Moby Dick Essay Example for Free

Moby Dick Essay Questions 1.The captain, Ahab wants revenge against the great white whale Moby Dick because he lost his leg to the whale. 2.Ishmael is the narrator. The first line is â€Å"Call me Ishmael.† 3.The two allusions are the names of Captain ahab and Ishmael. Referring to Captain Ahab: Ahab is a wicked king who goes against goes against Gods will, Like how captain Ahab goes against the white whale. Referring to Ishmael: Ishmael means â€Å"outcast† or â€Å"wanderer† like how he seams to be the only person who cares anything of the beauty of nature. 4.To Captain Ahab he all that is evil in the universe. To Starbuck, he is just an animal to be killed for oil. To Ishmael, he is nature and all its wonder, both beautiful and terrifing. 5.Melville wrote about whaling to create a cosmic allegory to show the unglamorous a whaling, he had a deep respect for nature and wanted to expose it. The industry was significant because it provided oil for lanterns, streetlamps, and machinery and was the main oil used. 6.Melville set sail for the south pacific when he was 21. 7.Melville befriended Nathaniel Hawthorne while writing Moby Dick. 8.The four harpooners represented different races and ethnic groups of the world bringing the Pequod to be like a symbol for the ship of state, a little democracy. 9.The Pequod is attacked by moby dick and is destroyed. Ahab was caught and shot out of the boat and vanished into the sea. Finally, Ishmael becomes the only survivor of the pequod, he floats around until he is rescued and picked up by another ship, The Rachel. 10.He was unemployed, desperately broke, and took a job as a customs inspector. He was forgotten by the public.Interview Questions to Ahab 1. What exactly did you do on the ship other than plot the death of Moby-Dick? 2. How did you keep up hope that you were actually going to encounter Moby-Dick again?3. How did you recognize and tell Moby Dick apart from all the the other whales in the world?4. Have you wanted to be the captain of a whaling ship your entire life? If not what profession did you aspire before?5. Avoiding sailor colloquial verbiage, can you describe the night of the incident with Moby Dick? Also, do you recommend anyone who is good at making ivory legs if this were to happen to anyone in the future?

College Admissions Essay: A Happy Memory Never Wears Out :: College Admissions Essays

A Happy Memory Never Wears Out "Recall it as often as you wish, a happy memory never wears out." Because some of my happiest memories have developed through my volunteer work, I agree with Libbie Fudim. It's always delightful to remember the way a face lights up after I have completed a job for someone. Since my freshman year of high school, I have been involved in over 100 hours of volunteer work. Some areas I have worked in are helping teachers, campaigning for lieutenant governor, University of Mississippi and building houses with Habitat for Humanity and World Changers with my church youth group, working at Countyseat Animal Hospital, and assisting with the Special Olympics at Hernando Middle School. I plan to attend the University of Mississippi and participate in a study abroad program. As a person with a college major in dentistry and a minor in Spanish, I can give back to my community in numerous ways. First, dentists have the opportunity to give back to their communities in monetary ways such as buying equipment for the local athletic organizations, medical clinics, and homeless shelters. Without donations, these places could not survive. Because I love to learn about new cultures, I plan on creating a scholarship fund for students to study abroad. Also, I will participate in mission projects where I buy supplies and give the needy dental care. In my own clinic I will choose a certain day and do pro bono work. "¿ Quieres Jugar al futból?" With a degree in Spanish, I'll start a soccer team for the rapidly growing Hispanic culture in DeSoto County, Mississippi. With the education from college Spanish classes, I will be able not only to communicate with my players but also to translate for the opposing teams that speak English. Also, this will allow people in my community to share other's cultures. Since soccer is a very popular sport in Hispanic countries, my efforts will allow the Hispanic minority to be active and adjust more easily to the United States. I will also volunteer at Baptist DeSoto Hospital by translating information to the patients, doctors, and nurses and at the First Regional Library or the DeSoto Literacy Council, where I can help Spanish-speaking people read, write, or do homework. I have been blessed with a wonderful family who know that succeeding is very important.

Sex Education in Schools Essay

Abstract Teenage sex education is a topic of much debate in America’s schools because sex and its health related issues are prevalent in the lives of so many adolescents. Teenagers’ engagement in sexual activities has led to an increase in sexually transmitted diseases, emotional and psychological injuries, and out-of-wedlock childbearing (Rector, 2002, para. 1). Therefore, schools across the nation have been charged with implementing programs that will educate the young about the risks of engaging in sexual activities before marriage. America’s schools use one of the two commonly known approaches in hopes to deter premarital sex. These approaches are abstinence education and comprehensive sex education. Abstinence education is a type of sex education that places strict emphasis on abstaining from sex until marriage. Comprehensive sex education examines abstinence along with sexual reproductive health education and contraceptives. This paper will examine both approaches a nd show that comprehensive sex education is the most effective method. Introduction Sex is a hot topic that reaches many children through the different mediums to include school, internet, radio, and television. An effective way to arm our children with important data concerning sex education is by providing abstinence education in our schools. According to Powezek, in the United States, maturation classes are usually implemented in elementary schools, while sex education is employed in middle school and junior high school (Powezek, 2009, para. 1). Sex education has been incorporated in health programs within schools. Since sex education is funded by the federal government, funding recipients are mandated to follow the government’s declaration during implementation. There are only a few who oppose sex education being taught in school; â€Å"A new poll by NPR, the Kaiser Family Foundation, and Harvard’s Kennedy School of Government finds that only 7 percent of Americans say sex education should not be taught in schools†(NPR, 2004, para. 1). Although advocates agree that sex education should be taught, controversy exists among the group about the type of program that should be taught. According to NPR, fifteen percent of advocates believe that sex education should adhere to teaching abstinence until marriage without discussion of alternatives such as condoms and contraception (NPR, 2004, para 2). Forty six percent believes that both abstinence and alternative methods such as condoms and birth controls should be taught. Thirty-six percent of supporters believe that the primary focus should be on how to make responsible decisions concerning sex rather than teaching abstinence only (NPR, 2004, para. 2). The two most popular methods used in schools in the United States are abstinence education and comprehensive sex education. Although, â€Å"no sex is the safest sex,† as described in abstinence education, it does not reiterate the importance of being safe if, and when it is decided to have sex. It is true that having no sex at all is the safest and most effective method, but with the peer pressures of today, there should be an understanding of how to protect themselves against, STDs, emotional and psychological injuries, and out wed lock child bearing. Abstinence education only teaches not to have sex, when there should be involvement of both messages. It should teach a point of not to have sex, but also what precautions that need to be taken to be safe if teens do become sexually involved with an individual. Abstinence Sex Education The majority of people have heard the slogan, â€Å"Say no to drugs.† Similarly, we have heard that one should abstain from sex until marriage. In 1981, during President Ronald Reagan’s administration, the federal government continuously funded sex education programs that suggest refraining from sex until marriage. There has been no research to confirm the program’s effectiveness. However, between the years of 1996 and 2008, Congress approved over $1.5 billion dollars in state and federal funding in support of abstinence-only-until-marriage programs. Many studies have been done to prove the effectiveness of abstinence only education. It has been proven numerous amounts of times, that this form of sex education does not have an impact on the future sexual behavior of teenagers. A study done by HHS in April 2007 showed, â€Å"Teenagers exposed to abstinence-only based programs were  not any more likely to abstain from sex, and these teenagers had the same number of partners and became sexually active at the same age as the control group† (Darfinger 2008). Jemmot et al thought that by creating a new curriculum, it would change the outcome of students engaging in sex education. He followed up with each student that participated in the abstinence program at a three month, six month, and twelve month make. His study proved that the program was effective at the three month follow up, but was no longer successful or provided any impact after this mark (Denny 2006). Abstinence education has been criticized because it denies that many teenagers will become sexually active. The mission of abstinence education is that all children avoid engaging in sexual activities. Abstinence education also fails to teach about contraception or condom use. Although topics of character building, values, and tactics for saying no are discussed, abstinence education fails to educate on issues such as abortions. Diseases are cited as a reason to abstain until marriage rather than a reason to use contraceptives and other methods of protection. â€Å"Abstinence ha s only contributed to a small percentage of the overall decline, and none for teens aged 18-19. For those ages 15-17, abstinence was responsible for about 23 percent of the decline† (Goldin, 2010, para. 3). Comprehensive Sex Education Comprehensive sex education provides student with a full outlook on sexuality. â€Å"Comprehensive sex education provides adolescents with information to make responsible choices concerning their sexual health as well as building knowledge, attitude and skills† (Healthy Teen Network, 2010). Supporters of comprehensive sex education agree with abstinence until marriage. Believers of comprehensive sex education programs believe that many teens will still engage in sexual activities. Therefore, age appropriate alternative methods must be taught as well. These methods include contraception and condom use. Sexually transmitted diseases and Human Immunodeficiency Virus are major discussion topics in a comprehensive sex education setting. Below are startling statistics on why comprehensive sex education must continue to be taught: By their 18th birthday, six in ten teenage women and more than five in ten teenage men have had sexual intercourse. Between 1995 and 2002, the number of te ens aged 15–17 who had ever engaged in sexual intercourse declined 10%. Of the approximately 750,000 teen pregnancies that occur each year, 82% are unintended. More than one-quarter end in abortion. The pregnancy rate among U.S. women aged 15–19 has declined steadily—from 117 pregnancies per 1,000 women in 1990 to 75 per 1,000 women in 2002. Approximately 14% of the decline in teen pregnancy between 1995 and 2002 was due to teens’ delaying sex or having sex less often, while 86% was due to an increase in sexually experienced teens’ contraceptive use. Despite the decline, the United States continues to have one of the highest teen pregnancy rates in the developed world—almost twice as high as those of England, Wales and Canada, and eight times as high as those of the Netherlands and Japan (Guttmaker Institute, 2010). Another study done by the Journal of Adolescent Health shows an excellent diagram on the ratio of teens that participated in a comprehensive sex education course, an abstinence only sex education course, and no sex education course that the only form of education that was successful had a better success rate was the comprehensive se x education course. The numbers on the Venn diagram are numbered as such: the numbers on the outside part of the diagram show the percentage of students who participated in each individual type of course. So the 66.8% participated in comprehensive sex education, 23.8% participated in abstinence only, and 9.4% did not participate in a sex education course at all. Then the numbers on the inside of the diagram show which percentage of teens that had been pregnant or knew that they made another teen pregnant. So the 53.5% is representation of the comprehensive sex education students engaged in unprotected sex and either was pregnant themselves or had made some pregnant before. The 27.1% is the number of teens that were taught abstinence only who had engaged in unprotected sex and either was pregnant themselves or had made some pregnant before. The 19.4% represent those who had not gotten any type of sex education course at all. If you will notices the only number that is lower than the amount of students taught, is the comprehensive sex education ratio because this form of education increased the amount of teens using contraceptive and also decreased the number of STIs contracted. These s tatistics prove that without providing students with some sort of knowledge of sex education, the lives of children and teens partaking in sexual activity are being endangered every day. It must be understood that comprehensive sex education promotes  abstinence until marriage, but also effectively tackles the serious concerns of health associated with having unprotected sex. According to public opinion polls, â€Å"eighty two percent of adults support comprehensive sex education curriculum that includes information on abstinence and other methods of preventing pregnancy and Sexually Transmitted Diseases and Sexually Transmitted Infections† (Schwarz 2007). Despite these astonishing facts, polls and statistics, the federal government continues to invest millions of dollars into an abstinence only program. Considering the increasing number of HIV (human immunodeficiency virus) and AIDS (acquired immune deficiency syndrome) in teens, restricting funding to abstinence only education is jeopardizing the health and lives of teenagers in the United States (Schwarz 2007). It is critical that teens are provided with an inclusive knowledge about protecting themselves against these things, so that these numbers will decrease in the years to come. Comprehensive sex education supporters do provide explanation to adolescents about the benefits of putting off sex until they are emotionally and physically ready. Unlike abstinence education, comprehensive education implementers teach these youth how to guard themselves from diseases and pregnancies (Avert, 2010). There are no views to support effectiveness of abstinence only education. However, abstinence education and comprehensive sex education incorporate views offer support to biblical principles. Yes, youth should not involve themselves in sexual activities. Sex before marriage is wrong. The bible tells to â€Å"flee fornication† (1 Corinthians 6:18, NIV). Therefore, anyone who participates in sex before marriage has sinned before God. In fact, marriage is the only approval for sex given by God (Hebrews 13:4, NIV). Sex education also provides much more information to teens. It provides information about puberty and the changes that their bodies will endure. It also discusses the psychological impact that puberty and sex has on teens. It talks about the emotional stress of sex as well as other things. It touches on other sexual pleasures such as masturbation and oral sex. It helps teens to understand what can be expected from a sexual relationship. It helps them determine what is acceptable in a sexual relationship and what is not satisfactory. Some serious topics talked about in a comprehensive sex education course that is not talked about in an abstinence only course are such things as rape. It teaches teens about peer  pressure and that it is respectable to say no if you are not ready. It advises that no one is allowed to touch their bodies if it is not what they want or are ready for. These are all very important things that students should know. Conclusion Sex education should be taught in the schools and in the homes of youth. The method that should be taught still remains a debatable topic. Abstinence education and comprehensive education have good intentions for our young people. â€Å"The main difference between abstinence based and comprehensive approaches to sex education is that comprehensive approaches do not focus either solely or so closely on teaching young people that they should abstain from sex until they are married† (Avert, 2010) . Abstinence supporters may further argue that teaching anything other than abstinence violates God’s law. However, reality remains that the need to inform youth of alternative methods is essential because it is evident that these youth are partakers in sex before marriage. Annotated Bibliography Avert (2010, June 11). Abstinence and Sex Education. Avert.org. Retrieved from, http://www.avert.org/abstinence.htm Blog at wordpress.com. (2008). Still Trucking. Retrieved from http://stilltruckin.wordpress.com/2008/04/14/sex-education-and-teen-pregnancy/ Darflinger, M. Honesty is the Best Policy:Sex Education and Accuracy, ( ), 81-97. Retrieved from http://www.cinahl.com/cgi-bin/refsvc?jid=1942&accno=2009875074 Denny, G., & Young, M. (2006). An Evaluation of an Abstinence-Only Sex Education Curriculum: an 18-month follow up . , ( ), 414-422. Goldin, R. (2006, December 12). Contraception v Abstinence Education. Retrieved from http://stats.org/stories/contrac_v_abst_dec12_06.htm Guttmacher Institute (2006, December). Facts on sex education in the United States. Retrieved from, http://www.guttmacher.org/pubs/fb_sexEd2006.html Healthy Teen Network. Comprehensive Sexuality education. Retrieved from, http://www.healthyteennetwork.org/vertical/Sites/%7BB4D0CC76-CF78-4784-BA7C-5D0436F6040C %7D/uploads/%7B4C5F842E-E67A-4AC2-921B-287950431BD7%7D.PDF NPR (2004, February 24). Sex Education in America. NPR.org. Retrieved from, http://www.npr.org/templates/story/story.php?storyId=1622610 Powazek, D. (2009, May 13). Abstinence education in Schools. United Families International. Retrieved from, http://unitedfamiliesinternational.wordpress.com/2009/05/13/abstinence-education-in-schools/ Schwarz, A. (2007). Comprehensive Sex Education: Why America’s Youth Deserve the Truth about Sex. , 29( 1), 115 – 160

The Ideas Of A University - 922 Words

In John Henry Cardinal Newman’s discourse â€Å"The Ideas of a University† (1852), he sought to answer the question, â€Å"What is there is to show for the expense of a University; what is the real worth in the market of the article called ‘a Liberal Education.’† While this question was asked in the 1800s, many in today’s society still ask it today. One issue Newman argues for is the purpose of a university education, specifically the â€Å"utility† of the Liberal Arts. Although around one hundred and fifty years later, in many ways Newman’s claims and arguments on the issue of education in his time can be related to the issue of education in society today. Newman argues that universities should teach â€Å"all branches of knowledge† in order to fulfill its ultimate function in producing useful members of society through a process of nurturing the mind; furthermore, this production is the duty of human beings to their soci ety, nation, and world. In society today, many call into question the overall usefulness of a university education in the real world. In his time, Newman argues in favor of this method of education, stating that its purpose is the â€Å"training [of] good members of society† and its end result is for the â€Å"fitness for the world.† While careful to explain that he believes universities should teach â€Å"all branches of knowledge,† Newman argues that education will enable these students to be more useful in society due to their learned ability to formulate reasonable opinionsShow MoreRelatedThe Idea Of A University1528 Words   |  7 Pages23, 2015 The Idea of a University: Knowledge Its Own End Analysis The purpose of John Newman’s fifth discourse in, The Idea of a University: Knowledge Its Own End is to define the purpose of a University. Newman’s main claim â€Å"knowledge is its own end† is the focal point for discussion. 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