The Peters Projection and the Mercator Map

The Peters Projection and the Mercator Map Proponents of the Peters projection map claim that their map is a good, fair, and non-racist view of the world. Theyre comparing their map to the almost-defunct Mercator map. Unfortunately, geographers and cartographers agree that neither map projection is appropriate for use as a map of our planet. The Mercator vs. Peters controversy is truly a moot point. Both maps are rectangular projections and are poor representations of the planet. But heres how each came to prominence and in most cases, misuse. The Peters Projection German historian and journalist Arno Peters called a press conference in 1973 to announce his new map projection that treated each country fairly by representing area accurately. The Peters projection map used a rectangular coordinate system that showed parallel lines of latitude and longitude. Skilled at marketing, Arno claimed that his map more fairly displayed third world countries than the popular Mercator projection map, which distorts and dramatically enlarges the size of Eurasian and North American countries.   While the Peters projection does (almost) represent the land of equal area equally, all map projections distort the shape of the earth, a sphere.   Peters Picks Up Popularity   Proponents of the Peters map were vociferous and demanded that organizations switch to the new, fairer map of the world. Even the United Nations Development Programme began using the Peters projection in its maps. But the popularity of the Peters Projection may have been due to a lack of knowledge about basic cartography.   Today, relatively few organizations use the map, yet the evangelizing continues.   Peters chose to compare his strange-looking map to the Mercator map because he knew that it was an inappropriate map of the earth. Defenders of the Peters projection claim that the Mercator projection distorts the size of countries and continents in the Northern Hemisphere and a  place like Greenland appears to be the same size as Africa, yet Africas land mass is actually fourteen times larger. These claims are certainly all true and correct. The Mercator map was never intended to be used as a wall map and by the time Peters started complaining about it, the Mercator map was well on its way out of fashion anyway. The Mercator Map The Mercator projection was developed in 1569 by Gerardus Mercator as a navigation tool. Like the Peters map, the grid is rectangular and lines of latitude and longitude are all parallel. The Mercator map was designed as an aid to navigators since straight lines on the Mercator projection are loxodromes or rhumb lines representing lines of constant compass bearing perfect for true direction. If a navigator wishes to sail from Spain to the West Indies, all he has to do is draw a line between the two points and the navigator knows which compass direction to continually sail to reach their destination. The Mercator map has always been a poor projection for a world map, yet due to its rectangular grid and shape, geographically illiterate publishers found it useful for wall maps, atlas maps, and maps in books and newspapers published by non-geographers. It became the standard map projection in the mental map of most westerners. The argument against the Mercator projection by the pro-Peters folks usually discusses its advantage for colonial powers by making Europe look a lot larger than it actually is on the globe. Mercator No Longer Widely Used Fortunately, over the past few decades, the Mercator projection has fallen into disuse from many reliable sources. In a 1980s study, two British geographers discovered that the Mercator map did not exist among dozens of atlases examined. But some major map companies still produce wall maps using the Mercator projection.   In 1989, seven North American professional geographic organizations (including the American Cartographic Association, National Council for Geographic Education, Association of American Geographers, and the National Geographic Society) adopted a resolution that called for a ban on all rectangular coordinate maps. The resolution called for the complete elimination of the use of the Mercator as well as the Peters projection. But what to replace them with? Alternatives to Mercator and Peters Non-rectangular maps have been around for a long time. The National Geographic Society adopted the Van der Grinten projection, which encloses the world in a circle, in 1922. Then in 1988, they switched to the Robinson projection, on which the high latitudes are less distorted in size (but more so in shape). Also in 1998, the Society began using the Winkel Tripel projection, which provides a slightly better balance between size and shape than the Robinson projection. Compromise projections like the Robinson or Winkle Tripel present the world in a more globe-like look and are strongly encouraged by geographers. These are the types of projections youll see on maps of continents or of the world today.

How to Write an SAT Essay, Step by Step

How to Write an SAT Essay, Step by Step SAT / ACT Prep Online Guides and Tips SAT Essay writing requires a very specific set of skills. It's a little daunting to think that you only have 50 minutes to read a passage, analyze it, and then write an essay. But don't worry- getting a top SAT essay score is within everyone's reach! The most reliable way to score high is to follow our SAT essay template for every essay and to prepare well beforehand. In this article, we'll show you how to write a great SAT essay. We'll take you through all the steps you need to follow when writing the SAT essay to show you how you can put together a killer essay yourself. If you haven't already, read our article on 15 tips for improving your SAT essay. We'll be using the lessons from that article here in our essay example. Come back to this article afterward. Overview: Before You Start Writing We'll plan and write an essay in response to the sample SAT essay prompt below, using the tips we've shared. If you follow our plan below and practice it to fluency for your 50-minute essay, you're guaranteed a 6/6/6 or above on the SAT essay. Let's start by reading and understanding the prompt: Write an essay in which you explain how Peter S. Goodman builds an argument to persuade his audience that news organizations should increase the amount of professional foreign news coverage provided to people in the United States. In your essay, analyze how Goodman uses one or more of the features listed in the box above (or features of your own choice) to strengthen the logic and persuasiveness of his argument. Be sure that your analysis focuses on the most relevant features of the passage. Source: The Official SAT Study Guide; the article referenced in the prompt can also be found (unmodified) online for free here. Hint: Read The Prompt Before Reading The Passage As we mentioned in our 15 SAT essay tips article, the author's argument that you'll be discussing is in the first line of the prompt: "Write an essay in which you explain how Peter S. Goodman builds an argument to persuade his audience that news organizations should increase the amount of professional foreign news coverage provided to people in the United States." This is the argument you need to deconstruct in your essay. Writing an SAT essay consists of four major stages: Reading: 5-10 minutes Analyzing Planning: 7-12 minutes Writing: 25-35 minutes Revising: 2-3 minutes There’s a wide time range for a few of these stages, since people work at different rates. Some people, for instance, will be a lot faster at reading than they are at planning, while it might be the other way around for others. You'll need to find the timing combination that works best for you through a little bit of trial and error. Writing takes the large bulk of the 50 minutes, but reading and analyzing and planning are equally important parts of the SAT essay writing process. Stage 1: Read the Passage (5-10 minutes) There are a couple of different ways to read through the passage on the SAT essay, each with their own advantages. No matter which strategy you use, though, make sure to keep an eye on the time so you don’t run out of time for analyzing and writing! If you can just read straight through the passage without getting too hung up on details, go for it. This strategy works well for students who are naturally fast readers and don't have trouble getting distracted under time pressure. If you’re a slow reader, get anxious about reading in timed situations, or find that the subject matter of the article is confusing, you might want to try skimming the article. You can use similar strategies to those you might use on SAT reading passages. In either case, you'll want to make sure you get a good idea of the way the passage is laid out before you do a detailed pass through it. Why? You'll probably end up reading through parts of the passage multiple times to make sure you fully understand it. Giving the passage a quick read-through before you do any detailed analysis can help cement which parts you'll want to come back to and which parts aren't as important. When you go back do a more detailed reading of the article, sure to keep an eye out for argument-building techniques and to try to remain objective. You may want to circle or underline examples of these techniques as you read, which leads right into the next stage of SAT essay writing. Stage 2: Analyze and Plan (7-12 minutes) Many students resist planning on the SAT Essay because it already feels like there's not enough time to read and write, let alone take away some of that precious time for planning. But take it from us: you're better off with a plan. This is because the SAT essay graders look for a clear structure: introduction, conclusion, and specific evidence in between. It's almost impossible to create this kind of structure and still write quickly without a plan You can write all over the passage as you analyze it – circle or underline key points, scribble in the margins, etc. This way, when you go back to quote the author in your essay, you’re not searching the text for the quote or supporting detail. One way to mark up your passage is by numbering your examples and then circling and numbering any evidence from the passage you’ll be referring to in each paragraph. Another option is to write a brief description of the details from the passage in your planning and outlining, along with the location of the details. Taking this time during the analyzing and planning stage will end up saving you time in the long run. I personally find it helpful to take notes as I read the passage and then organize them into an essay outline. Below are the TOTALLY LEGIBLE notes I took as I was analyzing the passage for the essay prompt: As I was reading the passage, I scribbled down key details and the way I’d use them to support my thesis in the essay. For instance, I wrote, â€Å"last paragraph – We need†¦we need (x4) - overall use of â€Å"we† drawing reader into his POV† in my notes. This describes what I want to talk about (the author's use of the word "We" and "We need"), what it means (it draws the reader into agreeing with his point of view), and where this is illustrated in the passage (last full paragraph). I then organized these notes into some semblance of an outline I could use to plan the organization of my essay. Here's a (rough) transcription of my outline: IntroFacts/evidence-first paragraph stats and facts - to show issue is real, lend credibility-by not explaining has a couple of effects-forces reader to draw own conclusions/think about which draws them into the argument-alt makes reader look to author in rest o/article (b/c had facts at first + so can be trusted)Reasoning-acknowledges counterargument-so very easily could’ve gone on a rant abt twitter which would’ve undercut argument, disconnected from reader-instead, provides examples of when social media has been helpful (Arab Spring)-counterargument is more powerful as a result - take his â€Å"unease† more seriouslyDiction/style-â€Å"We† draws reader in, makes author sympathetic (not lecturing)-contrasts b/t ideal + real, b/t prof + amateur engage reader in the comparison, force to admit author is right-language elsewhere reinforces the idea that prof journalism under siege, words like â€Å"assailing† and â€Å"eroding†Conclusion You can see that in the section labeled â€Å"Diction,† the first point is "We" draws reader in, makes author sympathetic (not lecturing)". You can combine these two steps if you’re comfortable enough doing it; I just find that separating them takes the pressure off to make sure that I take notes in an organized fashion. Stage 3: Write Until 2-3 Minutes Are Left (25-35 minutes) Once you have your analysis and planning done, it’s time to write like the wind. If you’ve taken notes and planned effectively, you should be able to jump right in and not have to go back and forth too much between the text and your essay. Body Paragraphs For most people, writing body paragraphs is easier than writing introductions. If this is the case, start with the body paragraphs, and just leave 10 lines or so at the top of the page to add the introduction later. One example should take up 1-2 paragraphs. Let's use a methodical structure to try out a body paragraph about how the author uses a counterargument to add support to his own claim. The sample paragraphs below are all taken from an essay that I handwrote (and planned) in the 50-minute time limit. Sample Body Paragraph Start with a transition: In addition to employing facts to his argument’s advantage, Goodman also cunningly discusses the counterargument to his position. Then (briefly) introduce your topic: By writing about how social media and man-on-the-ground reporting has assisted the state of foreign news reporting, Goodman heads off naysayers at the pass. Explain the example’s context and relationship to your thesis: It would have been very easy for Goodman to ignore the whole issue of citizen reporting, but the resultant one-sided argument would have been much less convincing. Instead, Goodman acknowledges things like â€Å"the force of social media during the Arab Spring, as activists convened and reacted to changing circumstances.† As a result, when he partially refutes this counterargument, stating the â€Å"unease† many longtime profession correspondents feel over the trend of ‘citizen journalism’ feel, the reader agrees. Clearly state, in one sentence, how it is proof of your thesis: Knowing that Goodman takes the power of social media seriously will make the reader more inclined, in turn, to take Goodman’s concern about the limits of social media seriously. When you put all these pieces together, it’s a winning body paragraph. We start with a smooth transition from the introduction (or previous body paragraph), give enough background to understand why the example is relevant, and then connect it back to the thesis for the knockout punch. Try to read through this again so the structure really makes sense to you. Notice how this is formulaic – every one of your body paragraphs can be written in this structure, and you’ll get an excellent score! Having a structure like this will make many students less anxious about the new SAT essay. You’d then go through the above process with the other 1-2 examples. In some cases, one very good example of the way the author builds his/her argument can be enough, if you can write 2-3 relevant paragraphs about it without repeating yourself. But having two examples is usually safer, because it gives you a better chance to show how well you've understood the passage. Introduction and Conclusion After finishing your body paragraphs, don't forget your introduction and conclusion paragraphs. Both should briefly mention the author’s argument and the examples you're using to support your thesis, but everything else is up to you. Some students write about the concept in general, and others just try to restate the thesis in different ways. Even a couple of sentences is better than nothing- try to scribble something in even if you're running out of time. Sample Introduction Paragraph In the article â€Å"Foreign News at a Crisis Point,† Peter S. Goodman eloquently argues the point that news organizations should increase the amount of professional foreign news coverage provided to people in the United States. Goodman builds his argument by using facts and evidence, addressing the counterarguments, and couching it all in persuasive and compelling language. Stage 4: Revise (2-3 Minutes) Much like planning on the SAT essay, revision seems unnecessary to most students. But trust us, it will help your score. There are two reasons for this: Revising helps you change up your vocabulary and fix mistakes and/or illegible words If you know you’ll revise, you can write much faster because you don’t have to worry about making it perfect On the SAT essay, you can cross out words that you don’t want the grader to read. You don’t need to waste time erasing them, unless you want to replace them with something else. So what do you do when you revise? Well, let’s take the body paragraph we wrote earlier and revise it. New text is bolded. In addition to employing facts to his argument’s advantage, Goodman also cunningly discusses the counterargument to his position. By writing about how social media and man-on-the-ground reporting has assisted had some positive impact on the state of foreign news reporting, Goodman heads off naysayers at the pass. It would have been very easy for Goodman to ignore elide over the whole issue of citizen reporting, but the resultant one-sided argument would have been much less convincing. Instead, Goodman acknowledges things like â€Å"the force of social media during the Arab Spring, as activists convened and reacted to changing circumstances.† As a result, when he partially refutes this counterargument, stating his the â€Å"unease† many for longtime profession correspondents feel over the trend of ‘citizen journalism’ feel, the reader agrees. is much more likely to believe him. After all, Goodman acknowledges that social media does have some power. Kn owing that Goodman takes the power of social media seriously will make the reader more inclined, in turn, to take Goodman’s concern about the limits of social media seriously. At this point, you’ll have a complete winning essay. Want to see what this essay looks like put all together? Read our article on how to get a perfect 8 on the SAT essay. Our goal here was to show you how formulaic the SAT essay can be. By making the essay more predictable, you’ll go into every test with a game plan in mind, making the essay much easier (and less scary!). Information Fall-Out: Buckminster Fuller's World Game by Columbia GSAPP, used under CC BY 2.0/Cropped and resized from original. "Guys guys guys! I figured out a plan for the SAT essay!" Where to Go From Here Now you know how to write an SAT essay. To put this information to good use, you need to practice with real SAT essay prompts. We’ve written the most comprehensive guide to SAT essay topics and prompts here. Aiming for a perfect SAT essay score? Read our guides to get strategies on how to get an 8/8/8 on your SAT essay. And if you haven’t read our 15 SAT essay tips article yet, do so now! Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

None Essay Example | Topics and Well Written Essays - 750 words - 5

None - Essay Example This paper will briefly describe the characteristic features of the Great Depression, compare the approaches of Hoover and Roosevelt to the economic and social turmoil, and explain Roosevelt's New Deal responses to the crisis. As a preliminary matter, the Great Depression was characterized by unprecedented levels of consumer debt, a decrease in international trade in the wake of the first World War, price deflation which compelled both individual and business debtors to cut spending while attempting to service higher than anticipated debt payments, a liquidity crisis which saw the money supply contract rather than expand, and a stock market crash as equity failed to yield anticipated returns (Bernstein, 1989: 33-35). In effect, stating the matter rather simply, money was disappearing on the income or loan side at the same time that debts and expenses were increasing. The consequences were disastrous. Unemployment increased, bankruptcies became commonplace, and huge migrations occurred as people sought new opportunities. There were too few resources for too many people; and where there were adequate resources; they were not allocated equally. President Hoover failed to grasp the pervasive nature of the economic failings; on the contrary, rather than approaching the crisis from a structural point of view, he chose to deal only with the more superficial symptoms of the crisis. More specifically, espousing a philosophical role of government which remained detached and aloof, Hoover refused to involve the government more directly into the market economy or social welfare. He was, in this way, a regulatory minimalist and he trusted that the business cycle and the American work ethic would sort out the crisis without substantial governmental intervention (Kennedy, 199: 56). These views became manifest as a policy of "avowed cooperation"; more particularly, Hoover encouraged certain reforms, such as bank deposit insurance, without supporting any more specific or comprehensive reforms. He was, in the final analysis, extraordinarily passive and ineffective in dealing with the scale of the disaster. President Roosevelt, on the other hand, was much more active and advocated a direct and deep intervention by the federal government. To this end, Roosevelt pursued structural reform, a broader notion of social welfare, and a governmental role in the economy which would increase demand and create jobs by entering into infrastructure contracts and becoming an active economic actor alongside individuals and businesses (Bremer, 1975: 642). Roosevelt distrusted both the free market and businesses in the forms espoused by theoretical purists; as a result, he approached the crisis from the point of view of the federal government helping to manage the business cycle and keeping the excesses of greed and capitalism at bay. Roosevelt was thus a reaction to the passivity and detachment of Hoover; his programs, incorporated as a part of the New Deal and the Second New Deal, remain important parts of our governmental structure and philosophy even today. The New Deal dealt first and foremost with restoring the integrity and the health of America's financial system; Roosevelt was thus forced to reform the powerful banks on Wall Street and elsewhere. This

Article review Example | Topics and Well Written Essays - 250 words

Review - Article Example Undoubtedly, injustice in small parts of region for women continues to plague society. The lack of participation in political and economic aspects of women in these rural areas continues to be one of the major obstacles of progressivism. Wright insists that feminist scholars distinguish sex form gender through discourse. While Gender is learned and adapted, the theory behind sexual difference is varied from cultures to cultures. The idea of gender â€Å"norms† is the critical point that is the catalyst towards the feminist theory itself. The issue of sexism is also correlated with racism as these issues embodied the form of political and social pains that plague that American society. Wright elaborates that the nature of feminist progressivism stems from women’s literature. Feministic writers are vital components towards the advancement of the movement itself. Furthermore, one cannot refute the power of writing that feminist scholars emphasize on their works of justice. The critical component that appeals to injustice is emotion. Women throughout the world that have faced oppression, inequality, injustice appeal through emotion.

The Catcher In The Rye :: essays research papers

'If you really want to know the truth, I felt sorry for the bastard.';(54) This is just one of the colorful lines that is often repeated in J.D. Salinger's The Catcher In The Rye. When the book was first released, it was considered highly controversial for its time. Many people tried to ban the reading of the book in schools. Although The Catcher In The Rye has very colorful dialogue, and deals with crude topics, it still sells over 200,000 copies annually. This is why.   Ã‚  Ã‚  Ã‚  Ã‚  Holden Caulfield is the main character in the story. The entire story is a reflection by Holden while he is staying in a mental hospital. His story begins at a private school, called Pencey. Holden has been recently kicked out of the school for lack of effort and for poor grades. Holden dislikes everybody at the school, mainly because they are ignorant and conceded. Christmas break is coming up and Holden has to wait until then to permanently leave the school. Then one night, Holden gets into a fight with his roommate. He gets so upset that he can't stand staying there anymore. In the middle of the night, Holden packs all of his belongings and heads for his hometown, New York.   Ã‚  Ã‚  Ã‚  Ã‚  The rest of the story takes place in the city, where the reader starts to see Holden's bad habits. Holden needs a place to stay because he can't go home, yet. The reason for this is because his parents have not yet found out about their son's expulsion. So Holden decides to stay in a low-class hotel. While in the hotel, Holden decides to go down to the bar. He meets three older women and 'chews the fat'; with them for a while. They soon leave and Holden is now very lonely. On his way back up to his room, Holden meets a pimp and then buys a prostitute. Once the prostitute is in his room, Holden gets an odd feeling. The more he looks at the prostitute, the more depressed he becomes. So he tells her to leave. Soon, there is a knock on his door. It is the pimp and the prostitute. She said that Holden did not pay her enough money. Holden refuses to pay the money that the prostitute says he owes her, so the pimp roughs up Holden. It is now evident that Holden is sufferi ng extreme depression.

The Color Purple by Alice Walker Summary, Main Idea, Conflict, Point of View, Setting and Tone

â€Å"The Color Purple† by Alice Walker is a series a letters by and to the main character, Celie. The book begins with fourteen year old Celie writing to God about her father raping her and taking away her children. After Celie's mother dies, Celie focuses on protecting her sister, Nettie, from her father's sexual advances and encourages her to run away. A widower called â€Å"Mr. __† wants to marry Nettie, but their father rejects him. Eventually Celie marries Mr. __, who later is called Albert, and her living conditions do not improve at all.Celie becomes infatuated with Shug Avery, a blues singer who is her husband's mistress. Years later, Celie helps nurse Shug back to health. Eventually, they fall in love with each other. Meanwhile, Nettie has become a missionary in Africa and has written many letters to Celie, all of which Albert has hidden from her. Celie acquires the letters and discovers that her own two children are alive and living with a missionary couple w ith whom Nettie works. She also discovers that her father is actually her stepfather and not a blood relative. Nettie's letters help Celie grow stronger and more self-assured.That confidence soon turns to fury and discontent with God over the abuse she has endured throughout her life. Celie begins writing to Nettie instead of God, when she starts becoming â€Å"blasphemous† (192). Eventually, Celie leaves Albert and moves to Memphis with Shug. There, Celie starts a business making pants. After inheriting the house from her mother and real father, Celie returns home. She visits Albert, who is a very changed man, and they develop a relationship of respect. Nettie, still in Africa, marries the now-widowed Reverend who had adopted her sister's children.At the novel's end, the two sisters are reunited. The main idea of the novel suggests that the struggle of finding one’s voice, self-discovery and relationship with God is a complicated journey that can take a lifetime. Thro ughout the Novel, the main character, Celie goes through a complete transformation. At the beginning Celie is timid, submissive and passive. Celie does or says nothing to fight back against her stepfather’s abuse. Later in life, when her husband abuses her, she reacts in a similarly passive manner. She works all day and night while he does nothing.Celie can also be described as voiceless. So much so, that she can’t bring herself to pray out loud, so she writes to God instead. Celie’s letters to God are her only outlet and means of self-expression. As a young girl, Celie is constantly subjected to abuse and told she is ugly. The only way to ensure her survival is by making herself silent and invisible. As the novel progresses, Celie morphs into a strong, independent, outspoken woman. She leaves her abusive husband, confronts her abusive father and comes to terms with her relationship with God and herself.She begins to wear and make pants, and eventually starts he r own business. The main conflict of the novel is and internal conflict between Celie’s thoughts and beliefs and the â€Å"God-fearing† teachings of life and gender-based roles she lived by. This conflict is resolved towards the end of the story, when she returns home, alone, but happy and content with her life. Celie gained the ability to synthesize her thoughts and feeling into a voice that is fully her own. She forged her own life as an independent business woman despite a male-dominated and racially prejudiced society.She fought her way through life, and questioned everything she had been taught. Celie and Shug's deep conversations and reading her sister’s stories about African religion and belief help Celie evolve her views on God. For example, she was taught God to be an old, white, bearded male, everything she is not. She learns to believe God is one who encompasses everything on Earth, creates thing for us to enjoy and lives within her. â€Å"The Color Purple† is written in the first person narrative. The reader enters Celie’s mind and hears Celie's voice in a diary or letter format.Even when reading Nettie’s letters, it is through Celie’s eyes. First person narrator is when we enter the mind of one speaker or narrator who tells about things that he or she has seen, done, spoke, heard, thought and also learned about in other ways. The first example of this narrative, â€Å"You better not never tell nobody but God. It’d kill you mammy† (1). This statement was obviously only spoken between the narrator and her abuser. â€Å"I am fourteen years old. I have always been a good girl† (1), is a second example of the novel’s point of view.This type of narrative brings the reader close to the quality and rhythm of life that Celie experiences. It allows the reader to intimately get to know Celie. Through Celie’s dialect and poor grammar, the reader becomes personally engaged in C elie’s experiences and struggles. Almost like reading the unedited thoughts that go through a person’s mind. Though The Color Purple is a historical novel, it never refers to any factual events. Because of this, we presumably follow Celie through thirty or forty years of her life, from the age of fourteen up until her hair is gray.The setting of the novel is primarily rural Georgia in the early twentieth century. As a poor black woman in the rural south, Celie’s bad treatment is largely ignored which was the norm in this time period. Celie leaves Georgia to live in Memphis with Shug. There, Celie lives a life of luxury and empowerment. Living a poor, downtrodden life in the South, Celie had never stopped to consider her African heritage until Nettie sends letters describing the West African village she’s living in. Nettie describes her first experiences in Africa as â€Å"magical. Celie returns to Georgia, taking with her what she has learned from Memphi s and Africa. Celie now has her own house. A big beautiful house specially built by an architect from Atlanta, with tiles transported from New York, in which she can live life as she chooses. Celie lives most of her life very isolated and ignorant, until she starts to learn more about herself and the world from people who enter into her life from very different settings than her own. There are many language devices exhibited in Walker’s novel.The color purple for example, is symbolized to represent all the good things in the world that God creates for men and women to enjoy. Celie associates the color with royalty and longs for a purple dress. Shug says that she believes that it â€Å"pisses God off if you walk by the color purple in a field somewhere and don't notice it. † (196). As Celie does learn to love life, she decorates her bedroom in her own home as all purple and red. Secondly, the use of a deep Southern dialect is highly essential in understanding the novel. The author’s use of non-standard dialect allows the reader a feel for the story’s cultural and geographical location. â€Å"Now that my eyes opening, I feels like a fool. Next to any scrub of a brush in my yard, Mr. __’s evil sort of shrink†¦Shug say, you have to get man off your eyeball, before you can see anything a’tall† (197). This gives each letter confessional feel to it. Irony is exhibited when Sofia is imprisoned for â€Å"sassing the mayor’s wife† (84) after she asked Sofia to be her maid. Eventually she is released from prison only to become the one thing she absolutely refused to become, the mayor’s maid.The overall tone of Alice Walker’s novel is serious and honest. The author conveys an honest portrayal of the utter hardship and tragedy. The author allows the reader to take a serious look at life through letters to God. The conflict between Celie and her religious and political views aids in establishin g the novel’s tone. It is an internal conflict and because it deals with being honest with oneself, the tone is honest as well. The tone also coincides with the central idea in which the struggle of finding one’s voice, self-discovery and relationship with God is a complicated and serious journey.

Free Speech on College Campuses Essay - 1250 Words

Kenzie Winkler Due: May 16th 2011 WR 122/ Wilde Final Essay #2 Importance of ‘Free Speech’ College is a time when most individuals are experiencing major changes and begin to explore new perspectives. The transition in becoming more independent, creating new insights and peer influence are key factors in changing the perspective of an individual. Students are faced with new ideas from their professors, family and fellow peers. Through that acquired knowledge many students decide that they either agree or disagree with the perspectives that they are taught. Allowing the right of ‘Free Speech’ on public college campuses has become an important issue that many public colleges are starting to address. In college students are capable of†¦show more content†¦Despite their opinions, free speech was a great way in this situation for students to rally together and publically inform the rest of campus of their beliefs. In the school newspaper, The Daily Emerald, CJ Ciaramelle wrote â€Å"About 300 students from across the campus community — student unio ns, Greek Life, the ASUO, the Survival Center, the Women’s Center — showed up at the meeting to protest the Forum† (1). Although the majority of people protested against the forum the right to free speech, it is important because it allows students to make decisions on their own and invite students to do the same. â€Å"Free speech† often has negative connotations because the negative outcomes are publicized more than the positive outcomes. ‘Free Speech’ is a time for individuals to express their beliefs and topic on an important issue. People chose to present themselves in a vast majority of ways such as, holding signs, making t-shirts, shouting, etc. People who chose to present themselves in disrupting ways such as, foul language, inappropriate attire are more likely to be noticed than another student that is holding a simple and respectful sign. Schmidt states, â€Å"Universities cannot censor or suppress speech, no matter how obnoxious in content, without violating their justification of existence† (2). There is no definition of what type of ‘free speech’ should be censored and not allowed. With that said, there should not be a limit on ‘free speech’Show MoreRelated The Anti-Free Speech Movement on Americas College Campuses Essay928 Word s   |  4 PagesThe Anti-Free Speech Movement on Americas College Campuses The nations leftists, whether in academia or the news media tout themselves as advocates of free speech. Back in 1964, it was Mario Savio a campus leftist who led the Free Speech Movement at the Berkeley campus of the University of California, a movement that without question played a vital role in placing American universities center stage in the flow of political ideas no matter how controversial, unpatriotic and vulgar. FromRead MoreLet the Students Speak: The Importance of Free Speech on College Campuses874 Words   |  4 Pages Ah, the freedom of speech. Outlined in our nation’s Constitution and considered one of the most fundamental of all human rights, it gives us the ability to express ourselves without government interference, restraint, or suppression (â€Å"Freedom of Speech: An Overview†). Free speech is practiced by all types of American citizens, from the teenage girl posting a picture of a Starbucks cup on Instagram to the riled adult handing out fliers for a political cause. Every form of expression, ranging fromRead MoreFreedom Of Speech Should Not Be Legal1644 Words   |  7 PagesIn today s society we see college as a Location for students to gain education and by the students gaining the education they obtain from colleges they than can use those skills to acquire a job that benefits the society we live in into a positive way. Freedom of speech is the right to express any opinion without being restrained by anyone, expressing ourself in part of being a person in that s what ma kes up who we are. We could believe in things,people or anything we have strong beliefs in. StudentsRead MoreSpeech On The Bill Of Rights1153 Words   |  5 Pagesrespecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press† (Alderman and Kennedy, pg.21). Because of the First Amendment, hate speech, â€Å"no matter how offensive its content†, was â€Å"protected† under the laws (ACLZ). However, people are still demanding more. They want hate-related speech to be allowed on campuses –without knowing the effects and the damage it could do. Hate speech could bring people down, lower their confidences andRead MoreIs Word Policing Ruining College?1275 Words   |  6 PagesRuining College? If you keep a close eye on the news, you have heard of situations dealing with the issue of free speech on college campuses. This topic has been a hot button issue throughout recent years. Numerous institutions have become more politically correct in an effort to make their students feel safer on campus. Many people, however, claim that â€Å"word policing†, or telling students that they are not allowed to use certain vocabulary, is a violation of their right to free speech. In the articlesRead MoreFreedom Of Speech : Speech1105 Words   |  5 Pages Freedom of Speech Freedom of Speech, part of the First Amendment, is a privileged right that should not be taken lightly. The Milo Bill is said to protect students’ right to their freedom of speech on school grounds. It was introduced at Tennessee’s State House and is named after Milo Yiannopoulos, a British public speaker who made a career out of â€Å"trolling† liberals and gained publicity for uncalled-for acts, such as racist and harassing comments on Twitter, which got him banned from the socialRead MoreFree Speech Freedom Of Speech1689 Words   |  7 Pageswithout freedom of speech.† With this quote in mind, freedom of speech should surely be guaranteed right in a every institution. There are various forms of free speech to powerful speeches at a peaceful protest to a girl posting a selfie. Freedom of speech is the key concept that is basis of every human right. This inherent right should be protected and supported in a place where young minds are developing. As political tensions have risen, so have the tensions on college campuses. Because of the fearRead MoreShould Guns Be Guns On College Campuses?999 Words   |  4 Pagescarry concealed guns on college campuses. I am writing this from the library of a college campus in Florida two months after that bill was passed. Instead of concentrating on my work, I find my eyes wandering to my classmates. I am wondering which one of them is carrying a gun in the library. Is it the man in the corner reading a calculus book? How about the woman across from me typing away on the library computer? How safe am I on my college campus, a place where I should be free to learn and not worryRead MoreHate Speech769 Words   |  4 PagesHate Speech, Should it be Regulated? Hate speech, what is it? The definition of hate speech, according to Mari J. Matsuda, author of Assaultive Speech and Academic Freedom, is Â…(a word of group of words) of which is to wound and degrade by asserting the inherent inferiority of a group (151). In my own words hate speech is a humiliation and demeaning slur of words specifically used to disgrace a person for their race, religion, or sexual habits. There is now a controversy if hate speech shouldRead MoreCensorship : Censorship And Censorship Essay1513 Words   |  7 Pagescorrectness has become a form of censorship. With protestors forcing students to find alternate routes to school or pushing the administration to cancel guest speakers in fear of triggering students, the modern-day university is no longer a place of free, critical, thinking, but a place of censorship. Political correctness (is used to describe language, policies, or measures that are intended primarily not to offend or disadvantage any group of pe ople in society. In Juan William’s essay, ‘Defying the