Masks and Disguise Essay Example for Free

Masks and Disguise Essay In William Golding’s novel ‘Lord of the Flies’ and Shakespeare’s play ‘Romeo and Juliet’ masks and disguises are used to serve different purposes. Both texts use masks and disguise to allow characters to behave in ways that they usually would not or could not. For example, in Lord of the Flies, the boys go from being civilised to becoming savage. This is evident when it says â€Å"the mask was a thing on its own, behind which Jack hid, liberated from shame and self consciousness†. The fact that the mask is â€Å"a thing on its own† shows that the boys, Jack in particular, feel as if they are not responsible for their actions because of the mask. This is supported by the quote â€Å"The mask compelled them.† It also suggests that the boys have become completely different people after wearing the mask. The word â€Å"hid† suggests that the boys are also protected from the repercussions of their violent actions because the mask creates anonymity. At the masquerade ball in Romeo and Juliet, people are able to speak openly to each other as their true identities are hidden beneath their masks. This is evident when Capulet says â€Å"I have seen the say/ That I have worn a visor, and could tell/ A whispering tale in a fair lady’s ear.† This shows that Capulet was able to charm a lady with his stories with the aid of his mask. The word â€Å"whispering† suggests that Capulet’s action was something that had to be done with secrecy and that the mask allowed him to speak openly with the â€Å"fair lady†. Romeo, hidden beneath his mask, is also able to charm Juliet. This is shown when Juliet says â€Å"My only love sprung from my only hate! / Too early seen unknown, and known too late!† The word â€Å"unknown† reinforces the fact that people are anonymous beneath masks and are able to do things they usually wouldn’t. It also shows that Juliet fell in love with Romeo because she did not know his true identity. Also, if Romeo did not wear a mask, he would not have been able to meet Juliet, so the plot would not be able to move forward to reveal their â€Å"death-mark’d love†. During the time in which Romeo and Juliet is set, people often had masked parties as cultural occasions or for celebrations, â€Å"†¦the nuptial of Luciento†¦ and then we masked†. However, in Lord of the Files, masks are used to represent the removal of culture and the dehumanisation of the boys. This is shown in the quote â€Å"The forest near them burst into uproar. Demoniac figures†¦ rushed out howling†¦ stark naked†¦Ã¢â‚¬  This shocks the reader as the boys go from completely civilised children to savages. The word â€Å"uproar† makes it sound as if there is chaos on the island. The word â€Å"demoniac† shows that Jack and the boys have become the embodiment of evil, unlike their former selves. The word â€Å"howling† makes the boys sound more like animals than humans. It may also suggest that the boys have freed their inner beasts and that wearing a mask makes it easier for their inner beasts to come out. The fact that they are â€Å"stark naked† shows that they are not civilised anymore and have become ‘less British’. The boys are also hidden behind masks when they brutally kill Simon and behave like savages. The masks used during Simon’s death protect the boys from punishment as their identities are hidden so no-one can be held accountable. This makes the reader feel upset because Simon gets no justice. Golding may have included this to show that all humans have the potential to become uncivilised and evil, and to show that civility is what contains a person’s inner beast.

Thinking Aloud Essay -- Reading Education Learning Essays

Thinking Aloud Reading comprehension may be the most important skill for any student to acquire and is therefore an area of particular interest to educators. Without adequate comprehension skills, students are limited in their reading, analytical and occupational abilities. To many, including the student’s themselves, comprehension or â€Å"good reading† skills begin and end with simple decoding. It is thought that if students can ‘read’ and define the vocabulary they are reading, then they also comprehend what is read. True comprehension goes far beyond decoding, however. True comprehension requires visualization of a text, predicting events in the text, making inferences about the text and clarifying what is not understood about the text in order to lead to higher level thought processes such as personally connecting with the text. Reluctant, beginning or low-skilled readers often do not have the ability to visualize, predict, inference or clarify what they are reading and so they do not truly comprehend what the text is or what it means. Too often, these readers do not understand that â€Å"good readers† go through a series of mental processes in order to comprehend the text in ways which the low-level readers never even imagined. As educators, it is our job to show reluctant, beginning or low-skilled readers what these processes are and how they work in an attempt to boost the self-confidence and independence of these readers. One excellent way to set about this is through a strategy called a â€Å"Think Aloud†. The â€Å"Think Aloud† strategy is a teaching strategy which goes beyond teacher lecturing and is actually an exchange between teacher and student. First, the teacher demonstrates and encourages t... ...pecially designed to help dependent, beginning or low-level readers to see and understand exactly what it is that â€Å"good readers† do. Showing them this breaks down barriers which the students have built up against reading and comprehension. Most of all, the Think- Aloud is a more than sufficient method for giving students the skills they need to succeed in any reading situation they may encounter, whether it be in Social Studies class or the all important, ever watchful, standardized test. Works Cited Beers, Kylene. When Kids Can’t Read: What Teachers Can Do. Portsmouth, New Hampshire: Heinemann, 2003. Oster, Leslie. â€Å"Using the Think-Aloud for Reading Instruction.† The Reading Teacher 55 (September 2001): 64- 9. Wilhelm, Jeffrey D. â€Å"Think Alouds Boost Reading Comprehension.† Instructor 111 (2001): 26-8.

Malaysian Economics Essay

Differences in education During the British rule, each ethnic group also generally experienced different education systems. Most Malays were educated in the government school system located in the rural areas that used the Malay language as the medium of instruction. The Chinese on the other hand sent their children to the Chinese medium schools, which mere established by Chinese voluntary associations. Nevertheless , the elite segment of each ethnic group generally sent their children to the English medium schools located in the urban areas, where the quality of education was far better than the rural Malay-medium school. Furthermore, most secondary and tertiary education was available in the urban areas with English as the medium of instruction. Those who were educated at the English medium schools tended to gain positions in the civil service, commerce, business, and professions. Since most of the Malays were educated in the rural Malay medium schools, this indirectly limited their upward social mobility. . 2 Differences in skills Since Malay only received the education from government school in rural areas, the skills were limited. Lack of skills and knowledge were the factors of unemployed. This will worsened the situation of poverty and income disparities between the ethnic groups. Sectoral employment of Bumiputera and non-Bumiputera (%) in peninsular Malaysia, 1970. Sector| B umiputera| Non-Bumiputera| Primary| 67. 6| 32. 4| Secondary| 30. 8| 69. 2| Tertiary| 37. 9| 62. 1| Notes: Primary (agriculture) Secondary (mining, manufacturing, construction, utilities, and transport) Tertiary (wholesale and retail trade, finance, government, and other services) 3. 3 Differences in access to capital A majority of non-malays are usually found to be living in the southern and western states of Malaysia , such as Pulau Penang and Kedah. These states form modern urban sectors and also modern rural sectors which are playing the important roles in the economic activities. On the other hand, the Malays lived in the northern states of Malaysia, and they are indeed in the traditional rural sector. This imbalanced development had result the imbalance capital gain among the ethnic groups. Wealth Decomposition by Asset Classes in 2007 Asset Classes| Bumiputera| Chinese| Indian| Savings| 567| 2 795| 1 026| Investment Assets| 1 853| 4 629| 2 058| Financial Assets| 2 419| 7 423| 3 083| Real Estate| 70 453| 120 903| 84 146| Wealth| 72 873| 128 326| 87 229| 3. 4 Differences in unemployment pattern The supply of skilled manpower in their own field is the main problem in employment restructuring. Despite the limited success of bumiputera students, the presence of skilled and qualified bumiputera workers and professionals are inadequate. A few factors that contribute to this problem are such like limited accessibility to modern educational facilities and quality educational or even low family income. Bumiputera are mainly attracted to the public sector and lately the bumiputera states the record for having the highest employment rate among malay university graduates. Although the manufacturing sectors display a tremendously high rate or malay labor force, most of them are employed in the lower level or non-manegerial level of occupations.

The Syrian Refugee Crisis - 869 Words

Evolution; the biological term for change over time. However, this word extends to much more than simply a bird’s beak getting longer over generations. This principle can also be associated with the growth of a person, but in a much more metaphysical fashion. To give an example, throughout this performance task, I have evolved as a writer, student, and team member. This is clearly exemplified through the steps my team and I took to complete this essay. We began with plainly discussing all of my members’ ideas, eventually deciding our top three topic choices. Finally, we chose the Syrian refugee crisis as our paper’s topic. From there, we decided that the whole crisis was too broad and I already knew too much about it overall. Fortunately, focusing on Germany would solve both of those obstacles. It would center our research -- and therefore our paper -- and I had little information on particularly Germany. Next, we assigned each person a lens, ending with economic, social, historical, and cultural. For my individual paper I decided to research on how refugees can be economically beneficial for Germany. The sources I used were some I gathered from my Speech and Debate experience with the topic, and some were ones I had to avidly search for. This helped me improve because I practiced social and researching skills while working with my team, skills I will no doubt use in the future. After finishing my research and individual paper, the next hurdle was completing the teamShow MoreRelatedSyrian And The Syrian Refugee Crisis1953 Words   |  8 Pages Since the beginning of the Syrian war in 2011, The Western world is witnessing the largest forced migration of peoples since World War II, about 2.7 million Syrians have fled the country and settled in the neighboring states, including Lebanon, Turkey, Iraq, Jordan, and Egypt. 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