The Crucible Essay Example for Free

The Crucible Essay In The Crucible, by Arthur Miller, John Proctor shows his protagonist character by the respectable and honorable man he lives to be. In order to understand why John Proctor is the protagonist of the story, a definition of the word protagonist is indispensable. A protagonist is essentially the main character of a story, mostly known as the good character. The author spends most of his time on him, and usually the character changes or evolves during the course of the novel. The protagonist is frequently the hero of the novel and rivals with the minor ambitious character also known as the antagonist. With many complex characteristics, he is the center of the plot. Proctor has failed in his marriage, been accused of witchery, and concludes his life with forgiveness. Proctor exemplifies true heroism in his acts of clamorous times. As Proctor’s truths of adultery are revealed, he settles these rumors with claiming that it is truthful. John Proctor is most likely the true protagonist. In the Crucible, Abigail Williams is portrayed as the antagonist of the allegory. Proctor cheats on his wife, Elizabeth, with Abigail while Elizabeth is ill. The story proceeds with Abigail becoming jealous and desiring John for herself. John shows that he regrets his affair by stating to Abigail, I will cut my arms off before I ever reach for you again. The focus of this sequence of events is how John deals with this situation. The Crucible literally means a hard test. His test is to overcome his troubles in his marriage and society. Society at this time is accusing its people of witchery. John works through his marriage problems and stumbles upon false accusations. As Abigail creates chaos throughout the town, the idea of witches has spread too. Proctor is accused of being a witch. He was chosen to be accused by the author because he is the protagonist. The focus is mainly on his life and his family. He chooses the right thing as he goes through the trials. He admits to his adultery with Abigail to prove that she lies. Proctor realizes what he has to do to save his wife. He is a hero by admitting his wrong doings and confessing his sorrow for acting upon them. Proctor learns to forgive through these trials. John knows how to represent his beliefs and stand up for his rights through forgiveness. After he admits to his sin, he is told to write on the church door for what he did. He refuses to after already admitting his actions. Proctor did not want to put his family to shame even more. I cannot mount the gibbet like a saint. It is fraud. Im not the man (Act 4, pg.109) He knows that God knows and forgives but he shall not exploit it for others to judge and assume. Proctor concludes his life being content with the final decision he has made. He shows that he is a hero to his family and neighbors. John Proctor shows many characteristics of a protagonist. He is a hero to many as he risks his life because he knows he believes in God. The story focuses on his marriage and the aftermath of the direction of his wrong doings. Often the novel will focus mainly on the protagonist’s personal situation. Proctor is the main character as Abigail Williams serves as antagonists throughout the story. She fights to break down Proctor and make him love her. Proctor prevails by doing the morally correct action by confessing and sticking to his beliefs. John Proctor displays qualities of a heroic protagonist.

Sound :: essays research papers

Basis of Processing Sound Strategies Introduction to Coding Strategies: D.J. Allum Coding strategies define the way in which acoustic sounds in our world are transformed into electrical signals that we can understand in our brain. The normal-hearing person already has a way to code acoustic sounds when the inner ear (cochlear) is functioning. The cochlea is the sensory organ that transforms acoustic signals into electrical signals. However, a deaf person does not have a functioning cochlea. The cochlear implant takes over its function. Technically, it is relatively easy to send electrical current through implanted electrodes. The more difficult part is to make the electrical signals carry the appropriate information about speech and other sounds. This responsibility is taken over by coding strategies. The more efficient the coding strategy, the better the possibility that the brain will interpret the information as having meaning. Without meaning, sound is only unwanted noise. Some basic vocabulary is useful in understanding coding strategies: Frequency. Speech is composed of a range of frequencies from high-frequency sounds (sss, piii) to low-frequency sounds (ah). These frequencies also occur for sounds in our environment. The speech-frequency range is from about 250 Hz to 6,000 Hertz (Hz). Amplitude. The amount of amplitude, or intensity, defines how loud a sound is heard. The usual range from the softest to the loudest sound is about 30 dB. The normal range for human hearing is around 120 dB. Tonotopic. A special characteristic of the cochlea and the auditory nerve. It means that the apical region of the cochlea (and the nerve near this region) is more sensitive to low frequencies and that the basal region is more sensitive to high-frequencies. The relationship between the most basal to the most apical region is a progression from high-to-low frequency sensitivity. Filters. Filters are used to divide, electronically, acoustic signals into different ranges. For instance, for a speech-frequency range of 4,000 Hz, we could divide the total range by 10 and each filter would hold 400 Hz. Stimulation Rate. The number of times an electrode is turned on and off, i.e., activated with electrical stimulation. The normal cochlea is like a series of filters. Sounds that have high-frequencies will fall into filters at the basal end of the cochlea and those with low-frequencies will fall into filters in the apical end, i.e., in a tonotopic arrangement. Since the cochlea cannot accomplish this for a deaf person, the cochlear implant takes its place. It is important to remember that the auditory nerve is tonotopic even if the cochlea cannot transmit information because of deafness.

Empathy Task Ww1 Yr.10 Assessment

EMPATHY TASK. WW1 BY Manon Collins The fog still clung to the ground. We could barely see two feet in front of us. The men’s voices were loud and projected off into the fog were they became lost and tangled in ‘No Man’s Land’ The grey sun seemed to be making it’s way up over the broken backs of the hills. The silhouettes of the men suddenly became clear. Faces dirty with mud, blood or anything that could be found in the trenches. Shoes without soles, shirts without sleeves we are the men of Ypres once of boy of 17 his only thoughts were of women.Now a man of 20 his eyes only peeled for the shadow of a man, the point of a bayonet, the fright full image of gas consuming a comrade’s lungs. Me and the other men had not yet experienced a gas attack but the stories spread across the trenches with the message ‘ Remember your mask’ The shadow loomed through the thickened fog with a will to kill. The envious green mist was determined to pu sh the boundaries. The word came ringing through the mist with great urgency ‘Gas†¦. GAAS’ The fumbling of men’s hands trying to grab a mask became the priority of our mission. There was no chance without a mask.The cry of a man without a mask rung out across the battlefield like a little girl who has lost her mother. Pivoting round only to spot Lindsay without a mask. The panic in his eyes was the last human characteristic that was displayed on his face. The gas consumed his lungs growing tighter each second. Not even I could imagine the pain that was growing in him. The whites of his eyes glowed amongst the blood that was starting to evolve around the creases of his lips. His hand opening and closing, his fingertips searching for something to clasp onto to stop the pain†¦ they fall upon the hem of my pants with a grip of an eagle.As he held my pants for his refuge the words he mumbled will never leave me. ‘Tel†¦tell them†¦tell them I s aid bye’. As his body became limp on my feet the words and noise of the other men became apparent again. ‘Lindsey gone, he is Gone’ ‘ Get the other men, we are going back’ Shoes without soles, shirts without sleeves we are the men of Ypres. Trudging back leaving the dead innocent body behind us all human dignity thrown out the window everyman swearing under their breath ‘When the war is done, never shall I touch a gun’

James Joyce s Araby And Countee Cullen Essay - 2362 Words

Upon first glance, the differences between James Joyce â€Å"Araby† and Countee Cullen â€Å"Incident† seem very clear. Joyce wrote a short story with a gloomy and depressing tone. The time and setting of short story â€Å"Araby† is in Dublin, Ireland during the 19th century. Cullen wrote a poem with a jaunty and lighthearted tone for the most part. Cullen â€Å"Incident† has a setting and time in Baltimore, Maryland during the 1920s. However, they both ironically wrote using the same point of view and theme, the loss of innocence. Who knew two very different authors from two different ways of life and writing styles could essentially write about the same topic. Although the main character in the short story Araby and the speaker in the poem Incident both experience a loss of innocence the events leading up to their loss is not similar. The character in the short story Araby lost his innocence by developing a crush on a girl not knowing the feelings and attractions that came with having a crush on someone. The unnamed narrator in the short story developed a crush on his friend Mangan s sister. The narrator s friend and crush both live across the street from him. The narrator is being raised by his aunt and uncle who are both also unnamed. The narrator is so obsessed with the girl that he watches her stealthily everyday waiting for her to leave in the mornings so that he can follow her on part of his way to school. The narrator admits that he Had never spoken to her, except for a few