The passover (pesach) Research Paper Example | Topics and Well Written Essays - 1000 words

The passover (pesach) - Research Paper Example However, Christians in contemporary society celebrate this feast. The feast is associated with the exodus of Jews from Egypt after over 200 hundred years under the Egyptian slavery. Moreover, the feast is used to pay homage to Moses for leading the Israelites out of Egypt. The Passover celebrations start on the 15th day of Jewish month of Nissan. The festival lasts for seven to eight days. For the first two days, the Jews were not supposed to do any work and are supposed to engage in a celebration called Seder. Observance of Seder entails eating certain foods, singing praise songs and certain special prayers are said. This research paper will discuss the Passover festival and how it has evolved with time. The Origin and History of the Pesach The term Pesach is also used to refer to the lamb, which the Hebrews used to slaughter for the Passover sacrifice. The Passover which is also referred to as the feast of unleavened bread, dates back about 3,000 years and is associated with an ast onishing event when the Israelites were rescued from slavery under the Egyptian Pharaoh. As recorded in the book of exodus, God had ordered the Hebrews to slaughter paschal lamb, which they were supposed to eat with bitter herbs. Moreover, they were supposed to spread some blood from the lamb on their doorposts, which was supposed to act as a sign so that the angel of death would pass over the Egyptian houses. It was during that night that the angel of death killed the first-born males of humans and animals in Egyptian households. This was the tenth plague after nine other plagues had failed to persuade Pharaoh to free the Hebrews (Piercy 15-19). Hebrews were also supposed to eat the roasted lamb with bitter herbs and unleavened bread. Each family was supposed to slaughter a lamb but the unmarried and small households were allowed to share a lamb. The Hebrews were supposed to eat while dressed in readiness to leave at any moment. Even today, the Jews strongly uphold the Passover. Th ey hold Seder and eat foods that symbolize the different aspects of the story. Such foods include unleavened bread, red wine, matzo, charoseth, chopped apples, roasted eggs, nuts, parsley, cinnamon, and celery. The Jews take four cups of wine the third of which symbolizes redemption and is similar to the wine taken when Christ and his disciples were celebrating the last supper. The Matzah, which is the unleavened bread is cut into two half of which is covered with a white linen clothe and hidden. The children are then required to find it and whoever finds it gets a price. The other half of the bread is eaten. The unleavened bread is a symbol of humility before god. The Jews show the humility as a way of thanking God for delivering them from the slavery. During the celebrations, the father in the households retells the story of the Exodus. Additionally, the Jews invite non-Jews to celebrate the Seder with them (MobileReference 32-36). During the time of Herod, Passover celebration en tailed gathering in the temple, in the Court of Gentiles where they would slaughter a lamb and offer Passover sacrifices. During the celebration priest were supposed to hold a gold or silver basin, which would be filled with blood. The blood would then be sprinkled on alter in a ritualistic way. Later on, men would carry the slaughtered lambs to their homes and share with their families. Destruction of the temple in 70A.D. marked the end of animal sacrifices. However, families continued

Welfare to Work Midterm Essay Example for Free

Welfare to Work Midterm Essay 1. President Clinton signed into law the Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) P.L. 104-193 on August 22, 1996. What are the basis and implications of this law? On August 22, 1996, President William Jefferson Clinton signed the Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) (P.L. 104-193, 110 Stat. 2105) into law, thus fulfilling his campaign promise to end welfare as we know it. The PRWORA changed both the substance and administration of the national welfare system. The act eliminated the prior welfare system, which had been attacked for decades by policy-makers, the press, and the public for increasing government spending while making the poor dependent on government charity. The stated purposes of the PRWORA were to reduce welfare dependency and out-of-wedlock births and to encourage the formation of two-parent families. In line with these goals, the PRWORA required welfare recipients to work within two years of receiving assistance, and it put a five-year lifetime limit on the receipt of benefits. It also ended the entitlement status of welfare benefits. In addition, the act made other, less publicized changes to several social welfare programs, both restricting the availability of benefits (making it harder for disabled children to qualify for assistance, limiting eligibility for food stamps, denying welfare benefits to most legal immigrants) and strengthening programs that aid children (reorganizing and increasing funding for child care, toughening the enforcement of rules for child support). In addition to the acts primary emphasis on putting welfare recipients to work, the PRWORA also radically altered the way government delivers welfare benefits in three important ways: (1) Increased role of states. To fund welfare the PRWORA provided the states with fixed block grants called Temporary Assistance to Needy Families (TANF) to fund welfare, totaling $16.5 billion annually over six years. Congress also included a provision in the act that would result in TANF funding cuts if the states failed to move a required percentage of recipients into the workforce and off welfare. Nevertheless, TANF gave states extensive discretion to design and operate their own programs. This transfer of authority from the federal government to the states is called devolution. Under devolution, states have many choices to make in shaping their welfare policiesncluding being more stringent than federal law requires. For instance, some states have chosen to limit the receipt of benefits to less than five years, to cut benefits to families with truant children, or to mandate that parents take parenting classes. (2) Increased role of local entities. The PRWORA allowed states to devolve their authority even further to counties, local governments, or even private entities. The private entities involved in welfare administration include a wide range of for-profit companies, nonprofit companies, and religious groups. As a result, welfare programs vary widely not only from state to state but also within local jurisdictions. This transfer of authority to private providers, an approach called privatization, has raised questions about accountability. In other words, some critics argue that PWROWA has made it more difficult for the government to oversee programs so as to ensure quality service to recipients. The accountability of for-profit entities is of particular concern, because the incentive to earn profits can lessen the quality of services provided. Critics also charge that privatization may cause private providers to lose their independent character as they become increasingly bureaucratic and reliant on government funding. In addition, there has been sharp debate over whether religious groups should receive government funding for delivering social services. Opponents charge that this violates the separation between church and state. Proponents hold that a spiritual approach to the delivery of social services is more effective than secular approaches. (3) Changes in the role of welfare workers. The work-first emphasis of the PRWORA has dramatically changed the role of front-line workers, those low-level welfare office workers who interact directly with welfare clients. Before the PRWORA, front-line workers focused on two tasks: (1) verifying whether applicants met objective criteria to become eligible for assistance, and (2) issuing checks in a timely manner. By contrast, under the PRWORA these front-line workers must perform a variety of tasks, including evaluation and counseling, designed to put people to work. As a result, they have a much bigger say in decisions affecting applicants than they had previously 2. What is the relationship between Aide to Families with Dependent Children AFDC) and Job Opportunities and Basic Skills Program (JOBS)? 3. What is the difference, if any, between Temporary Assistance for Needy Families (TANF) and the Welfare-to-Work Grant Programs? Explain in detail. PRWORA replaced AFDC with TANF and ended entitlement to cash assistance for low-income families, meaning that some families may be denied aid even if they are eligible. Under TANF, states have broad discretion to determine who is eligible for benefits and services. In general states must use funds to serve families with children, with the only exceptions related to efforts to reduce non-marital childbearing and promote marriage. States cannot use TANF funds to assist most legal immigrants until they have been in the country for at least 5 years. TANF sets forth the following work requirements in order to qualify for benefits: 1. Recipients (with few exceptions) must work as soon as they are job ready or no later than two years after coming on assistance. 2. Single parents are required to participate in work activities for at least 30 hours per week. Two-parent families must participate in work activities 35 or 55 hours a week, depending upon circumstances. 3. Failure to participate in work requirements can result in a reduction or termination of benefits to the family. 4. States, in fiscal year 2004, have to ensure that 50 percent of all families and 90 percent of two-parent families are participating in work activities. If a state meets these goals without restricting eligibility, it can receive a caseload reduction credit. This credit reduces the minimum participation rates the state must achieve to continue receiving federal funding. While states are given more flexibility in the design and implementation of public assistance, they must do so within various provisions of the law: 1. Provide assistance to needy families so that children may be cared for in their own homes or in the homes of relatives; 2. end the dependence of needy parents on government benefits by promoting job preparation, work, and marriage; 3. prevent and reduce the incidence of out-of-wedlock pregnancies and establish annual numerical goals for preventing and reducing the incidence of these pregnancies; 4. and encourage the formation and maintenance of two-parent families. Funding for TANF underwent several changes from its predecessor, AFDC. Under AFDC, states provided cash assistance to families with children, and the federal government paid half or more of all program costs. Federal spending was provided to states on an open-ended basis, meaning that funding was tied to the number of caseloads. Federal law mandated that states provide some level of cash assistance to eligible poor families but states had broad discretion in setting the benefit levels. Under TANF, states qualify for block grants. The funding for these block grants are fixed and the amount each state receives is based on the level of federal contributions to the state for the AFDC program in 1994. States are required to maintain their spending for wel fare programs at 80 percent of their 1994 spending levels, with a reduction to 75 percent if states meet other work-participation requirements. States have greater flexibility in deciding how they spend funds as long as they meet the provisions of TANF described above. Welfare recipients and certain non-custodial parents are going to work, gaining job skills, and receiving the temporary help they need to become economically independent through local initiatives supported by Welfare-to-Work grants from the U.S. Department of Labor. These outcomes have been a primary goal of Federal welfare policy since the enactment of the 1996 Personal Responsibility and Work Opportunities Act which ended welfare as an entitlement and set lifetime limits on an individual’s benefits. Additional welfare reform legislation in 1997 authorized the Department of Labor to provide Welfare-to-Work grants to help the hardest-to-employ, long-term welfare recipients get education, training, work experience, and private-sector jobs. These grants to States and communities are intended to provide welfare recipients with training, transitional employ ment, job placement services, and support services. Local communities have the flexibility to design programs that fit their particular needs. Approximately three-fourths of the $3 billion authorized for Welfare-to-Work was allocated to States on the basis of their poverty populations; the States are required to spend $1 of non- Federal funding for every $2 in Federal funds. Nearly one-fourth of the total funds were awarded competitively to local governments, private industry councils, or community-based organizations; 1 percent of the funds was awarded to Indian tribes, and 0.8 percent was set aside for evaluation. The Welfare-to-Work Initiative evolves to meet society’s needs, even though virtually all of the grant funds had been distributed by the end of 1999. At least 70 percent of grant funds were required to be spent on services to long-term recipients of Temporary Assistance to Needy Families (TANF) and non-custodial parents. The remainder could be spent on TANF recipients who have characteristics associated with long-term welfare dependency, youth who have received foster-care services, and custodial parents with incomes below the poverty line. Eligibility criteria were simplified under the Welfare-to-Work and Child Support Amendments of 1999. Under related programs, Work Opportunity and Welfare-to-Work tax credits provide 4. How are the Welfare-to-Work Programs being carried out in the State of Mississippi? Temporary Assistance for Needy Families provides cash benefits to families once they have been approved for the program. The benefits can be used for any legal personal reason, such as rent, food, child care or medical bills. The benefit amount is determined by a familys monthly income and the size. In Mississippi, if a familys income does not meet the standard of need used for eligibility, the state itself may supply benefits. In 2011, the maximum state allowance for needy families was $110 per month for the first person in the program, $36 for the second and $24 for every additional person. Time Limit The federal Personal Responsibility and Work Opportunity Act imposed new time limits for TANF. No state can offer benefits for longer than the federal limit, although they may be extended under certain circumstances for a limited time. Mississippi uses the federal guideline for TANF benefits, although the time limit in some other states is shorter. TANF participants in Mississippi cannot receive help for more than 60 months, or five years. Eligibility Not all needy individuals qualify for TANF. Only families with children may apply, and the children must be deprived of one or both of their parents because of unemployment, absence or inability to perform their parental duties. In 2011, the family cannot exceed a maximum monthly income level or hold more than $2,000 in assets, such as real estate or cash. Mississippi rules also require that any parent or relative caretaker who takes TANF money because one or more of the parents are absent must assign support rights to the state and aid the state in obtaining child support payments from the absent parent, which may require legally establishing paternity. Work Requirements All adults who participate in Mississippis TANF program must meet the work requirements or lose their benefits. There are exceptions for women who are in their third trimester of pregnancy and have complications. You also do not have to meet the work requirements if you are the victim of domestic violence, in treatment for substance abuse, disabled, elderly or caring for a disabled household member or child under 12 months of age. Participants have 25 months to meet all work requirements before losing benefits. The program does help participants with skills assessments, developing an Employability Development Plan and job training. Vocational education, work experience programs, community service and job searches qualify as work activities for TANF. 5. â€Å"Promoting marriage and helping those with substance abuse were the secondary goals of the reform.† Referring to the US Welfare Reform in 1996, how was secondary goals achieved? In conjunction with supporting work, new policies deny assistance to people who do not work. The work requirements in TANF are stricter than those in AFDC, fewer recipients are exempted from them, and failure to comply with them can lead to financial sanctions. In addition, PRWORA limits nonworking able-bodied adults without dependents to three months of food stamps, and state General Assistance programs have declined. States have done less to achieve welfare reforms family structure goals—encouraging marriage, reducing the number of births outside of marriage, and keeping children in their own homes or the homes of relatives—than they have to promote work (chapter 3). Many states make TANF available on a fairly equal basis to families with single and with married parents, which reverses a longstanding bias in the welfare system against serving two-parent families and thereby possibly discouraging marriage. Twenty states have adopted family caps that deny additional benefits to adults who have children while they are on welfare. Another PRWORA provision strengthens the child support system, with the federal government developing a data registry to facilitate collections from working noncustodial parents, states being required to adopt new child support enforcement tools, and individual welfare recipients facing sanctions if they fail to cooperate with the child support system. 6. How successful was the 1996 Welfare Reform? Declining Welfare Demand In 1994, about 5.1 million families were receiving cash assistance from the government. Most beneficiaries have since been forced to leave the welfare rolls for low-paying jobs, following the 1996 welfare reforms. By 2006, USA Today estimates that 1 million more had been removed either because of failure to follow state rules, or they had depleted all the benefits allowed under time limits. At the 10th anniversary of the PRWORA, only about 1.9 million families were getting cash benefits: 38 percent were blacks, 33 percent were white and 24 percent were Hispanic. Between 1994 and 2004, the welfare caseload recorded an unprecedented decline of 60 percent. Working Single Mothers Of the families on welfare in 2006, unmarried women headed three out of four. However, statistics indicate earnings for the poorest 40 percent of single mother households doubled between 1996 and 2006. Statistics also revealed that about 60 percent of adults leaving welfare were employed at any given moment, according to the Brookings Institution, and that over several months, about 80 percent held at least one job. Rising Income Levels Between 1993 and 2000, the percentage of low-income single mothers with a job grew from 58 percent to nearly 75 percent, an increase of almost 30 percent, according to the U.S. Census Bureau. This was a direct result of welfare reforms. The overall income of low-income families increased by more than 25 percent over the period, and by 2006, child poverty fell significantly. According to the Hoover Institution at Stanford University, welfare reforms have succeeded mainly because the presumption of government assistance as an entitlement has been reversed. The Knowledge Gap The University of Michigan argues that research on welfare reforms is too focused on poverty reduction rates, lower out-of-wedlock childbearing and greater family stability, while overlooking spousal abuse and child neglect. The university argues that poverty levels remain high among single mothers and their children and that welfare recipient faced impediments to stable employment. Similarly, the Employment Policies Institute suggests more research must be conducted in an effort to understand the relationship between minimum wages and welfare recipiency. The minimum wage research data is currently more focused on high school dropouts, with only limited attention paid to poor adults.

Coming of Age in A Tree Grows in Brooklyn :: essays research papers

Betty Smith’s A Tree Grows in Brooklyn presents the problems of a young girl coming of age, a time when she is faced with new challenges and must overcome obstacles. Throughout the book the protagonist, Francie Nolan discovers herself maturing as she struggles with loneliness, the loss of innocence and a life of poverty in a Brooklyn slum. This theme is evident in (1.) her love for books which she uses as companionship, (2.) her outlook on the world as she matures and finally, (3.) her realization that in order to succeed in life she must obtain an education and work hard to do it. One of the biggest challenges Francie faces while growing up is loneliness. As a young child living in a Brooklyn slum, Francie has no friends her age. The other children either find her too quiet or shun her for being different because of her extensive vocabulary. Betty Smith describes how most of Francie's childhood days are spent: "in the warm summer days the lonesome child sat on her stoop and pretended disdain for the group of children playing on the sidewalk. Francie played with her imaginary companions and made believe they were better than real children. But all the while her heart beat in rhythm to the poignant sadness of the song the children sang while walking around in a ring with hands joined." (106). Francie is lonely, and longs to be included. As Francie matures, she begins to experience a different kind of loneliness. Betty Smith portrays her feelings as she observes her neighborhood: "spring came early that year and the sweet warm nights made her restless. She wal ked up and down the streets and through the park. And wherever she went, she saw a boy and a girl together, walking arm-in-arm, sitting on a park bench with their arms around each other, standing closely and in silence in a vestibule. Everyone in the world but Francie had a sweetheart or a friend she seemed to be the only lonely one in Brooklyn without a friend." (403). Loneliness is a constant challenge for Francie but it is through her loneliness that she finds a new companion in her books. Francie reads as an alternative for her lack of friends and companions. It is through her love of reading that Francie develops her extensive, sophisticated vocabulary. Her books lead her into maturity and help her learn to be independent and overcome her many hardships.

Life on Mars as a human :: essays research papers

"PLANET MARS, POPULATION 13,000", says the sign at the entrance of Mars, a "blink-and-you'll-miss-it" dot on the map of the solar system. It's a perfect story book planet: only six sets of traffic lights for our hover cars, a main street where you can say hello to any of the friendly, talkative beings nearby, lots of blazing rocks and a beautiful big canyon with an over-looking red sky. One thing a person from the planet would notice instantly, aside from the abundance of red rock and my planet's obsession with leaning buildings, is the fact that people of different races, other than green, stand out like flashing lights in a dark sky. See, the thing with Mars is the percentage of green beings is roughly 95 per cent. Don't get me wrong; in principle, there's nothing wrong with that. I'm just stating the facts. Given that my mother is Human and my father is from Uranus, however, I really stood out in Mars. For someone so physically and culturally distinctive, you may think that a small planet would be terrible to live in. But, for me, the experience was the total opposite. I never acknowledged my racial difference because no one else did. The only times I felt slightly out of place or uncomfortable was during discussions about different cultures at school. I'd always have this feeling that everyone was thinking about me and looking at me, wondering if I lived like the people we were discussing or not. To make myself feel better, I just thought of it as flattery. As their only real life subject, they could feel free to ask me questions. In my experience, being a minority is only a negative thing if you allow it to be. I didn't try to be someone I wasn't, so my race never did matter. Many people have blamed a lot of their problems on racism, stereotypes, and discrimination. Unfortunately, there are times when that is the reason. In some cases, however, people make it into a reason. They become so obsessed with the thought that anyone who is 'this' or 'that' is the problem. I have three words for them, just drop it. Stop making more problems, we already have enough. Sometimes the solar system would be better off colour blind. At times, I have been called an ‘apple,' green on the outside and white on the inside.

Should boys and girls be in separate classes? Essay

â€Å"Single-sex education can be especially harmful for children who do not conform to gender stereotypes. Peers are often the strongest enforcers of sex roles. Boys who do not fit the tough, athletic mold and girls who do not fit feminine stereotypes are subject to bullying or exclusion from other children.† Kimmel, M. (2008). Guyland: The perilous world where boys become men. New York: HarperCollins Publishers. â€Å"It appears that bullying is more severe in single-sex academies, which lack the buffering effects of the opposite sex.† Jackson, C. (2002). Can single-sex classes in co-educational schools enhance the learning experiences of girls and/or boys? An Exploration of Pupils’ perceptions. British Educational Research Journal, 28, 37-48. †When children are separated based on simple biological characteristics, there is potential for serious harm. First, the very act of segregation fosters the belief in deep, far-reaching behavioral and ability differences, which runs counter to the true, statistically modest sex differences that do exist.â€Å" Hyde JS (2005) The gender similarities hypothesis. American Psychologist â€Å"Research shows that segregation promotes stereotyping. When teachers emphasize gender, for instance, by lining up boys and girls separately, the children develop more stereotypic views of gender than peers in classrooms where gender is not emphasized.† Hilliard, Lacey J.; Liben, Lynn S. 2010. Differing levels of gender salience in preschool classrooms: Effects on children’s gender attitudes and intergroup bias. Child Development, 81: 1787-1798. â€Å"In fact, segregated classes also increase teachers’ stereotyping.† Datnow, A., Hubbard, L., & Woody, E. (2001) Is single-gender learning viable in the public sector? Lessons from California’s pilot program. Toronto: Ontario Institute for Studies in Education. â€Å"She found that after two weeks of teachers using gendered language and divisions — lining children up by gender and asking boys and girls to post work on separate bulletin boards — the students showed an increase in gender-stereotyped attitudes toward each other and their choice of toys, and they played less with children of the other sex.† Penn State â€Å"Sex Segregation in Schools Detrimental to Equality.† ScienceDaily. ScienceDaily, 22 Sept. 2011. Web. 25 Feb. 2015. More behavior problems â€Å"Gender segregation has negative consequences for social behavior. Research has shown that children who spend more time playing only with same-sex peers show increased gender-typed activities, and their behavior becomes increasingly gender-differentiated.† Martin, C. L., & Fabes, R. A. (2001). The stability and consequences of same-sex peer interactions. Developmental Psychology, 37, 431-446. â€Å"For instance, boys with more exposure to same-sex peers become more aggressive over time, and certain boys, such as those with less self-control, are placed at greater risk for behavior problems.† Fabes, R. A., Shepard, S. A., Guthrie, I. K., & Martin, C. L. (1997). Roles of temperamental arousal and gender segregated play in young children’s social adjustment. Developmental Psychology, 33, 693-702. Main point 2: Prevent socialization between different gender Crossed gender friendship â€Å"By contrast, children in a co-ed class have a wider opportunity to find others they are comfortable with. This is supported by a large recent study of middle and high-school students, where greater numbers of cross-gender friendships were found to reduce the overall level of aggression, compared to schools in which such friendships are rarer.† Faris, R., & Felmlee, D. (2010). Status struggles: Network centrality and gender segregation in same- and cross-gender aggression.American Sociological Review, 76, 48-73. Learn about each other â€Å"To be successful, children must learn to live and work with others whose beliefs, backgrounds, skills, and interpersonal styles are different from their own. Research has clearly shown that children who have interacted with  diverse individuals are better prepared for this task.1 The experience of sharing, working, and learning with children of both genders is vital to developing healthy relationships in both their future families and workplaces.† Orfield, G., Frankenberg, E., & Garces, L. M. (2008). Statement of American social scientists of research on school desegregation to the U.S. Supreme Court in Parents v. Seattle District and Meredith v. Jefferson County. Urban Review, 20, 96-136. Ineffective No advantages â€Å"Our examination of the existing studies leads us to conclude that there is not scientific evidence for positive effects of single-sex schooling,† said Liben. â€Å"That’s not to say that academic outcomes are definitively worse, but neither are they definitively better. Advantages have not been demonstrated.† Penn State â€Å"Sex Segregation in Schools Detrimental to Equality.† ScienceDaily. ScienceDaily, 22 Sept. 2011. Web. 25 Feb. 2015. Expensive Counterclaim: Different learning style Supporting evidence â€Å"Their argument is that girls and boys have very different brains, with boys oriented towards math, science and reasoning, and girls excelling in personal relationships and emotion. In this view, the sexes should be parented and educated differently, and steered towards separate careers.† Rivers, Caryl, and Rosalind C. Barnett. â€Å"Education.† Single-Sex Schooling Loses Ground for Good Reasons. N.p., June 2013. Web. 25 Feb. 2015. Counterclaim evidence â€Å"Some supporters of single-sex schools claim that brain differences between boys and girls require different teaching styles. But neuroscientists have found few differences between male and female brains, and none has been linked to different learning styles.† â€Å"It’s simply not true that boys and girls learn differently,† she said. â€Å"Advocates for single-sex education don’t like the parallel with racial segregation, but the parallels are there. We used to believe that the races learned differently, too.† Lewin,  Tamar. â€Å"Single-Sex Education Is Assailed in Report.† The New York Times. The New York Times, 22 Sept. 2011. Web. 23 Feb. 2015. Links https://thesanfordschool.asu.edu/acces/evidence-based-answers-0

Free Essays on Fire And Ice By Frost

â€Å"Fire and Ice† In Robert Frost’s poem â€Å"Fire and Ice† the main theme is the final destruction of the earth. Many people speculate how the world will come to an end. Frost compares the destructive forces of fire and ice and gives the reader insight into Frost’s own experiences and thoughts of entire destruction. At the very beginning of the poem, Frost literally offers two possibilities for the end of the world. â€Å"Some say the world will end in fire, / Some say in ice.† (l. 1-2). People have wondered for years as to how the world will be destroyed. Most believe the Bible that the world will end in fire. Others favor the view of another Ice Age caused from a meteor hitting earth. Beyond the literal reference, Frost also leads the reader to observe the downfall of mankind. In the next two lines Frost tells the reader what he has experienced. He concurs with â€Å"those who favor fire† (l. 4). Frost relates the detrimental fire to desire. He believes that desire will ultimately bring about the end. This relation suggests that desire, or lust, greed and want, when used negatively bring about one’s downfall and could certainly bring about the downfall of an entire planet. Frost next contrasts the relation of fire and desire with that of ice and hatred. â€Å"But if it had to perish twice, I think I know enough of hate To say that for destruction ice Is also great And would suffice.† (l. 5-9). Frost is saying that if the world must be destroyed a second time that he would want it to end with damaging ice to show what hate would be like. Frost relates ice to the hatred throughout the world. He has seen enough hate to consummate world wide death. Ice surrounds objects and causes them to crack or break from the pressure; much like hatred does to an individual. Hate gets into one’s very soul and forces out all the good, eventually eating away the core of one’s being. Therefore... Free Essays on Fire And Ice By Frost Free Essays on Fire And Ice By Frost â€Å"Fire and Ice† In Robert Frost’s poem â€Å"Fire and Ice† the main theme is the final destruction of the earth. Many people speculate how the world will come to an end. Frost compares the destructive forces of fire and ice and gives the reader insight into Frost’s own experiences and thoughts of entire destruction. At the very beginning of the poem, Frost literally offers two possibilities for the end of the world. â€Å"Some say the world will end in fire, / Some say in ice.† (l. 1-2). People have wondered for years as to how the world will be destroyed. Most believe the Bible that the world will end in fire. Others favor the view of another Ice Age caused from a meteor hitting earth. Beyond the literal reference, Frost also leads the reader to observe the downfall of mankind. In the next two lines Frost tells the reader what he has experienced. He concurs with â€Å"those who favor fire† (l. 4). Frost relates the detrimental fire to desire. He believes that desire will ultimately bring about the end. This relation suggests that desire, or lust, greed and want, when used negatively bring about one’s downfall and could certainly bring about the downfall of an entire planet. Frost next contrasts the relation of fire and desire with that of ice and hatred. â€Å"But if it had to perish twice, I think I know enough of hate To say that for destruction ice Is also great And would suffice.† (l. 5-9). Frost is saying that if the world must be destroyed a second time that he would want it to end with damaging ice to show what hate would be like. Frost relates ice to the hatred throughout the world. He has seen enough hate to consummate world wide death. Ice surrounds objects and causes them to crack or break from the pressure; much like hatred does to an individual. Hate gets into one’s very soul and forces out all the good, eventually eating away the core of one’s being. Therefore...

A Plan to Win essays

A Plan to Win essays The Iowa Democratic caucuses were the first test for the contenders, and their organizations, in the race to become the Democratic Partys nomination as its candidate for the 2004 presidential election. This years Iowa caucuses can help develop a plan to win for the 2008 caucuses by learning from Deans mistakes and Kerrys winning strategies. Deans organization was filed with inexperienced, ill trained campaign workers, who did not know how to categorize voters, often having low standards for Ones. They lacked discipline and structure and conflicted with Deans senior staff. As shown in Kerrys organization, relationships play a key role in how successful the candidate is. Dean did not have a partnership with his campaign manager, Joe Trippi. I was said, in the article Turning Point in the July 19th issue of U.S. News dysfunctional and that Trippi often refused to take call from Dean on the road. Not only did Dean not build relationships with his organization, more importantly he didnt build one with voters. Unlike the rest of the contenders Howard dean did not give something for the voters to identify with. He admitted his failure to make a more human connection with voters hurt him. However this wasnt Deans only failure, Dean and his campaign were full of mistakes, blunders, and confusion. Dean told U.S. News that the three things I wanted to do are change the Democratic party, change the country and become president of the United States... in that order. That raised the question: Did Dean really want this? If you were to ask that question about Kerry the answer wouldve been absolutely Yes. The statement Dean made did not give the people confidence that he could take on Bush. John Kerry on the other hand had faithful people that were working hard for him. Kerr...