Monday, February 24, 2020
Motivating High School Students in Singapore - Research Proposal Example Most students believe in efforts and ability for their school achievement, and they wish to strike a good balance between achievement extremes. (Bandura Albert, 1995, p 53) Motivation does not come naturally. Students need constant efforts because many of their school policies discourage their efforts, they also have to study on few incentives, they are affected by peer pressure, and most at times, their intentions tend to backfire. Students, therefore, need to be taught on how to combine perspiration with inspiration in order to attain higher grades. They should be used to higher standards and expectations, as well as trying to persuade them to work hard. They need to get the right signals concerning what the purpose of education and achievement is. Teenagers, on the other hand, need to be encouraged to have a good social life, to learn, focusing on getting a good job and pursue other important aspects of life. We need to understand that there is a lot of educational mediocrity, hence work on making sure that students focus on academic learning as their number one priority. They should not be allowed to create learning schedules because peers do not lo ve reading, hence accord it for one hour. (Bandura Albert, 1995, p 53) One has to be triggered to be motivated. There are always reasons as to why people engage in certain kinds of behavior, and that is what is known as motivation. Volition is another important thing in life as a student. This is the process of cognition used by individuals in order to take a certain course of action. It goes hand in hand with motivation, and it occurs consciously, then converted to a habit over some time. Completion of high school has been rated as a necessity in life, as well as in any job market of Singapore, and this should be made known to students. It has been evident that even schools give ambivalent messages as to why academic achievement is important.Ã
Saturday, February 8, 2020
Catholic Church - Essay Example Therefore, it is very rare that one can find in the Catholic tradition a simple answer to complex issues related to war and violence (Gremillion 1976). The pacifist view relies on the values of Gospel and views war as intolerable act that can never be justified. The core of this view is the transcendence of God and the dignity of the human being which reflects the presence of God in the world. Consequently, the Church shall take efforts to protect dignity of each human being. Since life is the realm of God, life of every person is sacred and must be protected. In fact, this view is the founding principle of Christian religion that led its earliest followers to the pacifist stance and refection of violent behaviors under any circumstances and situations, including resolution of conflicts (Pastoral Constitution, 1966). Origins of the just-war theory can be traced back to the fourth century when the Christian faith had finally turned into the official religion of Rome. At that time, the Roman Empire faced massive challenge from the Vandals whose attacks grew increasingly aggressive and threatening. Since the pacifist non-violent nature of the Christianity barely justified involvement in the warfare, St. Augustine of Hippo made an attempt to provide theological justification for violence. Augustine's teaching became known as the just-war theory (Walzer, 1977). Another outs... war must be declared by the authority of the state; there must be a just cause; the intention must be just; war must be the last resort; only right means may be' employed in the conduct of war; there must be a reasonable hope of victory; the good to be achieved must outweigh the evils of war (Shannon, 1983) Recently four more circumstances have been set forth in the Catechism of the Catholic Church to provide moral underpinning for a war, namely: the damage inflicted by the aggressor on the nation or community of nations must be lasting, grave, and certain; all other means of putting an end to it must have been shown to be impractical or ineffective, that is, war must be waged as a last resort; there must be serious prospects of success; the use of arms must not produce evils and disorders graver than the evil to be eliminated (Catechism of the Catholic Church, Art. 2302-2317). The example of how the just-war principles are applied in practice was provided by the Catholic Church over the last two decades. Thus, the Gulf War and a war in Iraq that was proclaimed morally justifiable by its proponents met strong opposition from the Vatican. In January 2003, Pope John Paul II stated in the Address to the Diplomatic Corps that "War is never just another means that one can choose to employ for settling differences between nations.war cannot be decided upon . . . except as the very last option and in accordance with very strict conditions" (Owen, 2003). Pope Benedict XVI also supported this view claiming that "reasons sufficient for unleashing a war against Iraq did not exist [because] proportion between the possible positive consequences and the sure negative effect of the conflict was not guaranteed. On the
Wednesday, January 29, 2020
Romeo Juliet Essay Romeo and Juliet is true story written as a play, by William Shakespeare in the Elizabethan time in the 17th Century. This was the period when young girls which was classed as young women and the roles of women was limited, especially those that were rich was never seen outdoors, when venturing outside it was a lot more limited, had private tutoring, educating them to a very high standard and everything would be brought to them, as Juliet in the play is to confined to protect her virginity. This was when woman were owned by fathers then suitable husbands, which were expected to accept. The tradition was Courtney Love, when a man, often a knight, had to woo (gently persuade) a lady to be his love. This sometimes meant singing to her beneath her balcony. She was supposed to play it very cool for a while, as Juliet says she ought to in this scene. It was all sort of a game. The play is about a boy and a girl who fall in love, but remains to keep it secret of their family feud. There is a lot of use of imagery language in the play, one of the example is the balcony scene, where Romeo comes to find Juliet after the party and find her in her balcony. This is at night, where the darkness makes them feel safe, somewhere they can truly be alone. At the balcony scene where Romeo meets Juliet for the second time, he talks about how Juliet is so pretty she is and how she is beautiful than the moon itself the envious moon, this is a simile because he is saying the moon is jealous as it is a symbol of chastity. By saying that it gives us an image of Juliet more beautiful than the moon, so Juliet must seem to be glowing making the night light and bright. The balcony scene is when the audience is shown that the live is real and eternal. Another image of light and darkness is Juliets sun, people cant live without the sun so Romeo cant live without Juliet , so metaphorically Romeo is saying she lightens up the world for Romeo. I think the two images are very powerful, but to be used after only knowing each other after somewhat of couple hours is rather extreme and exaggeration, so at this point I dont find this convincing at all towards the idea of the two are in love. The images of love are as strong as those of light and dark, the first is, Or if thou wilt not, be but sworn my love And Ill no longer be a Capulet Juliet claims that she will lose her identity if he swears to lobe her, she here gives us an imagery of a big sacrifice because they loves each other, but this to me, I wonder if it is really is that simple? I think the couple dont need to worry about the name; it shouldnt matter if they love each other. A name would be perfectly insignificant, Juliet denies the reality of the situation which is she will never be allowed to marry Romeo because of the feud of the two families, so Romeo and Juliet love must remain secret, so the imagery she uses shows us that thus live cannot and does not survive on earth, which all turns the situation into somewhat of a fairytale. They do die soon later in the play, so this scene shows the audience that it is a special love. Another imagery of love is when Romeo goes on to claim that love can help him to perform such features as climbing tall walls-With loves light wing did I operch these walls, For stony limits cannot hold love out. This again is a metaphor, which is very unrealistic, a feeling cannot give you power to fly, but it is aright for the couples in love. Their love goes beyond the earth, almost heavenly. However, Romeo is flirting with her, not giving her direct truthful responses. Later he uses the word love four times. He talks of love as a actual person. He believes their love to b strong that he personifies it. As if he has brought them together. When asked how he found the garden, he actually describes the personified love as someone hes in partnership with. He gives love extra power. With loves live wings did I oeroperch these walls, For stony limits cannot hols love out; And what love can do, that dares love attempt; Therefore thy kinsmen are no stop to me. Juliet declares in line 133, that her bounty is as boundless as the sea, this is metaphorical term, saying about her generosity. The love she has to give him is so great, not even the sea can obstruct it, the term giving Juliets live somewhat of a infinite quality and eternal. This is off course is unrealistic, but it is similar to Elizabethan voyage of discovery to the new world, to seek out the worlds end, this is yet not found therefore Juliets love is the same, boundless Other images are of birds, Shakespeare the, changes mood when Juliet talks of birds and captivity. We now see interesting images, shown by Juliet, Hist, Romeo, hist! O for a falconers voice, To lure this tassel-gentle back again. Juliet trying to get Romeo to come back to her, she uses the language of falconry, which was an extremely popular sport with the Elizabethan nobility. A tassel was a high-prized male peregrine, this suggest that she feels confident as falconer to her very own, tassel-gentle, Romeo, it is unusual to see her like this in her age. Juliet is dominating the situation. She changes in two days from a little girl to a women, it shows her strength of character, her determination and her love. So I think this is very successful in making the audience realise the two are in love. On the other hand , we have an image of a spoilt child possessing a pet-And yet no farther than a wantons bird, Who lets it hop a little from her hand, Like a poor prisoner in his twisted gives, This gives us and image of Juliet holding Romeo by a string, and she has control of him, as she can pluck him back whenever she wishes, and gyves are prisoner with ropes and chain, this is the case that Juliet is a controlling female, could be of the high standard of her rich life, who is obsessed with Romeo and enjoys having him, whenever she favours, in a little fantasy of hers. For conclusion, I think in the balcony scene, many different images were shown although there were few actual images, which was effective in convincing the audience that the two are in love. There were only few realistic images, whereas unrealistic images present us with unlikely ideas such as Juliets sun, where the audience was given the idea that she was the light to the world. The image of angels might have been used to symbolise that the couple is not meant to be in earth, a little hint from Shakespeare, but overall I think there was enough images and idea given to back up the love of Romeo and Juliet.
Tuesday, January 21, 2020
America's Role in the Cuban Revolution The revolution in Cuba was not a result of economic deprivation, nor because of high expectations in the economy, it was the political factors and expectations which evoked the civilians to revolt. The Cuban economy was moving forward at the time before the rebellion but the dominant influence of the sugar industry made the economy "assymetrical" and encouraged no "dynamic industrial sector". Because of the dependance on sugar, the unemployment rate ranged between 16 and 20% rising and falling with sugar prices, ebbing and flowing as the season changed. The rural wage levels were incredibly unsteady and unpredictable; the standard of living was low. Dependance on the sugar industry did not retard the economy of Cuba, just the wages of its workers. It was the leaders of the nation who reaped profit from this dependance, and it was the leaders of the nation who insisted on keeping the nation the way it was. By the mid 1950's, however, the middle class had expanded to 33% of the population. Democracy, as we know it, broke down: the large middle class did not assert democratic leadership, there was no social militancy in the working class ranks, and the people found order preferable to disarray. Batista could no longer legitimize his regime. Failure in the elections of 1954 showed the discontent of the people, and failure in communications with the United States illustrated its discontent. Finally, opposing forces confronted Batista's power: there were street protests, confrontations with the police, assault, sabotage, and urban violence. This began the revolution in Cuba. America, with its stubborn ideas and misjudgements of character, forced Castro to turn to the Soviets for alliance and aid. When Castro visited the United States in April, 1959, there were different respected individuals holding different views of him and his future actions. Nixon believed Castro to be naive, some others thought him a welcome change from Batista, still others called him an "immature but effective leader, without a well formed view of how to lead a revolutionary movement and not overly concerned with abstract of philosophical matters" (p. 55). Why, then, did the United States impress nit-picky ideals like "there should not be communists in the Army or in labor", or "Cuba's approach to the Batista trials is totally unacceptable, too casual, too nonchalant" on this "forming" leader? Castro was like an inexperienced murderer with a gun in his hand: any rustle in the background could set off his nervous trigger
Monday, January 13, 2020
The history of printing dated back as early as 868 AD when the Chinese used it to produce the earliest dated printed book known as the Ã¢â¬Å"Diamond Sutra. Ã¢â¬ However, it is believed that book printing may have occurred even before that. Around 1041, the movable clay type printing system was first invented by Bi Sheng in China. Later on, the metal movable type was invented in Korea in 1230. At around 1450, a goldsmith named Johannes Gutenberg assembled a printing system from which the modern printing system was developed. At present, all movable type printing systems have been derived from the Gutenberg design. Thereafter, the invention of the printing system hastened the production of many books. As more books were produced, the production of manuscripts also declined. During that time, manuscript was the official form of publication for all printed communications on the scientific and literary sphere. Political and religious communications are slowly catching up to the printing trend. Concurrently, publishing entities soon emerged. Printing and publishing materialized as a profitable livelihood. It even became an essential tool for the dissemination of information. Clandestine manuscript production containing unconventional ideas were easily produced and circulated due to the ease of its production. Evidently, printing and publishing had a profound impact on intellectual life. Impact of Printing on Intellectual Life Prior to the advent of printing, everything had to be done by hand. Think of it as diaries or journals, religious and medieval manuscripts are prepared by monks by copying the text. Biblical manuscripts and other books were handwritten and copied from a portion of the text source. These handwritten copies of books consist of attempts to reconstruct the original text. During that era, manuscripts were used as the means of storing and disseminating information, and the manuscript culture was basically dominated by monks until its transition to the market in the cities, along with the rise of universities. When Gutenberg introduced his printing system, it marked an improvement, at first, on the production of manuscripts, then on the production of books. His system revolutionized EuropeÃ¢â¬â¢s book-making process that the technology expanded throughout the continent. Books were produced faster than before. Faster production of books means one thing: an increase of literacy. With this widespread increase in literacy rate, intellectual quests took off. The people have become thirsty for more knowledge, and printing became an essential tool to advance the academic pursuits. GutenbergÃ¢â¬â¢s printing system, regarded as the most important invention of the second millennium, has been a key factor in the European Renaissance. With his printing system, the cultural movement easily spread throughout Europe. It allowed the people easy access to books. In addition, the invention of the printing system helped in the assimilation of Greek and Arabic knowledge. Classical and ancient ideas, which were lost through time have been revived and disseminated. The rebirth of these ideas fuelled the quest for rediscovery of ancient knowledge that had been long forgotten. While these old ideas were revived, novel thought were also spawned and disseminated. Combined with the technology of printing, intellectual pursuits were easily advanced. The printing technology also facilitated the social and political upheavals at that time through the dissemination of clandestine printed articles containing unorthodox views that challenged mainstream thought. Thus, printing afforded wide latitude of political freedom. It made the political atmosphere conducive for the advancement of revolutionary ideas. Printing and publishing also contributed to the transformation of scientific thought. Fundamentals in physics, astronomy and biology were easily propagated with the use of printed materials. Ancient science has been easily superseded with the dissemination of these new ideas. Thus, the scientific revolution ensued. The scientific revolution paved the way for modern science as we know today. Galilei, Copernicus, Kepler, Newton and the others questioned the foundation of the old science. Their ideas contradicted the prevailing ideas at that time. Theoretical developments, thus, emerged. The printing system facilitated the propagation of CopernicusÃ¢â¬â¢ work on the heliocentric model of the solar system. In the 16th century, Copernicus contended that the sun is the center of the solar system. This was received with opposition from the church. The church firmly adhered to geocentrism, which placed the earth as the center of the universe. With the help of the printing system, information regarding Heliocentrism was easily dispersed. With printing and publishing, these brilliant minds were able to easily communicate their knowledge through scholarly journals. It resulted to a greater awareness of things, which were previously hidden from the general public. Dissemination of information gave an understanding of the information dispersed. With printing, the process was rapidly spread across Europe. Printed articles of classical thought were reprinted and widely spread. A curiosity on all things were intellectual was aroused. People have begun to engage in intellectual discussions; hence, books have become a commodity. Book production evolved into a commercial enterprise. Accordingly, copyright laws were passed to protect these artistic and literary creations. This legal notion was conceptualized as a reaction to the advent of printing. Charles II of England was apprehensive about the unregulated production and copying of books. Moreover, printing helped established the standards of spelling and syntax. The English language also emerged as the language commonly used in most published works; thus, the use of Latin declined. On the religious end, printing also facilitated the Protestant Reformation. The movement was started an attempt to reform the Catholic Church. At that time, the ChurchÃ¢â¬â¢s hierarchy was plagued with corruption. Many Catholics observed that false doctrines and malpractices were carried out. This corruption was seen as even reaching the position of the Pope. With the printing press, the reform movement advanced the culture of Biblical literacy. By the translating the Bible and making it available to the masses, the message was dispersed and made it more accessible for the public. Moreover, Martin Luther, an Augustinian monk, also raised his protests against the Catholic Church. He discussed his discontent of the ChurchÃ¢â¬â¢s sale of indulgences. Because of the printing system, the swift dissemination of discontent was facilitated. Information relating to LutherÃ¢â¬â¢s theological teachings was dispersed in the form of broadsheets, to the poor sector of society. These broadsheets evolved into newspapers. Presently, newspapers are the most accessible tools for public information and written journalism. Information relating to political events, business and the society, among others, are disseminated. The wide circulation of newspapers as a means of communication was largely due to the advances of printing. Printing presses accelerated the process of making newspapers. With printing, intellectual innovations have progressed into something that we have today. The printing system has been a valuable tool in the dissemination of knowledge and information. Human advancements in the field of science, artistic and literary domain have been realized. The rapid dispersal of information is attributable to the fast production of books and other scholarly articles. These would not have been realized were it not for printing. The invention of printing assisted in the proliferation of new thought. Ideas, both old and new, were unearthed. Ancient knowledge was rediscovered. Dissemination thereof was necessary in order to inform the general public thereof. The innovation of printing and publishing helped pushed these ideas to the open, making it accessible for the public to see.
Sunday, January 5, 2020
The Battle of Ligny was fought on June 16, 1815, during the Napoleonic Wars (1803-1815). Heres a summary of the event. Battle of Ligney Background Having crowned himself Emperor of the French in 1804, Napoleon Bonaparte embarked on a decade of campaigning which saw him win victories at places such as Austerlitz, Wagram, and Borodino. Finally defeated and forced to abdicate in April 1814, he accepted exile on Elba under the terms of the Treaty of Fontainebleau. In the wake of Napoleons defeat, the European powers convened the Congress of Vienna to outline the postwar world. Unhappy in exile, Napoleon escaped and landed in France on March 1, 1815. Marching to Paris, he built an army as he traveled with soldiers flocking to his banner. Declared an outlaw by the Congress of Vienna, Napoleon worked to consolidate power as Britain, Prussia, Austria, and Russia formed the Seventh Coalition to prevent his return. Armies and Commanders Prussians Field Marshal Gebhard von BlÃ ¼cher84,000 men French Napoleon Bonaparte68,000 men Napoleons Plan Assessing the strategic situation, Napoleon concluded that a swift victory was required before the Seventh Coalition could fully mobilize its forces against him. To achieve this, he sought to destroy the Duke of Wellingtons coalition army south of Brussels before turning east to defeat Field Marshal Gebhard von BlÃ ¼chers approaching Prussian army. Moving north, Napoleon divided his Armee du Nord (Army of the North) in three giving command of the left-wing to Marshal Michel Ney, the right-wing to Marshal Emmanuel de Grouchy, while retaining personal command of a reserve force. Understanding that if Wellington and BlÃ ¼cher united they would have the power to crush him, he crossed the border at Charleroi on June 15 with the intention of defeating the two coalition armies in detail. That same day, Wellington began directing his forces to move towards Quatre Bras while BlÃ ¼cher concentrated at Sombreffe. Determining the Prussians to pose a more immediate threat, Napoleon directed Ney to seize Quatre Bras while he moved with the reserves to reinforce Grouchy. With both coalition armies defeated, the road to Brussels would be open. The next day, Ney spent the morning forming his men while Napoleon joined Grouchy at Fleurus. Making his headquarters at the windmill of Brye, BlÃ ¼cher deployed Lieutenant-General Graf von Zietens I Corps to defend a line running through the villages of WagnelÃ ©e, Saint-Amand, and Ligny. This formation was supported by Major General George Ludwig von Pirchs II Corps to the rear. Extending east from I Corps left was Lieutenant General Johann von Thielemanns III Corps which covered Sombreffe and the armys line of retreat. As the French approached on the morning on June 16, BlÃ ¼cher directed II and III Corps to send troops to reinforce Zietens lines. Napoleon Attacks To dislodge the Prussians, Napoleon intended to send forward General Dominique Vandammes III Corps and General Ãâ°tienne GÃ ©rards IV Corps against the villages while Grouchy was to advance on Sombreffe. Hearing artillery fire coming from Quatre Bras, Napoleon commenced his attack around 2:30 PM. Striking Saint-Amand-la-Haye, Vandammes men carried the village in heavy fighting. Their hold proved brief as a determined counterattack by Major General Carl von Steinmetz reclaimed it for the Prussians. Fighting continued to swirl around Saint-Amand-Haye through the afternoon with Vandamme again taking possession. As the loss of the village threatened his right flank, BlÃ ¼cher directed part of II Corps to attempt to envelop Saint-Amand-le-Haye. Moving forward, Pirchs men were blocked by Vandamme in front of WagnelÃ ©e. Arriving from Brye, BlÃ ¼cher took personal control of the situation and directed a strong effort against Saint-Amand-le-Haye. Striking the battered French, this assa ult secured the village. Fighting Rages As fighting raged to the west, GÃ ©rards men hit Ligny at 3:00 PM. Enduring heavy Prussian artillery fire, the French penetrated the town but were ultimately driven back. A subsequent assault culminated in bitter house-to-house fighting which resulted in the Prussians maintaining their hold on Ligny. Around 5:00 PM, BlÃ ¼cher directed Pirch to deploy the bulk of II Corps south of Brye. At the same time, a degree of confusion struck the French high command as Vandamme reported seeing a large enemy force approaching Fleurus. This actually was Marshal Comte dErlons I Corps marching in from Quatre Bras as requested by Napoleon. Unaware of Napoleons orders, Ney recalled dErlon before he reached Ligny and I Corps played no role in the fighting. The confusion caused by this created a break which allowed BlÃ ¼cher to order II Corps into action. Moving against the French left, Pirchs corps was stopped by Vandamme and General Guillaume Duhesmes Young Guard Division. The Prussians Break Around 7:00 PM, BlÃ ¼cher learned that Wellington was heavily engaged at Quatre Bras and would be unable to send aid. Left on this own, the Prussian commander sought to end the fighting with a strong attack against the French left. Assuming personal oversight, he reinforced Ligny before massing his reserves and launching an assault against Saint-Amand. Though some ground was gained, French counterattacks forced the Prussians to begin retreating. Reinforced by General Georges Moutons VI Corps, Napoleon began assembling a massive strike against the enemy center. Opening a bombardment with sixty guns, he ordered troops forward around 7:45 PM. Overwhelming the tired Prussians, the attack broke through BlÃ ¼chers center. To halt the French, BlÃ ¼cher directed his cavalry forward. Leading a charge, he was incapacitated after having his horse shot. The Prussian cavalry was soon halted by their French counterparts. Aftermath Assuming command, Lieutenant-General August von Gneisenau, BlÃ ¼chers chief of staff, ordered a retreat north to Tilly after the French broke through at Ligny around 8:30 PM. Conducting a controlled retreat, the Prussians were not pursued by the exhausted French. Their situation improved quickly as the newly-arrived IV Corps deployed as a strong rearguard at Wavre which allowed a rapidly-recovering BlÃ ¼cher to reassemble his army. In the fighting at the Battle of Ligny, the Prussians sustained around 16,000 casualties while French losses numbered around 11,500. Though a tactical victory for Napoleon, the battle failed to mortally wound BlÃ ¼chers army or drive it to a location from which it could no longer support Wellington. Forced to fall back from Quatre Bras, Wellington assumed a defensive position where on June 18 he engaged Napoleon at the Battle of Waterloo. In heavy fighting, he won a decisive victory with the aid of the BlÃ ¼chers Prussians which arrived in the afternoo n.
Saturday, December 28, 2019
How is The Crucible appropriately titled? The word crucible is used by Arthur Miller in his play as a metaphor. The first definition of the word crucible is: a melting pot especially for metals. In the play this is first acknowledged during the first act, as we gradually piece together the information concerning the girls dancing. The kettle viewed by Reverend Parris mirrors a crucible. We are told that the girls had made a brew which contained a little frog and blood is therefore viewed by the characters involved as a potent, fearsome mixture and this signifies the beginning of the Salem tragedy. It seems that from this brew a more sinister force is released. The dancing and the contents of the little pot seem to fuel theÃ¢â¬ ¦show more contentÃ¢â¬ ¦The Salem community was rife with latent hostilities and the witch trials provided an outlet for the expression of those hostilities in a society which had little opportunity for speaking out. The society was so confined and ordered so when people had a small chance to experie nce freedom they went to far to the other extreme and suspicions and envy burst into revenge. Individual disputes were considered immoral because they meant breaking charity withs one neighbours. There was much unexpressed, unexpiated guilt in the community. For example Abigail had a grudge against Elizabeth Proctor because Elizabeth fired her after she discovered that Abigail was having an affair with her husband, John Proctor. Abigail used the witchcraft craze to accuse Elizabeth and have her sent to jail. The purpose of a crucible is to melt things in and for this you need very high temperatures. This is illustrated in the play, when the judge Danforth says to Proctor in Act Three We burn a hot fire here; it melts down all concealment. The court scenes were times of tension, intensity, pressure and conflicts between powerful authority refusing to realise they have signed away innocent lives on the strength of a lie. Also things are permanently and physically changed in a crucible, they are turned from one thing into another. This is reflected in the play by the fact that many things in the play are exertedShow MoreRelatedWhy Is the Crucible so Called Essay2321 Words Ã |Ã 10 PagesHow is #8216;The Crucible#8217; appropriately titled? The word #8216;crucible#8217; is used by Arthur Miller in his play as a metaphor. The first definition of the word crucible is: a melting pot especially for metals. In the play this is first acknowledged during the first act, as we gradually piece together the information concerning the girls dancing. The #8216;kettle#8217; viewed by Reverend Parris mirrors a crucible. We are told that the girls had made a brew which contained aRead MoreArthur Millers The Crucible And The Second Red Scare1293 Words Ã |Ã 6 Pages In Arthur MillerÃ¢â¬â¢s Ã¢â¬Å"Why I Wrote The CrucibleÃ¢â¬ , Miller connects The Crucible and the Second Red Scare by highlighting his process of writing which in return displays the two different time eraÃ¢â¬â¢s similarities. He states, Ã¢â¬Å"[W]hen I began to think of writing about the hunt for Reds in America, I was motivated in some great part by the paralysis that had set in among many liberals who, despite their discomfort with the inquisitorsÃ¢â¬â¢ vio lations of civil rights, were fearfulÃ¢â¬ ¦of being identified as CommunistsÃ¢â¬ Read MoreEssay On The Red Scare Allegory For The Crucible878 Words Ã |Ã 4 PagesRed scare allegory for the crucible The salem witch hunts and the Red Scare caused big problems and death in the U.S. In 1950 everyone was scared that communism would spread to the united states and McCarthy wanted to get rid of all communist in the united states but instead accused innocent citizens. In salem 1692 multiple girls were out in the woods dancing and were thought to be possessed and working with the devil. 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Miller used the Ã¢â¬Å"The CrucibleÃ¢â¬ to inform people of how hysteria of the Salem witch trials resembled the communist accusations happening within the American government. At the time, McCarthyÃ¢â¬â¢s Ã¢â¬Å"witch huntsÃ¢â¬ for communist committing sedition. As opposed to the Red Scare, Ã¢â¬Å"The CrucibleÃ¢â¬ started due to an actual witch craft incident. The Red Scare however, began due to real accounts of treason and communismRead MoreEssay Compared To The Crucible736 Words Ã |Ã 3 PagesIn Arthur Miller book, Ã¢â¬Å"The CrucibleÃ¢â¬ the government accused people of McCarthyism and during the red scare people were accused of communism. During the years of 1692-1693 people accused of witchcraft were hung by the jury with no remorse. The comparison between the two is that Arthur Miller wrote a play to compare to the Salem Witch Trials. Within The Red Scare if people were accused of being a communist then they would be blacklisted. When blacklisted you would lose your job and become pretty muchRead More The Parallels Between Arthur Millers Life and His Play, The Crucible1486 Words Ã |Ã 6 Pageshappened many years agoÃ¢â¬âand write about it effectively. Only one has had the courage and intelligence to do both. Arthur Miller was an American author who wrote plays, essays, and stories and has published works dating from to 1936 through 2004. The Crucible, one of his most famous plays, premiered in New York on January 22, 1953 (InfoTrac). It is a historical-fiction story set in Salem, Massachusetts in 1692. The witch hunt described in this play is similar to the Red Scare, an anti-communist movementRead MoreCrucible Vs Mccarthyism Essay1297 Words Ã |Ã 6 Pagesfrom being questioned or accused. The act of doing so was later called McCarthyism. This relates to the play called the crucible in many ways. The play was written by Arthur Miller and famous play writer. 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Arthur Miller wrote this play during the time of theRead MoreHysteria And Lies In The Crucible Analysis946 Words Ã |Ã 4 PagesEvangeline Run Mr. Young English 11CP 22 October 2017 Hysteria and Lies and Deceit The Crucible Ã¢â¬Å"Those who lie, twist life so that it looks tasty to the lazy, brilliant to the ignorant, and powerful to the weak.Ã¢â¬ -Jose N. Harris. Arthur Miller the author of the play called The Crucible sets in the town of Salem, Massachusetts which was populated by the Puritans who hanged twenty innocent people in 1692. Miller wants to make the point that the theme of Lies and Deceits makes people lie to benefit themselves