Huckleberry Finn Essay Example for Free

Huckleberry Finn Essay The Adventures of Huckleberry Finn, written by Mark Twain, takes place during the antebellum era, and revolves around a young boy, named Huck. The antebellum era was the years right before the Civil War, so Huck was living in a dark and murky time in American History. Huck starts off by living with The Widow Douglas and her sister, Miss Watson, who is trying to civilize him or make him to be what the perfect child should look like and make him act how a perfect child should act. Huck does not want that. He just wants to live how he wants, just like most youth want. In the novel, Huckleberry Finn befriends a runaway slave, Jim, and his adventures begin. According to Dennis Puopard, Mark Twain exposed many of the dark problems of antebellum United States. Some say Mark Twain wrote this episodic novel as a boys adventure story and that Huck is a character that children should look up to. (422) Modern readers do not see Huckleberry Finn as a childrens book because the book is racist, there a themes of lying, and characters object and criticize authority. Because, modern readers see the book as improper for children The Adventures of Huckleberry Finn is on the banned books list on many school in the United States. In The Adventures of Huckleberry Finn there are racial slurs, lies, and profanity. The Adventures of Huckleberry Finn is not a childrens book in todays society because of the prominent theme of race. The topic of race and racism is strong in todays society. If a modern American citizen uses racial slurs against another race in a hurtful way that citizen would be convicted with a criminal offense. A racial slur such as the word nigger is not tolerable todays society. The word nigger was used to belittle and dehumanize African American slaves, such as Jim, in antebellum United States. Through out the book, The Adventures of Huckleberry Finn, author Mark Twain includes racial slurs such as the word, nigger toward African American characters, such as Jim and other slaves. Good gracious! anybody hurt? Nom. Killed a nigger. Well, its lucky; because sometimes people do get hurt. ( Twain 109). This quote shows how the white society views Jim different then themselves. They view Jim as property rather than a human with a living breathing heart. This dialoged between two white characters just shows how hurtful and cruelly someone can sound just by taking. Barbra L. Jackson professor at Fordham University in New York City says, It is hard to teach The Adventures of Huckleberry Finn in a diverse class because of its racial views. (63). If a college professor has a hard time teaching the book, The Adventures of Huckleberry Finn, to her class, how can it be easy for high school students who are studding the novel, or even young boys whom pick up the book and start reading it? Also, Barbra L. Jackson says, I always see a lack in participation, when studying the book, the students do not want to read out loud, (64). The students do not feel right saying nigger out loud because they do not want to offend any of their classmates. The students know that the word, nigger is a taboo in modern society. The Adventures of Huckleberry Finn should not be taught or read to children because of the racial slurs. The type of racial language that Mark Twain uses in the book is offensive and crude. The exposure of the racial slurs to young children would be harmful. The young children will think it is okay to say the new words they discover from reading The Adventures of Huckleberry Finn, which would get them into trouble in the future.

Neurological Memory :: essays research papers

The Human Memory The reason people exist is because of two important things: memory and language, which have been vital in the evolution of humanity. (Our ancestors needed language to explain how to light a fire to keep them warm and a memory to remember how to do it). So we have a memory because if we did not we would never have evolved far enough for you to ask this question in this place. So how does it work? The process involve in the human memory are very complex†¦ I will present you the neuralgic and biologic part then Aurelie will talk about the characteristics of our human memory and then Sebastien will explain the troubles of the memory†¦ Despite big advances in recent years, memory is still a bit of mystery and there are disagreements among the experts about exactly what is going on. But now memory is seen as a function of the brain, and is not placed any more in the heart†¦ It’s defined as the ability to store and retrieve information. Codes of memory The new ways of communication taught us that information could be on different supports: Email, lettre, disc... The memory acts in the same way and info are supported by specific codes: sensorial codes, motor codes and symbolic codes. A special memory exists to each different info: tactual, visual, auditory and olfactory but these codes don’t have the same importance. Visual and auditory codes are the most important codes because they are the primary means of language in the memory. The auditory code is concerned with longer times than the visual one. (You remember longer a sequence of letters if you hear them than if you see them). Olfactory codes are very difficult to study and motor codes are not studied at all. These codes seem to be transitory and the info driven is encoded in the visual way or a linguistic way†¦ That’s why you probably heard about the visual memory and the auditory memory. In the long term memory the info learned becomes more and more abstract with time. The language arrived to a conceptual memory, the visual memory arrived to an analogic memory: visual- spatial but in fact an info is encoded with the two means: verbal and visual (a picture is named). These two codes are very complementary; visual codes are good for global spatial info but bad for a sequential order and verbal codes are good for the order of encode and analyze.

Psychology Milgram experiment Essay

As a participant in Milgram’s (1963) study I would be tormented at the thought of inflicting pain to another person, I also would at least think about whether what I am doing is right and whether the experiment was really genuine or it was some macabre experiment bent on torturing other people. I would probably be one of the few in Milgram’s (1963) study who refused raising the voltage of electric shocks and maybe be among those who balked out of the experiment due to anxiety and guilt. After the debriefing, I would feel deceived and angry with the researcher because I was put through an ordeal that did not really happen. The experiment required that the researcher prod the participant to inflict more electric shocks, and I would probably base my willingness to push the button on the cries of the learner. I would surely refuse the researcher’s demands because I know I am not doing the right thing. On the other hand, if the debriefing would explain why deception was necessary, I would understand the experiment and maybe not hold it against the researcher. However, I am sure that I would still feel deceived and manipulated; it would be an experience that would stay with me for a long time and may even influence how I perceive experiments and researchers. If I was part of an ethics review committee, I would not consider Milgram’s (1963) study as acceptable and protective of participants because aside from debriefing, he did not have any other safeguard procedure to protect the participants. In Milgram’s (1963) study, the shrieks and cries of the learner increased the anxiety and guilt of the participant, and I think it was deliberately designed to evoke the feelings of anxiety of the participants no matter how he argued that the effects of the experiment to the participants were not anticipated. The learners were told to respond to the electric shock as if it was actually happening to them making it more believable to the participant, and by doing so; it also led the participant to believe that they are actually causing that reaction to the learners. Therefore, the potential benefits gained from the study does not outweigh the sufferings that it brought to the participants, and ethically, it does not justify the use of deception (Spata, 2003), the debriefing was also conducted late wherein the participants had already believed that they were responsible for another person’s pain and it failed to protect the welfare of the participants. Without the criticisms and reactions against the experiment on obedience, the ethical issue of using deception in experiments would have not been given attention. At present the American Psychological Association (APA, 2003) have only allowed deception when alternative procedures that are nondeceptive are not available and only if the potential benefits and knowledge gained from the research outweighs the risks of the effects of deception to the participants. In addition, deception is not allowed if the experiment would likely inflict physical and emotional distress to the participants.

Relationship Between The And The Senate - 1846 Words

Relationship with the Senate: At this point, Octavius practically ruled all of Rome and its assets with the support of his military. Octavius now had only to gain the affection and trust of the people, so he masked his great power by establishing a new system of government while maintaining Roman traditions and befriending the Senate. On the other hand, the Senate had grown accustomed to, and benefited from, having Octavius in command, and the fact that the government system of the old Republic had crumbled in failure gave the Senate a reason to keep Octavius in office. Octavius knew that his rise to absolute power would be delivered to him gradually and that, in order to fully and effectively implement his complex plans into Roman society, a continuous office as Proconsul would not be sufficient. With this in mind, Octavius proceeded methodically and with tact. He justified any of his actions by claiming that it was for the â€Å"greater good of the Republic of Rome† so that no one would see fit to usurp his power, whether that be by legal means or by assassination. He promised that he would bring back the customs of Rome’s ancestors, and in January 27 B.C., he announced that he would be returning humbly his power over Rome back to the Senate and the people of Rome. Although he had just sacrificed a significant amount of power, Augustus knew that he still had the back-up support of soldiers and war veterans if the situation turned dire. In response, the SenateShow MoreRelatedThe Faculty Senate Meeting Provided Examples Of Several Matrix Elements, Including, And Partnership1151 Words   |  5 PagesMark Heider – HIED 7110 Faculty Senate Review – Meeting held 2014-09-09 The Faculty Senate meeting provided examples of several matrix elements, including â€Å"agenda/direction† and â€Å"partnership†. 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