Brighton Rock - Sympathy Essay Example for Free

Brighton Rock Sympathy Essay â€Å"Greene does not encourage us to find much sympathy for any of the character† At the beginning of the novel, from the reader’s perspective Spicer gives the impression of being a young boy, in particular with his refusal to eat after they have murdered Hale. â€Å"I’ll be sickif I eat† The Boy then responds with â€Å"Spew then†, this suggests that Spicer has a weakness especially within the group. As well as this it implies that Spicer regrets or feels a large amount of emotion towards the act they have just committed unlike Pinkie who seems totally unfazed. However, as the book continues we learn that Spicer is an older man as we are told of his â€Å"spots† that appear as well as â€Å"upsetbowels†, his â€Å"carroty† hair and his â€Å"scarred† nose. The sympathy the reader felt before then changes to loathing, as these new descriptions create an unattractive image for the reader. As well as this his earlier weakness now comes across as spineless and almost pathetic. We also learn that Spicer used to be a Jew â€Å"but a hairdresser and surgeon had altered that†. This reiterates the point that Spicer is spineless as he can’t even stand by his religion unlike Pinkie who has very strong religious views. Green does not actively encourage us to find sympathy in Pinkie by referring to him as either Pinkie or The Boy neither are his real name which creates a barrier between him and the reader which means that the reader has a lesser connection with him from the beginning compared to characters like Ida. As well as this Pinkie comes across as emotionless and therefore inhuman, for example there is no indication that Pinkie feels any remorse for arranging Hale’s murder. In addition to this Pinkie’s eyes are described as â€Å"slatey† which gives the impression they are cold and emotionless, this makes the reader feel disconnected from Pinkie as he is so disconnected from human beings. Pinkie is also hard to understand as he does not behave as expected, for example he reacts negatively to anything with warmth like romance, sex and even music, this is shown when dancing with Rose at Shelley’s as the music and intimacy conjures violent thoughts as it is said that he â€Å"caresses the bottle of vittorol†. Therefore it is hard for the reader to connect at all with Pinkie let alone with sympathy. Although when Pinkie’s age is mentioned it conjures up some sympathy, as it reminds the reader that Pinkie is only a boy trying to compete in man’s world. This is shown metaphorically when Greene mentions Pinkie’s suit being â€Å"a little too big for him†. As the focus of the characters is male heavy there is little emotion conjured with the two female characters. There is little written solely about Rose but the reader, especially female readers while sympathise with Rose’s side of her relationship with Pinkie as it the typically case of falling in love with the wrong man. Ida on the other hand conjures little sympathy because she is not a weak, dependent character like Rose but is incredibly strong-willed and independent. Overall I agree with the statement as Greene creates little sympathy towards his characters as you therefore feel the correct emotion toward the characters and not fazed by a â€Å"sob story†.

Issues in Teaching the English Language Essay -- English Writing Teach

Struggle as I may, I cannot avoid James Berlin’s statement: â€Å"To teach writing is to argue for a version of reality† (234). If I’m going to be successful in any academic field, in any language, there are certain conventions that I must follow, but what I say and how I think is inexorably linked to the available resources of any particular convention. For my part, I just can’t escape the confines of the English language. I see this most poignantly when I try to teach a Chinese writer how to cite sources or when I attempt to read a text in translation. To teach writing is to argue for a version of reality, and the best way of knowing and communicating it. . . . All composition teachers are ineluctably operating in this realm, whether or not they consciously choose to do so. (Berlin, 234) The language in which we think, speak and write effects the meanings we are able to construct; it molds our versions of reality. One of the more famous instances of this dynamic at work can be observed in translating Sophocles’ Antigone. There is a word in the first and second lines of the Second Stasimon, popularly referred to as â€Å"The Ode to Man,† which brings this issue to the foreground. The word is deinoj [1] (deinos). It is conventionally translated as â€Å"wondrous.† Its meaning, however, is far more complex than â€Å"wondrous.† If any one word in the English language comes closest to approximating its meaning in the given context, the word is awesome. In Greek, its meaning runs the gamut of terrible, fearful, awful, danger, implying force or power for good or ill, mighty, wondrous, marvelous, strange, passed into that of able, clever, skilful [2]. It is utterly impossible to translate this Greek idea into English without somehow tempe... ...uns on the French word differer, which means both "to differ" and "to defer." The result is differance, which is a misspelling of 'difference.' Since words are only signifiers and have no inherent meaning, there is a distance between the signifier and the signified. The meaning is deferred. And since words are identified by what they are not, their meaning is defined by difference. Hence, differance. When spoken in French, differance sounds no different than difference, a clever subtlety that, again, is lost in the translation. Derrida is no doubt aware that the two words sound the same, a fact which exhibits a weakness in spoken language† (http:65.107.211.207/theory/maslin/Difference_750.htm). Please note that the author didn’t define this term in his paper because the author has taken a decidedly anti-academic-jargon stance in so far as he can never actually stand. Issues in Teaching the English Language Essay -- English Writing Teach Struggle as I may, I cannot avoid James Berlin’s statement: â€Å"To teach writing is to argue for a version of reality† (234). If I’m going to be successful in any academic field, in any language, there are certain conventions that I must follow, but what I say and how I think is inexorably linked to the available resources of any particular convention. For my part, I just can’t escape the confines of the English language. I see this most poignantly when I try to teach a Chinese writer how to cite sources or when I attempt to read a text in translation. To teach writing is to argue for a version of reality, and the best way of knowing and communicating it. . . . All composition teachers are ineluctably operating in this realm, whether or not they consciously choose to do so. (Berlin, 234) The language in which we think, speak and write effects the meanings we are able to construct; it molds our versions of reality. One of the more famous instances of this dynamic at work can be observed in translating Sophocles’ Antigone. There is a word in the first and second lines of the Second Stasimon, popularly referred to as â€Å"The Ode to Man,† which brings this issue to the foreground. The word is deinoj [1] (deinos). It is conventionally translated as â€Å"wondrous.† Its meaning, however, is far more complex than â€Å"wondrous.† If any one word in the English language comes closest to approximating its meaning in the given context, the word is awesome. In Greek, its meaning runs the gamut of terrible, fearful, awful, danger, implying force or power for good or ill, mighty, wondrous, marvelous, strange, passed into that of able, clever, skilful [2]. It is utterly impossible to translate this Greek idea into English without somehow tempe... ...uns on the French word differer, which means both "to differ" and "to defer." The result is differance, which is a misspelling of 'difference.' Since words are only signifiers and have no inherent meaning, there is a distance between the signifier and the signified. The meaning is deferred. And since words are identified by what they are not, their meaning is defined by difference. Hence, differance. When spoken in French, differance sounds no different than difference, a clever subtlety that, again, is lost in the translation. Derrida is no doubt aware that the two words sound the same, a fact which exhibits a weakness in spoken language† (http:65.107.211.207/theory/maslin/Difference_750.htm). Please note that the author didn’t define this term in his paper because the author has taken a decidedly anti-academic-jargon stance in so far as he can never actually stand.

Biological Psychology Worksheet Essay

Answer the following questions in short-essay format. Be prepared to discuss your answers. 1. What is biological psychology? Biological psychology is the scientific study of the biology of behavior. This study is also known as biopsychology, psychobiology, behavioral biology, and/or behavioral neuroscience. 2. What is the historical development of biological psychology? The historical development of biopsychology is traced as far back as the ancient Greek era. It became the Roman church who dictated much of the human behavior according to their religious beliefs. After the Dark Ages subsided a new way of thinking was born and this period is called the Renaissance era. With this era came new ways of studying things, ways to see things by observing them and this was how modern science was founded. 3. Name one to three important theorists associated with biological psychology. One theorists related to the study of biological psychology is Rene Descartes. Rene Descartes elaborated on a theory in which the pneumatics of bodily fluids could explain reflexes and other motor behavior. Rene Descartes also was the first to identify, clearly, that the mind has a consciousness and is self-aware, which leaves the brain to be a tool for intelligence. 4. Describe the relationship between biological psychology and other fields in psychology and neuroscience. Whether it is the study of biopsychology and other fields of psychology or neuroscience, all psychologists and scientists are trying to understand the functions of the brain. The body and mind connection and how it reacts to certain behaviors or illnesses. Biological psychology is defined as the scientific study of the biological bases of behavior and mental states. Neuropsychology is a division of the science that attempts to understand the way structure and function of the brain relate to behavior and psychological processes. 5. Describe the major underlying assumptions of a biopsychological approach. Mental illnesses can cause biological consequences. Biological events cause mental illnesses. Trauma is something that can cause any person to experience some type of mental illness. Some believe that they are two things go hand in hand and cannot be separated and are completely linked to each other.

DePaul University Acceptance Rate, SAT/ACT Scores, GPA

DePaul University is private Roman Catholic university with an acceptance rate of 68%. Located in Chicago, with a total enrollment above 22,000, DePaul is the largest Catholic university in the county. DePaul was founded by the Vincentians in 1898, and the school remains committed to providing educational opportunities for students from a wide range of social and economic backgrounds. The university has one of the highest rated service-learning programs in the country. In athletics, the DePaul Blue Demons compete in the NCAA Division I  Big East Conference. Popular sports include soccer, basketball, track and field, and tennis. Considering applying to DePaul University? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, DePaul University had an acceptance rate of 68%. This means that for every 100 students who applied, 68 students were admitted, making DePauls admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 26,169 Percent Admitted 68% Percent Admitted Who Enrolled (Yield) 15% SAT Scores and Requirements DePaul University is test-optional. Applicants may submit SAT or ACT scores to the school but they are not required. During the 2017-18 admissions cycle, 58% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 550 650 Math 530 640 ERW=Evidence-Based Reading and Writing This admissions data tells us that of those students who submitted scores during the 2017-18 admissions cycle, most of  DePauls admitted students fall within the  top 35% nationally  on the SAT. For the evidence-based reading and writing section, 50% of students admitted to DePaul scored between 550 and 650, while 25% scored below 550 and 25% scored above 650. On the math section, 50% of admitted students scored between 530 and 640, while 25% scored below 530 and 25% scored above 640. While the SAT is not required, this data tells us that a composite SAT score of 1290 or higher is competitive for DePaul. Requirements Note that DePaul University does not superscore SAT results; your highest composite score will be considered. DePaul does not require the SAT writing section or SAT Subject tests. ACT Scores and Requirements DePaul University is test-optional. Applicants may submit SAT or ACT scores to the school but they are not required. DePaul does not provide data about the number of students who submitted ACT scores during the 2017-18 admissions cycle. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile Composite 23 28 This admissions data tells us that of those who submitted scores during the 2017-18 admissions cycle,, most of DePauls admitted students fall within the top 31% nationally on the ACT. The middle 50% of students admitted to DePaul received a composite ACT score between 23 and 28, while 25% scored above 28 and 25% scored below 23. Requirements Note that DePaul does not superscore ACT results; your highest composite ACT score will be considered. DePaul does not require the ACT writing section. GPA In 2018, the average high school GPA of DePauls incoming freshmen class was 3.67, and nearly half of admitted students had average GPAs of 3.75 and above. These results suggest that most successful applicants to DePaul University have primarily A grades. Self-Reported GPA/SAT/ACT Graph DePaul University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to DePaul University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances DePaul University, which accepts just over two-thirds of applicants, has a competitive admissions pool. However, DePaul also has a  holistic admissions  process and is test-optional, and admissions decisions are based on much more than numbers. A strong  application essay  and  glowing letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. Note that the personal essay is recommended, but not required by DePaul. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and scores are outside of DePauls average range. In the graph above, the blue and green dots represent accepted students. You can see that the majority of successful applicants had high school averages in the A or B range, combined SAT scores of about 1000 or better (ERWM), and ACT composite scores of 19  or higher. Note that DePaul has a test-optional admissions policy, so grades are the most important factor in the admissions process. If You Like DePaul University, You May Also Like These Schools University of ChicagoNew York UniversityPurdue UniversityUniversity  of Michigan - Ann ArborBoston UniversityIndiana University - BloomingtonUniversity of Iowa All admissions data has been sourced from the National Center for Education Statistics and DePaul University Undergraduate Admissions Office.