Hermaphrodites and Society Essay Example for Free

Hermaphrodites and Society Essay Individuals are given the gift of life when they are born into this world. Many agree that everyone is blessed and should not take their lives for granted. To be truly alive, individuals must be overjoyed and pursue happiness. However, others would describe their lives as a joke. To be precise, many would be ashamed of who they are. A very strong example of an ashamed soul would be Calliope, the main protagonist of Middlesex by Jeffrey Eugenides. In the story, Eugenides tells the tale of Callie, who is supposedly a monster because she is a hermaphrodite. Being a hermaphrodite indicates that someone has the sex organs associated with both genders. By definition, Callie is an abnormal freak. Eugenides employs literary devices, such as tone, imagery, and personification, to express Callie’s shame and humiliation of being herself. Eugenides employs imagery to transport readers into Callie’s shoes and understand her shame of being a hermaphrodite. Callie describes herself as â€Å"being surrounded by illuminating faces bent over books, her hair covering the definition of herself. Normal individuals surround Callie, and she abruptly conceals the word monster to prevent anyone from realizing her true identity. In Callie’s point of view, normal individuals surround her, and she is in the center covering a secret that could ultimately ruin her reputation as a human. Callie is so frightened of being exposed to the world as a true monster. Callie makes a past reference of how she had experienced monster before. Callie addresses that â€Å"she was not looking at it in her bathroom stall. † She has the affirmation that someone had already known her as a monster, but she was too afraid to agree. Now, however, Callie is reminded of her past, and sadly acquaints past and present to reach the conclusion the she is indeed a monster. Callie also refers to herself as a â€Å"lumbering, shaggy creature pausing at the edge of the woods, as a humped convolvulus rearing its dragon’s head from an icy lake. † Callie truly visualizes herself as an actual monster, a freak of nature that is shunned by the world and lives in absolute seclusion. In her eyes, she is a grotesque beast that cannot even stand to stare at herself out of humiliation and shame. Callie is absolutely alone and is surrounded by others who look at her with disgust and wide eyes. Eugenides utilizes tone in the story to help readers develop sympathy and pity towards Callie. All throughout the passage, the tone of the story is serious. Callie acknowledges that â€Å"her mother was crying in the next room, and the doctors were working on Callie’s disease in secret. † The statements convey that Callie’s parents are also disappointed and ashamed of what their daughter has become. Callie understands that her mother sheds tears thinking what she has done to deserve a defected daughter. Callie’s parents are so ashamed and overwhelmed that they took Callie to New York to try and heal in secret instead of in the open. Callie’s parents do not want others to see what has happened to her out of concern for their daughter’s social life as a normal individual. The thoughts and emotions expressed give readers pity towards Callie and her condition. Callie muses that â€Å"she longed to be held, caressed, which was impossible. † Callie wishes to be comforted and surrounded by others that loved and understood her. Unfortunately, Callie views herself so much like a monster rather than an individual that she is too far long to be comforted by anyone. Readers infer that Callie is a freak with no friends, family, or loved ones. Eugenides also uses personification to display how Callie views the inhumane objects around her as also excluding her from humanity and pushing her towards being a monster. Callie enunciates that â€Å"fear is stabbing me. † Callie feels horrible about her discovery of being a hermaphrodite; she actually visualizes fear around her. Callie feels frightened and vulnerable to the thought of others singling her out and chanting the monster. Callie cannot even comprehend what she feels, but can only implore she is engulfed by fear and incapable of accepting her secret getting out. This also expresses Callie’s extreme shame of being who she is, as well as how others will view her as a non –human. Callie comments on the chain within the dictionary as â€Å"speaking of poverty, mistrust, inequality, and decadence as she held onto it. † Callie establishes a connection between herself and the chain as both being bound to the worst parts of human lives. Callie strongly grasps the word monster in her hand, as if she is bound to it like the chain is. Callie cannot detach herself because deep in her heart, she understands that she is a monster, no matter how much she wishes not to be. As Callie leaves the Reading Room, Callie also cannot release the word monster from herself. Callie appeals that â€Å"the Webster’s dictionary kept calling after her, Monster, Monster! † Callie is so attached and strongly understands herself as a monster that she hears the word everywhere she goes. No matter where Callie goes, the word monster will always haunt and pursue her, always reminding her of what she is. Callie interprets the chants of inanimate objects calling her monster, and she cannot help but feel ashamed and humiliated to be reminded of what she is. Calliope, all throughout the passage, is a hermaphrodite and a monster. A world of normal individuals surrounds Callie and do not understand what she is. Eugenides uses literary devices, such as imagery, tone, and personification to express Callie’s shame and humiliation of being herself. To be alive is truly a blessing, but is being abnormal in the eyes of peers a curse? Everywhere, there are individuals who are terrified and alone, and sometimes, no one comes to help them. Regardless of who they are, or whether they may be different, everyone belongs. No one is a monster.

Fair Teacher Pay Association :: Argumentative Persuasive Education Papers

Fair Teacher Pay Association Factà ³There is a shortage of qualified graduates of professional teacher preparation programs entering the teaching profession in the United States. Factà ³More than 80% of the employing jurisdictions in the United States have been forced to hire unlicensed, untrained, unprepared teachers because there are not enough licensed graduates of teacher preparation programs to fill the need. Factà ³The overwhelming response from college students to the question of why they wonà ­t enter the teaching profession is that "teacher pay is too low". Factà ³The average national salary for a beginning teacher for the 1998-1999 academic year was $25,735 , far less than the salary for other college graduates. Would you want to be a teacher?? Dear Mr. & Mrs. Doe: Do you care about the quality of your childrenà ­s education? Weà ­re sure you do, just like most hard working Americans. Think about it. Our childrenà ­s education is their future, and their future is our nationà ­s future. This future is determined by our childrenà ­s teachers. A lack of teachers and, more importantly, a lack of GOOD teachers is a big problem in our schools today. We, the members of the Fair Teacher Pay Association (FTPA), believe this injustice must be brought to the attention of all. In addition to informing the public, we want to do things to change the current system. This letter and informaional packet will briefly inform you of the facts you need to know on this subject. We often hear people say things such as: Teachers work form 9 to 3, less than bankers. Teachers work 9 months, and then get the summers off. Teachers themselves say: Teaching is the only job where you work three times per day. First you teach a full day, then you work at school in the afternoon, and then you take work home to do at night. The average teacher works a minimum of 8 hours and 37 minutes each day. 8:37 multiplied by an average school year of 180 days is 1551 hours a year. That is the minimum required for their daily tasks. Teachers also have supplementary tasks that they must complete on an irregular basis. These tasks such as pre and post school year activities, meetings, and continuing education add up to an average minimum of 318 hours per year. This adds up to a grand total of 1869 hours per year! Check out these statistics: - A teacher works a minimum of 1,869 hours per year to perform his/her

Competency Statement to Support Social and Emotional Development and to Provide Positive Guidance

Social Development and Emotional Development goes hand and hand. They are closely related . Social development refers to the young child feelings about himself or herself, the people in his or her life, and the environment in which they play and lives. Emotional developments color the experience of every young child mood. At our center we provide social and emotional security for each child. I help each child to know, accept and take pride in him or herself and to develop a sense of independence. In our preschool class we treat each child as an individual. All children have different rates of development and different personalities. As a teacher I show the children that I am very concern about them and their feeling and this helps children during their discuss times. Every morning I greet the child and their parent, I receive and give hugs too each child upon arriving and departure. In my classroom I respond quickly and calmly when children are having a disagreement, children tend to look too the teacher to help solve the disagreement. Responding quickly also help children from hurting other. (For example; John and Bob were playing car, at the block center, John wanted the car that Bob had bob would let John see the car so John took the car from Bob and hit him. I went over to John and said your friend is sad because you hit him and took his car, we do not treat our friends like that we have too learn too share and keep our hand by our side, and do you remember the book we read about hitting our friends and how that makes they sad. Also John you must learn too use you words â€Å"my turn please†. When children are unhappy because something has change in their life I like too find a book too read too cheer them up. Their were two best friends but one had to moved too another school. The friend that was left was so sad so I asked the class too share ideas of things that we could do too cheer him up. The children wanted me too read a book; I read a book about Feeling, as I read I was pointing at the different facial expression. I encourage the class too draw pictures that reflect the boys feeling and picture that would cheer him up Sharing is something we practice everyday what ever they are playing with becomes mines, mines and mines my class has a hard time sharing to encourages sharing we play lots of activities with four at each tables, for instance we do board games, art activities, we pair up and share a book, table tubs, outside we take turn riding the bikes, and sharing the balls. It is important that we use all of our resources to develop our children social and emotional skill teaching them how to interact and share with other peers.

Arundel Partners Case Analysis Essay - 1499 Words

Arundel Partners Case Analysis Executive Summary: A group of investors (Arundel group) is looking into the idea of purchasing the sequel rights associated with films produced by one or more major movie studios. Movie rights are to be purchased prior to films being made. Arundel wants to come up with a decision to either purchase all the sequel rights for a studios entire production during a specified period of time or purchase a specified number of major films. Arundels profitability is dependent upon the price it pays for a portfolio of sequel rights. Our analysis of Arundels proposal includes a net present value calculation of each movie production company. In order to decide whether Arundel can make money buying movie†¦show more content†¦In addition, once production started, the studio would inevitably form an opinion about the movie and the likeliness that a sequel would be possible. This would put Arundel at a disadvantage, because they would then have to negotiate the price for sequel rights o n each film produced, while knowing much less than the production studio about the film. What are primary advantages and disadvantages of the approach that was taken by us in valuing the sequel rights? Our analysis of Arundels proposal includes a net present value calculation of each movie production company. Arundel feels that waiting to purchase sequel rights until after the movie goes into production will make it more difficult and costly to purchase the rights. Below are advantages and disadvantages of our approach. ADVANTAGES: - Simplicity - Because all available data was used, there is a greater sample in our analysis. We assume that more data points will lead to a more accurate conclusion. - We did not eliminate any outliers because we felt outliers are characteristic of the industry. - The analysis is based upon historical data rather than fabricated assumptions. - We believe that breaking out the data by studio is an advantage because it provides direction. DISADVANTAGES: - It is assumed that historicalShow MoreRelatedArundel Partners Case Analysis Essay1441 Words   |  6 Pages----------------------------------- spootyhead Apr 17, 2007 Arundel Partners Case Analysis ----------------------------------- Arundel Partners Case Analysis Executive Summary: A group of investors (Arundel group) is looking into the idea of purchasing the sequel rights associated with films produced by one or more major movie studios. Movie rights are to be purchased prior to films being made. 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The case points out that the IPO market is sometimes characterized as a â€Å"hot issue† market and that many IPOs are viewed in retrospect as having been â€Å"underpriced.† What might explain these phenomena? Should the Netscape board be concerned about underpricing