects in and of the book through just the plain text. Boo Radley, Atticus, and the title represent three such things. Not really disclosed to the reader until the end of the book, Arthur Boo Radley plays an important role in the development of both Scout and Jem. In the beginning of the story, Jem, Scout, and Dill fabricate horror stories about Boo. They find Boo as a character of their amusement, and one who has no feelings whatsoever. They tried to get a peep at him, just to see what Boo looked like. Scout connects Boo with the Mockingbird. Mrs. Maudie defines a mockingbird as one who …dont do one thing but make music for us to enjoy. They dont eat up peoples gardens, dont nest in corncribs, they dont do one thing but sing their hearts out for us (4). Boo is exactly that. Boo is the person who put a blanket around Scout and Jem when it was cold. Boo was the one putting gifts in the tree. Boo even sewed up Jems pants that tore on Dills last night. Boo was the one who saved their lives. On the contrary to Scouts primary belief, Boo never harms anyone. Scout also realizes that she wrongfully treated Boo when she thinks about the gifts in the tree. She never gave anything back to Boo, except love at the end. When Scout escorts Arthur home and stands on his front porch, she sees the same street she saw, just from an entirely different perspective. Scout learns what a Mockingbird is, and who represents one. Arthur Radley not only plays an important role in developing Scout and Jem, but helps in developing the novel. Boo can be divided into three stages. Primitively, Boo is Scouts worst nightmare. However, the author hints at Boo actually existing as a nice person when he places things in the tree. The secondary stage is when Mrs. Maudies house burned to the ground. As Scout and Jem were standing near Boos house, it must have been rather cold. So, Boo places a warm and snug blanket around Scout and Jem, to keep them warm. This scene shows Boos more sensitive and caring side of him, and shows that he really has changed after stabbing his father. The last and definitely most important stage is when he kills Bob Ewell to save Scout and Jem. This stage portrays Boo as the hero and one who has indefinitely changed his personality and attitudes. After the final stage, Boo does not deserve to be locked up inside his house. Atticus Finch is a man of strong morals. He follows them exclusively, and does not hold up to the Finch family name, as defined by Aunt Alexandria. Atticus is the most pure and good-hearted person one may ever `see.` Although it does not seem like it, Scout will evolve into her father; Jem will not. Scout finally understand all the things he says. For example, in the beginning Atticus tells Scout, You never really understand a person until you consider things from his point of view…until you climb into his skin and walk around in it (4). She then realizes that Mrs. Caroline did not know Maycomb, and could not just learn it in one day. Scout comes to terms that it was wrong to become upset with Mrs. Caroline. Scout learns several other lessons. For example, on page 4, Atticus says his most important line in the book, …remember its a sin to kill a mockingbird. Through clarifications from Mrs. Maudie, Scout accepts her fathers words. Atticus also teaches his kids a lesson when he defends Tom Robinson, an innocent black person. Although Atticus knew from the instant he accepted the case that Tom had no chance, he had to do his duty as an honest and impartial citizen of Maycomb. Atticus poured his heart into defending Atticus, and did a damn fine job. He taught his kids the right thing, that all individuals are created equal. If Aunt Alexandria had raised Scout and Jem, they might have not cried at the end of the trial; they would not want to hurt the Finch family reputation. It was Atticus who received a standing ovation from the Blacks Balcony. It is because of Atticus good heart that Cals black church accepted the children. Atticus has probably built a better name for his family than Aunt Alexandria would have, had she lived with the Finches. Before reading To Kill a Mockingbird, the title itself means nothing. The title is the foundation of a house. It is just a slob of cement, and cannot be interpreted. While reading the book, pieces of wood fit together and the house starts to stand up. After reading the book, the house is fully painted and decorated. The landscaping is complete, and the house is beautiful. Several things and people represent the Mockingbird throughout the novel. The understanding of the Mockingbird can bee seen in three steps. The first step is in chapter 10. Atticus tells Jem to never shoot a mockingbird, because it causes no harm. At this point, neither Jem nor Scout understand what Atticus is saying. Secondly, Scout finds a roly-poly in chapter 5. In answer to Scouts desire to kill the bug, Jem says, Because they dont bother you… (41). At this second stage, Jem, not yet Scout, has understood Atticus holy words. The last depiction is in the final chapters of the book. This Mockingbird is Arthur Boo Radley. Boo ends up to save both Jem and Scouts lives, by killing Bob Ewell. At this final stage in the book, Scout, as well as Jem, understands Atticus and his saying. Scout realizes life. To Kill a Mockingbird is a very inspirational book. Not only is it a book for pleasure, it shows us today how far we have come, and yet the long journey ahead. Boo Radley and Atticus were very important characters, for both the developments of kids in the book and reader. The title is something that can be interpreted in many ways. Each one will be different, based on the readers philosophy and beliefs. Injustice is a problem which everyone faces. Nobody likes to suffer from injustice, yet they do it to others. In the novel, To Kill A Mockingbird written by Harper Lee, there are three characters who suffer the most injustice. They are Atticus, Tom Robinson and Boo Radley. Atticus, a man with great wisdom, suffers from the fact that he had taken on a Negro case. He was constantly persecuted for his decision, which made him work even harder at winning the case. Even though his family was made after the trial was over. fun of, he stuck with his choice and worked the hardest he could to ignore the threats and harassment. He did very well to ignore all the abuse and was greatly respected Another person who suffered from injustice was Tom Robinson. He was charged with a crime he did not commit. His side of the story was not believed because he was black, which really shows the amount of injustice during the time the novel was set in. Through the whole trial, he did not retaliate at the white people, he did not get mad because he was improperly accused, he just showed the level of respect which everyone deserves. He handled the injustice with a manner reserved only for gentlemen, which is a good description of what he really was.The third person to suffer injustice in the novel was Boo Radley. Many accusations were claimed about him even though they were untrue. Just because he didnt leave his house, people began to think something was wrong. Boo was a man who was misunderstood and shouldnt of suffered any injustice. Boo did not handle the injustice because he didnt know about it.In conclusion, the person who deserves the deepest sympathy is Tom Robinson. He did nothing wrong but his crime was being nice to white people. This type of injustice is the worst because everyone puts up with it. Therefore, Atticus, Tom Robinson and Boo Radley suffered the most injustice in the novel. To Kill A Mockingbird was published in 160 then it went on to win the Pulitzer prize in 161 and was later made into an Academy Award winning film. Harper Lee always considered her book to be a simple love story. Today it is regarded as a masterpiece of American Literature. There are so many characters in this book that I cant name all of them. Here are most of the characters. The Finch family contains of Atticus (The head of the household), Aunt Alexandra (Atticuss sister), (Jem) Jeremy (The oldest of Atticuss two children), (Scout) Jean Louise (The youngest of the two . She also trys to be a boy by doing boy things). And you cant forget their black maid. Her name is Calpurnia. Miss Rachael is Dills aunt that lives in Maycomb. Dill is a friends with Jem and Scout. According to Scout they are married. (Boo) Arthur Radley is the person that takes Jem back to his house after Jem gets hurt by Bob Ewell. Tom Robinson is a black man that was accused of raping Mayella Ewell. Bob Ewell is Mayellas father. He is out for revenge on Atticus for what he did to him and his daughter. Mayella is Bobs daughter who supposedly got raped by Tom Robinson. Judge Taylor is the Judge of Maycomb County. Heck Tate is the county law official. I think the protagonist in the story is Atticus Finch because he has the main part and he has the biggest decision to make. The decision being whether to defend or not to defend Tom Robinson. To Kill a Mockingbird is set in Maycomb County, an imaginary district in Southern Alabama. The time is the early 10s, the years of the Great Depression when poverty and unemployment were widespread in the United States. The story begins during the summer when Scout and Jem meet a new playmate named Dill who has come from Mississippi to spend the summer with his Aunt Rachael. Dill is fascinated by the neighborhood gossip about Boo Radley. Egged on by Dill, Jem and Scout try to think up ways to lure him out of his house. Soon it is Summer again , and Dill returns for another visit. The childrens plans for making contact with Boo Radley grew bolder this year, and on Dills last night they decide to sneak up onto the Radley porch and spy on Boo. Jem goes first, but just as he reaches the window, Nathan Radley catches site of them and scares them off with a blast from a shot gun. Jem realizes that Boo is not a monster after all, but has been playing along with them. Scout does not figure this out until the winter, on the night that the house of their neighbor burns to the ground. While Scout is standing outside in the cold, someone sneaks up behind her and places a blanket around her. Later, Scout and Jem realize that there was only one person in town who has not already at work fighting the fire and that was Boo. Now that Jem and Scout realize that Boo is basically a kind person, their interest in the Radley family begins to fade. In the meantime, they learn that their father has become the defense lawyer for Tom Robinson, who is charged with raping Mayella Ewell. As the trial of Tom Robinson grows nearer, the children become more aware of the strong feeling it has aroused in everyone in Maycomb. One day their housekeeper takes Jem and Scout to visit her church, and the children realize for the first time that the black parishioners are supporting Tom Robinsons wife. Two nights before the trial is to start, a group of men come to the Finch house to tell Atticus about threats against Tom Robinsons life. Atticus spends the next night camped out at the jail to defend Tom from the mob. Jem, Scout and Dill go downtown to check on Atticus and arrive at the same time as a group of men, who have come to kill Tom. Scout recognizes one of the men in the group as Walter Cunningham. Her friendliness embarrasses the man so much that he and the mob leave. The next day, at the trial, Atticus questions make it clear that Mayella and her father are lying about the rape. Neverless the jury convict him because their prejudices prevent them from taking a black mans word against two whites. Atticus is now a hero in the black community of Maycomb, but Bob Ewell, vows to get Atticus for showing him up as a liar in front of the whole town. Tom Robinson has give n up hope and trys to flee the prison, but while doing it he gets caught and shot. By the time Halloween comes around, the Finch family has begun to put Toms death behind them. There is a pageant planned and Scout much to her dismay has been cast as a ham. After the pageant Scout decides to walk home still dressed in her bulky costume, with Jem leading the way. The cowardly Bob Ewell. seeing an opportunity to get revenge on Atticus through his children. He follows the children down a dark street and tries to kill them. In the side. It is none other than Boo Radley, who had seen the attack from his window. Boo stabs Bob Ewell to death, and carries the wounded Jem home. The sheriff decides to file a report that Bob fell on his own knife and died, thus sparing Boo the publicity that would be sure to follow. Scout never sees Boo again after that night, but she has learned that he was a good man all along. She has learned a lesson about understanding and tolerance. And through the sheriffs action she sees that sometimes there can be justice and compassion in the world. The title of the book, To Kill a Mockingbird is a key to some themes in the novel. The title is first explained in Chapter 10 at the time that Jem and Scout have just received air rifles for Christmas. Atticus tells his children that it is a sin to shoot a mockingbird. Later Miss Maudie explains that Atticus meant that Mockingbirds are harmless creatures who do nothing but sing for enjoyment. It is easy to see that the mockingbird in this story is Tom Robinson a harmless man who becomes a victim of racial prejudice. Like the mockingbird, Tom has never done wrong to anyone. Even the jurors who sentence him to death have nothing personal against him. They find him guilty mostly because they feel that to take the word of a black man over two whites would threaten the system they live under, the system of segregation. Tom himself is guilty of nothing but being in the wrong place at the wrong time

Please note that this sample paper on To Kill a Mockingbird is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on To Kill a Mockingbird, we are here to assist you. Your persuasive essay on To Kill a Mockingbird will be written from scratch, so you do not have to worry about its originality.

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The Holocaust

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The holocaust

The Holocaust was a catastrophic, cataclysmic event in history that took place

over 55 years ago, but why is it still so important to us today? One of the many

reasons it is still widely discussed today, is because of the many rights it Write your The Holocaust research paper

violated for the Jews as human beings. The main goal of the holocaust was for

Nazis to try and kill every Jewish person alive in Europe. Many Nazi leaders

tried their hardest do to this, and went unpunished for their actions. All of

this tradgedy and calamity started when Adolf Hitler came into power.

Adolf Hitler and his Third Reich came to power in 18, the Jews in Europe

knew they were in trouble. Hitler blamed them for Germanys rapid fall as a

world power and he made sure they were to be punished for their supposedly wrong

doings. Elie Wiesels novel Night, is about his own

familys struggle to survive the terrifying years of the early

140s. Wiesel exists in a minority of Jews who lived to share his

unfortunate and disturbing experiences. Elie, his three siblings, and

parents

were from Sighet, Transylvania. Most of the townspeople believed that living

in Sighet put them far out of Hitlers reach, but they eventually were forced

to face the harsh reality near the end of the war. This came as a surprise to

them because the Jews had been following the path of the war

closely by listening to the radio. The Jews of Sighet began to question

themselves and ask is it possible for one man and his Fascist party to wipe

out

an entire race of people. Although Elie

17;s family was financially stable, their ownership of the family store made

them more visible to the Nazis, and therefore put them in great danger.

Elie pleaded with his father to sell the family business and liquidate it so

they could move far off to a place where Hitler could not get to them. He

feared that the Fascist party was coming to wipe out the town of Sighet and

that his family would lose everything that they dreamed of and worked for.

His

father insisted that

they not sell the business because he felt there was no reason to fear the

Nazis because they would not come as far as Sighet. He figured by that time

the

war will be over and Hitler will lose his power of Germany. In addition, his

father argued that they were too old to start over in a new place and that

they

would be suffer financially. Elies father decided to take his chances.

While reading, I felt that at this point the Jews should have taken the

situation much more seriously then they were because now German army cars were

approaching there town.

The town was in shock, no one thought it would go this far and it did. The

soldiers pulled up in there steel helmets and the emblems that signified death

head, but it was unexpected that the soldiers would actually be kind. Some

stayed in Jewish homes and were even polite. One soldier brought chocolates

to

Madame Kahn, a captured Jew. The Kahn family even said they were

likeable and everyone felt rejoiced and at ease (Wiesel 8). As a result

of many of the soldiers kindness, the townspeople were still not

prepared for the ultimate attack. What they did not know was that the Nazis

were only waiting for reinforcements to help secure the town before beginning

extermination. It was the week of Passover and all the synagogues were closed

by the Nazis. Instead, the Jews gathered for prayer at the Rabbis house.

His house later became known as the house of prayer for the people of the

town. Passover is supposed to be a time of prayer, food, drink, and singing

for seven days of happiness, but how much happiness could come from this event

knowing that the Nazis were preparing them for deportation to concentration

camps where they would be enslaved with work and little food. The townspeople

stayed strong and for the most part stayed upbeat about the situation keeping

there tradition alive through prayers, eating good food, and singing songs to

ease the tensions. The Nazis continued their attack by arresting the Jewish

leaders of the community and controlling the town. Life for the people of

Sighet quickly changed. Jews could not leave their homes for days or they

would be killed. Gold, jewels, objects of any real value had to be handed over

to the soldiers, but Elies father was smart and buried the family

valuables in the seller. After three days, every Jew was issued a yellow star

that had to be worn at all times in order to preserve their lives.

Restraunts,

cafes, and synagogues were taken away from the people and they were not

allowed

out in the street past six oclock. The town of Sighet was to be split

into two ghettos, a large one right in the middle of town that took up four

streets, and the other one would be spread out all over the town in small side

streets of the district. Elies family lived on Serphant Street, which

was in the large ghetto in the middle of the town. Some of the rooms in his

house had to be given up for relatives who have lost everything they owned.

The townspeople came together to form a little Jewish Republic because all

they

had was each other to help make it through these tough times. They appointed

the Jewish police, office for social assistance, labor committee, a hygiene

department and a government of machinery. T

alk of deportation began to spread throughout the town. The Jewish Republic

would not be able to prevent the deportation. The people would only be able

to

bring what they could carry and everything else has to be left behind.

Everyone was asked to leave their houses and form a line outside to receive

there deportation times Many of the Jews knew that if they made it to the

concentration camp and they could be sent straight to the crematory. In

readying themselves Elies parents said, We must fast as much as

we can before we are deported because we do not know when they will be feeding

us next (Wiesel 16). The synagogues were used as huge stations for

checking baggage to be sure that people were not jewel smuggling. From there

they were sent off to be put in wagons that tightly fit eight people, one

window with bars so no one could escape a few loaves of bread and two buckets

of water. In the wagon they were not allowed to lie down; they were only able

to sit if they others decided to stand and take turns. The time came for

Elies family to be deported.Ellies family, like the other Jewish

families, went through the station were put into their wagons. Elies

family was split up at this point. His mother was put in one wagon with his

little sisters and Elie and his father were put into another one. After two

days of being tortured by thirst in the wagon, the heat became unbearable.

Food was never enough to satisfy their hunger. One Jewish woman, Madame

Shacter became delirious after her and her husband was separated at the

station. The whole ride she moaned and weeped. At night she would scream

that

there was a fire, but sure enough, they were always false alarms. When the

wagon finally stopped at the camp, the woman yelled fire again, but this time

she was right. She saw the chimney to where the Nazis burned the Jews.

They had reached Auschivitz concentration camp where the families would be

separated and meet the Angel of Death. The Angel of Death was the most

feared and powerful man besides Hitler for the Nazis (Wiesel ). Their

fate was in the hands of one man, and in just a few short seconds one could

either be dead or tortured for the next few years. All the Jews were ordered

out of the wagons and immediately Elie and his father began to look for his

mother and wife. When they found them, it was too late-- his mother and

sisters

were on there way to the crematory to be killed. As Elie and his father

waited

in line to learn their destination from the Angel of Death, others were giving

him and his father advice on how to stay alive. They told them to lie about

their age because anyone over 40 or under 18 would be murdered. His father

was

over 40 and Elie was under 18. Without that helpful information they both

would have been sent straight to the crematory. As Elie and his father

entered

the camp, they were issued prison- like clothing and all the hair on there

body

was shaved off. Next, they were all sent to work. Reflecting on the

situation

Elie said, If I was sent to the crematory I would have run straight for

the fence and jumped on it (Wiesel ). The fences were electrical and

anyone who touched it would be shocked to death. He felt that if he was going

to die it would not be at the hands of the Nazis. He would be able to rest in

peace if he killed himself rather then having some Nazi kill him. Every day,

they had to face the guards of the camp, who were mostly so cruel to the Jews,

but some of the Nazis were nice and tried to befriend the Jews, but

those who were lenient towards the Jews were executed by being hung. The Jews

were given very little food and very little time to rest. Each week they had

one day off and that would be on Sunday, on that day they could do almost

whatever they wanted. They were even treated a little better by receiving an

extra portion of food or bread that is all the Jews were served. Because of

these conditions the older Jews began to die because their bodies we not able

to fight the hunger and the harsh winters they faced with the little clothing

they were issued. Elie was young and was able to withstand rougher conditions

then most of the others in the concentration camps. He also had a little

something else; he would not give in to hunger and the bitter coldness because

he would not leave his father there by himself. They both used each other as

motivation to keep themselves living. Elie looked in his fathers eyes

and knew the harsh conditions were taking its toll on his father. Near the

end

of the war with Russian soldiers coming to the rescue the Nazis began

deporting Elies concentration camp once again. Just like in the

beginning if one was not up to par with their health and physical ability that

person would be sent to the crematory. Elie knew his father might not pass,

he

thought he might not even pass because of his foot condition. Elie had to get

surgery on his foot because it became badly swollen from a puss buildup and

faced amputation but the doctors at the camp caught the problem in time and

corrected it with the surgery. With the Russians attack on the

concentration camp the Jews were issued as much clothing as they would need to

face the bitterness of the cold to march to the next concentration camp to

steer clear of the Russians. As Jews were forced to flee the camp people were

being trampled on and killed because the officers were forcing them to run

faster and if anyone was to stop they would be shot on the spot. With

Elies foot conditions he was unsure if he was able to make the journey,

he was just recovering from surgery and with no shoe on he reopened his wound.

Blood flowed into the white snow as he ran alongside his father who urged him

to keep running. The pain soon left his mind because he could not concentrate

on that anymore; all he cared about was making it to the next camp alongside

his father. On the way many of his friends and colleagues were shot because

they were not able to keep up with the rest of the group. They stopped

running

and the officers without thinking shot one after another. Everyone felt the

pain and the sorrow of their friends being shot but they knew they had to move

on or they would be next. The gate to the new concentration camp was near,

they made the march. It was more of a triumph for the Jews because now they

could rest and get the attention they needed if they were wounded. They were

glad just to be alive and to make it through everyone being trampled on.

Elies father became very ill and was not able to make another march to

another concentration camp if they had to leave again. As he begged his son

for water a soldier told him to keep quiet but he paid no mind to the soldier.

The soldier cracked him over the head with his gun and his father lay there

still. He was still breathing but close to death. I awoke on January

, 145 at dawn. In my fathers place lay another invalid. They must

have taken him away before dawn and carried him to the crematory. He may

still have been breathing (Wiesel 106). Elie d

id not weep because there were no more tears left for him to cry. It

pained me that I could not weep. But I had no more tears (Wiesel 106).

For the next couple of months Elie was to await his freedom, keep hope alive

that he was going to make it out of this concentration camp. Word hit that

the

Russians were on attack again and the Nazis were preparing another move to a

new concentration camp. This time they moved to late and the attack began and

after a few hours the attack was over. At the foot of the gate they saw the

first American tank. The first act of as free men was to throw

ourselves onto the provisions. We thought only of that. Not of revenge, not of

our families. Nothing but bread (Wiesel 10). Shortly after the rescue

Elie became ill with food poisoning and was transferred to the hospital and

spent a few weeks between life and death. Elie had made it to freedom and

only

wished his family could have been there to share the joy of being free

again.Many Jews died for no reason during this era of madness over in Germany

during the dictatorship of Adolf Hitler. Millions upon millions lost their

lives and were separated from their families. Elie and his family were

separated at the station back in Sighet. Elie and his father had to watch his

mother and sisters go off to the crematory, many families had to watch their

family members go straight to death or even watch them die as they are being

beat to death because there work is not up to par. Elie now only has a life

of

loneliness without his family to look forward to and the horrible memories of

seeing people be killed or how his friends suffered to their death. That is a

great deal of trauma for one child to witness at such a young age. The

numbers

they were issued and tattooed on there forearms will always remind them of

those terrible

days at the concentration camps. Those memories alone are enough to drive one

to be crazy and not want to live on. Elie went on to be an accomplished

writer

and

professor at Boston University and won the Nobel Peace Prize in 186. Elie is

a

success story who made it through those tough years and became one of the most

influential writers of the Holocaust. This was his story and how he survived

and became a hero.

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Romeo and Juliet - Love and Hate

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Show how Shakespeare presents dramatically the themes of love and hate in the play "Romeo and Juliet"

The literary genius, William Shakespeare, was born in 1564 and throughout his life wrote a collection of plays, poems and sonnets. In the 16th century, the type of theatre was very different to that of today. Actors were only male, so any female parts had to be played by a boy whose voice had not broken. This also meant that intimate love scenes were not included as they were uncomfortable for the actors and would not be very realistic.

The theatre itself was round with a small circular stage in the centre. Props were few and words had to make up the scenery, lighting and atmosphere. Plays had to be performed in the afternoons when it was most light and were usually more of a social 'get-together' than a formal event. Middle and lower class citizens attended these shows and were unsettled and often uncultured. This meant that the very beginning lines of the play could not be vital, as no one would understand the play later if they missed them. In addition, the following few lines had to be spoken loudly to attract the audience's attention. Romeo and Juliet begins in exactly this way, with a short opening chorus which explains the whole story, and then a fight scene.

Romeo and Juliet is a romantic tragedy that portrays two lovers trying to build their relationship on a foundation of hate. Most people believe the play to be a great love story, but it is equally one of hatred, violence and bloodshed. The two lovers, who come from opposing families in Verona, attempt to keep their love and marriage secret, but this ends in dramatic suicide, which finally brings the Montagues and Capulets together.

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The play is set on a background of hate, clearly outlined from the very start in the opening chorus. This prepares the audience for the story that is about to unfold.

"Two households, both alike in dignity,

In fair Verona (where we lay our scene)

From ancient grudge break to new mutiny."

The audience can already see, just from the opening lines, that the hatred between the families has been going for a long time, "ancient grudge", and has recently been rekindled "new mutiny".

The play proceeds with a dramatic fight scene which immediately catches the audience's attention and demonstrates the bitter feud between the Montagues and Capulets. It shows the nature of the city of Verona as unsafe and a snowball effect takes place straight away. The Capulet servants are bragging about what they would do to the Montagues if they had the chance, when their enemies turn up. More and more people get involved and the small quarrel evolves into a fight. The entrance of Benvolio and Tybalt, as well as the heads of the families, turn the fight into a riot and order only comes about with the Prince's arrival. The Prince is the only real authority that can calm the feud down, but then this often goes unnoticed. He threatens the heads of families with the penalty of death; "Your lives shall pay the forfeit of the peace" and the audience can see that he is not happy about having these brawls in his streets, as he is quite willing to put and end to it quickly.

The "fiery" character of Tybalt is introduced in the first scene but his true nature is not fully revealed until the feast later. Many would say that Tybalt is personified hatred, as he feels that even the presence of a Montague is unacceptable and feels free to threaten whomever he likes.

"Now by the stock and honour of my kin,

To strike him dead would not be a sin."

He is prepared to cause a fight even at his own family feast and the audience will probably take an immediate dislike to this character and his violent attitude. Even back in the first scene, it was he that was the first to draw his sword and prepared to do anything to uphold his name.

In the second act, and most famous of any of Shakespeare's scenes, Romeo has climbed the Capulet walls and is hiding under Juliet's balcony. When he is spotted, Juliet's first thought are of his safety and she fears for his life if he is found, as he would be put to death for trespassing. Juliet is fully aware of the punishments and this reflects the dangers and risks of the whole play.

"The orchard walls are high and hard to climb,

And the place death, considering who thou art,

If any of my kinsmen find thee here."

In this scene, Juliet would be positioned on the upper stage, with Romeo below to create a more dramatic effect. It also shows the nature of the play two desperate lovers together in their hearts, but so far away in reality.

After such a violent start to the play, the audience is expecting a calm love story to unfold, but are again surprised when another fight scene occurs, with a duel between Mercutio and Tybalt, followed by another between Romeo and Tybalt. Mercutio is angered by Romeo's refusal to fight Tybalt, as he is unaware of the relationship Romeo is having with Juliet. This first fight is one the audience wants to see happen, as it involves the two comical characters from each family. Tybalt's "fiery" attitude sparks the whole fight off and it ends with Mercutio being slain. Romeo at this point is in a very vulnerable state, being stuck between upholding his family's name, and his love for the Juliet Capulet. At the sight of his good friend dying in front of him, he goes into a frenzy, which causes the second riot. This one though, cannot be the same as the previous as it would be too repetitive and would bore the audience.

"Now, Tybalt, take the 'villain' back again

That late Mercutio's soul

Is but a little way above our heads,

Staying for thine to keep him company

Either thou or I, or both, must go with him."

To differ from the first, Shakespeare uses Revenge Tragedy to express Romeo's desperation to satisfy his love for both families. Romeo is even prepared to give up his own life to save them. In the most recent film of the play, set in the present day, Romeo is out of control and tries to run Tybalt over in a car. Seeing this fail only angers him more and Romeo ends up shooting Tybalt in a state of despair.

The violence continues after the secret marriage of Juliet and Romeo. Lord Capulet, Juliet's father, uses extremely violent language when Juliet refuses to marry the County Paris. He is, however, unaware that Juliet has already been made a wife. His language changes from fatherly, loving words to talking about her in the third person when she disagrees to his plan.

"Thursday is near, lay hand on heart, advise

And you be mine, I'll give to my friend,

And you be not, hang, beg, starve, die in the streets,

For by my soul I'll never acknowledge thee,

Nor what is mine shall never do thee good."

He refuses to change the plans, and says that if she does not comply, he will disown her and leave her to beg and die on the streets.

So far in the play, two characters have died for the hatred between the two families, but the next, Paris, is totally innocent and is killed again, by Romeo's desperation. The true price of hatred is shown with his death, as he was neither a relation to Montague or Capulet. Paris attempts to arrest Romeo as he suspects that he is trying to disfigure the Capulet tomb. In defence, Romeo explains that he loves the Capulets more than his own family but, being loyal to his love's family, Paris thinks Romeo is mocking him. They fight and Paris is killed. This is another example of the scale of the hatred between the families. Romeo will do anything to see his love again.

However, against the background of hate and misery to the play, Shakespeare portrays a beautiful love story about two lovers trying to make the best of the unfortunate situation they find themselves in.

At the beginning of the play, a fact that is often omitted from reproductions, is that Romeo has a love for Rosaline, another Capulet. However, comparing the language he uses to describe Rosaline and Juliet, the two are very different. Rosaline's description is very artificial and his love is helpless, as she is to remain "chaste" meaning she has taken an oath not to fall in love. The audience may question whether his feelings are that of love or infatuation and the answer is given later in the play when Romeo meets Juliet. He uses contradicting terms, oxymorons, when describing his feelings, such as "feather of lead" "sick health" and "loving hate." These may make the audience think that Romeo is rather hopeless and pathetic, whereas with Juliet the description is much more positive, from the heart and believable.

In contrast, on Romeo's first sight of Juliet he seems astounded and Shakespeare uses religious imagery to express how strongly he feels for her.

"Did my heart love till now? forswear it sight!

For I ne'er saw true beauty till this night."

Here the audience is probably very intrigued about what is going to happen and Romeo uses 'frilly' language to get them more interested. He goes on and describes Juliet as a light source using phrases like "The brightness of her cheek would shame those stars" and "She doth teach the torches to burn bright." Their first meeting is a sonnet where Romeo claims he is a pilgrim coming to visit a holy shrine. He uses such words as "holy shrine," "pilgrims" and "trespass" to explain his feelings to Juliet. In this scene the lovers kiss and this would have to be very brief to avoid the actors discomfort.

The balcony scene demonstrates the most obvious love in the play as Romeo creeps around under Juliet's window. Before Juliet sees that Romeo is listening she expresses her true feelings as if talking to herself.

"O Romeo, Romeo, wherefore art thou Romeo?

Deny thy father and refuse thy name;

Or if thou wilt not, be but sworn my love,

And I'll no longer be a Capulet"

These famous lines show the desperation for happiness that Juliet is feeling. She asks why Romeo is called Romeo, referring to the name Montague, and pleads him to leave his family and join her. She is so in love with him that she goes on to say that she will give up her name, if only they can be together. She knows inside that only his name that stops their relationship from being acceptable "'Tis but thy name that is my enemy," and says, "A rose by any other word would smell as sweet" expressing her unhappiness that her Romeo cannot have a normal, open relationship.

The secret marriage of Romeo and Juliet is performed offstage for the actors comfort. Although it is not clear from the description of Juliet, her words and actions indicate that she is quite young, as she is very impatient. She longs for the night to come when Romeo will arrive. Juliet has no idea about the deaths of Tybalt and Mercutio that day, as being a young lady didn't allow her out in the dangerous streets of Verona. Her love for Romeo is pronounced more when the Nurse enters and announces that someone is dead. Juliet's first thoughts are of Romeo.

"O break, my heart, poor bankrout, break at once!

To prison, eyes, ne'er look on liberty!

Vile earth, to earth resign, end motion here,

And thou and Romeo press one heavy bier!"

Juliet is in deep despair as she thinks that her love is dead. When she finds out that it is in fact Tybalt who is dead, and Romeo who slew him, she is filled with mixed emotions. Romeo arrives at the Capulet Palace later that night and Juliet is happy that she is again with the man she loves. The scene in Juliet's bedroom is the morning after their wedding night. Juliet is determined that it is the Nightingale, a nocturnal bird, and not the lark, an early morning bird, that sang. She is desperate to keep Romeo with her for as long as possible, but when she realises that it is dawn she fears for his safety as he is supposed to be banished from Verona.

"It is, it is, hie hence, be gone, away!

It is the lark that sings so out of tune,

Straining harsh discords and unpleasing sharps.

Some say that the lark makes sweet division

This not so, for she divideth us."

Juliet is very committed to Romeo and does not want to marry the County Paris. The Friar Lawrence thinks up a plan and she immediately agrees to try and save her relationship with Romeo. Trying to be loyal to both her family name and to her husband proves very difficult, until she decides what needs to be done.

"O bid me leap, rather than marry Paris,

From off the battlements of any tower."

Juliet shows the audience that she is willing to put her life on the line rather than commit bigamy in marrying Paris. The Friar explains his plan and Juliet creates horrific pictures of what she is prepared to risk, "hide me in a charnel house with dead men's rattling bones," "Go into a new-made grave" "hide me in a dead man's shroud" rather than giving up on Romeo. Her declaration that she will do anything to escape the marriage, shows her true love for Romeo and the audience pray that for once things will go right for the star-crossed lovers. The determinedness of Juliet's language enthrals the audience and it seems that with this quality, surely nothing else can go wrong.

'Romeo and Juliet' ends with a great tragedy, the suicide of the lovers to be united in death. So many things went wrong in a short space of time, and looking back the audience may question whether they believed that the lovers could pull it off. Unfortunately in a dramatic climax to the play, Romeo and Juliet die together, for each other, in the Capulet family tomb.

It seems that only love can overcome hatred in the end as is so dramatically shown by Shakespeare. The two lovers united in death, rest happily and the two families are brought together in mourning.

"O brother Montague, give me thy hand.

This is my daughter's jointure, for no more

Can I demand."

Shakespeare's usage of love and hate has given lead to many other plays and films after it, such as 'West Side Story'. It gives a very effective story line that keeps the audience captivated with every twist and turn. The background of hate involves the audience who can identify with one or more of the characters, and are often left feeling extremely sorry for the families, such is the realism of the play. 'Romeo and Juliet' is a true demonstration that love overcomes hate, but in their case, the only way out was to be reunited in death.

"Never was there a story of more woe

Than this of Juliet and her Romeo."

Please note that this sample paper on Romeo and Juliet - Love and Hate is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Romeo and Juliet - Love and Hate, we are here to assist you. Your persuasive essay on Romeo and Juliet - Love and Hate will be written from scratch, so you do not have to worry about its originality.

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