In Fahrenheit 451, Clarisse Is One Of The Main Characters

In Fahrenheit 451, Clarisse is one of the main characters throughout the book. Although Mildred and Captain Beatty influenced Montag, Clarisse impacted him the most. In this book, Ray Bradbury kills off one of the most influential characters. Even though she is â€Å"dead†, Bradbury somehow made her a symbol. We don’t know why Bradbury killed off this important character, but it left readers wondering. She had some type of influence on Montag that made him think about things. She was interested in learning and asking questions. I believe that Clarisse has impacted Montag because she taught him that thinking was an option. One reason for this to be true is that she is very curious. She is curious about the world and people around her. This†¦show more content†¦It was everyone else, and me. She was the first person in a good many years I’ve really liked. She was the first person I can remember who looked straight at me as if I counted. (68.)† I think that this quote means that Montag and Mildred don’t have a lot in common and he liked Clarisse better. I also think that it showed that Clarisse is different from others. Through Clarisse, Montag has learned things about himself that he didn’t know. The third reason was that Clarisse loved to ask questions. Usually, when something happens, we usually ask â€Å"how did it happen?† This is switched around for Clarisse. Clarisse wanted to know â€Å"why something had happened.† Montag tells Clarisse, â€Å"No, no, † he said. â€Å"It was a good question. It’s been a long time since anyone cared enough to ask. A good question (26.)† I think that she asked many questions because she wasn’t allowed to ask them in school. At her school, students sat down in class and stayed silent. She stopped going to school because they weren’t supposed to talk to each other and ask questions. Basically they watched videos that taught them i nformation. Clarisse hated school and people considered her as antisocial. Another example is that she asked Montag if he has read any of the books that he has burned. I think that Clarisse planted an idea in Montag mind that made him wonder about what was really inside of books. Because of this, he steals a book from the old woman’s house andShow MoreRelatedEssay on Fahrenheit 451, by Ray Bradbury972 Words   |  4 PagesIn Fahrenheit 451 by Ray Bradbury, irony is used to convey information and it contributes to the overall theme of the novel. Written during the era of McCarthyism, Fahrenheit 451 is about a society where books are illegal. This society believes that being intellectual is bad and that a lot of things that are easily accessible today should be censored. The overall message of the book is that censorship is not beneficial to society, and that it could cause great harm to one’s intelligence and socialRead MoreFahrenheit 451 And Under The Never Sky1117 Wo rds   |  5 PagesFahrenheit 451 and Under the Never Sky are two dystopian books that propose a variety of similar ideas and a handful of differences. Both books have their own ways of enforcing a form of censorship, which plays a major role on why these stories represent dystopian societies. In both books, the setting is in a futuristic society creating a new perspective on how the abuse of authority in the government can lead to a failing society. In both stories, questioning is seen as a negative way of thinkingRead MoreFahrenheit 451 Analysis1417 Words   |  6 PagesFahrenheit 451 and Under the Never Sky are two dystopian books that propose a variety of similar ideas and a handful of differences. Both books have their own ways of enforcing a form of censorship, which plays a major role in why these stories represent dystopian societies. In both books, the setting is in a futuristic society, creating a new perspective on how the abuse of authority in the government can lead t o a failing society. In both stories, questioning is seen as a negative way of thinkingRead MoreSociety In Fahrenheit 4511659 Words   |  7 PagesBradbury’s novel Fahrenheit 451. In this novel, the characters live in a society that is truly awful, but the author shows us that our society is heading down that path also. However, in the story, the beliefs of the main character Guy Montag change drastically, from beginning the novel as an oblivious citizen to ending it by trying to change his society for the better. Guy lives in a society in which the government outlaws books because they cause people to ponder ideas and develop new ones. ConsequentlyRead MoreSociety In Fahrenheit 4511647 Words   |  7 PagesRay Bradbury’s novel Fahrenheit 451, the characters live in a society that is truly awful, but the author shows us that our society could be headed down that path. However, in the story, the beliefs of the main character Guy Montag change drastically, from beginni ng the novel as an oblivious citizen to ending it by trying to change his society for the better. Guy lives in a society in which the government outlaws books because they cause people to ponder ideas and develop new ones. The stories strippedRead MoreSociety In Fahrenheit 4511661 Words   |  7 PagesBradbury’s novel Fahrenheit 451. In this novel, the characters live in a society that is truly awful, but the author shows us that our society is heading down that path. However, in the story, the beliefs of the main character Guy Montag change drastically, from beginning the novel as an oblivious citizen to ending it by trying to change his society for the better. Guy lives in a society in which the government outlaws books because they cause people to ponder ideas and develop new ones. ConsequentlyRead MoreEssay about Ray Bradburys Fahrenheit 4511129 Words   |  5 Pages Literary Criticism of Fahrenheit 451 Don’t worry, be happy, or at least that’s what everyone in Ray Bradbury’s book Fahrenheit 451 thought. No matter what was going on around them, war, crime, or death, they were always happy†¦ Or were they? Ray Bradbury wrote books about censorship in society forming around being censored totally or partially from books and television. In Fahrenheit 451 the main character, Montag, is a fireman whose job it is to burn books to keep the public from reading then andRead MoreCompare and Contrast Movie and Book of Fahrenheit 4511269 Words   |  6 PagesJacquelyn B. David Professor V. P. ENG 214 Fahrenheit 451 â€Å"Books can not be killed by fire. People die, but books never die. No man and no force can abolish memory... In this war, we know, books are weapons. And it is a part of your dedication always to make them weapons for man s freedom.† -Franklin D. Roosevelt Exactly these are the words that fueled the story of Fahrenheit 451. Fahrenheit 451 is a story that was written through a novel by Ray Bradbury and produced into a movie shortlyRead MoreIn Fahrenheit 451 by Ray Bradbury782 Words   |  3 Pagesreevaluate their decisions, make a person feel, and books relate to real life. In Fahrenheit 451 by Ray Bradbury the society remains dysfunctional and on the brink of collapsing; suicide rates remain at an all time high, murders happen every day, information stays censored, the education system remains flawed. Now, all of these things can also describe another society, America. The fictional society in Fahrenheit 451 and America have many things in common, only proving further, that America remainsRead MoreSiddhartha vs. Fahrenheit 451 Essays1728 Words   |  7 Pages07, 2012 Siddhartha VS. Fahrenheit 451 Siddhartha and Fahrenheit 451 are very similar in some ways and very different in others this essay will talk about some of these similarities and some of the differences. In order to understand the two books we must first write a detailed summary of them. Once that is done then we can get into the similarities of the two good books, and finally the differences of Siddhartha and Fahrenheit 451. In Siddhartha, the main character Siddhartha decides to leave

Essay On No Child Left Behind - 776 Words

Introduction One of main components of No Child Left Behind (NCLB) is measuring school’s success by it graduation rate because of this enactment, schools are focused to ensure students graduate from high school (US Department of Education, n.d.). In the past, students who needed credit recovery attended summer school to try and recovery lost course credit. Today however, there are many software programs that now replace traditional summers school. Through online web based software, students can now earn credit at any time of the year. Depending on the school and the program there may be some requirements a student must meet before they will be enrolled into an online class. For example, their overall school attendance must be adequate,†¦show more content†¦Research Questions or Hypothesis Is the method of delivery successful? Are the teachers trained and skilled to teach an online course? Are students completing the course? Are students graduating? Is it feasible to budget for more user licenses? Significance of the Problem Our town has an estimated population of 80,000 residents mostly middle class with a mixture of white (commuters to NYC) and blue collier workers. Our school district has just under 10,000 students with 12 schools eight elementary, two middle schools and two high schools. The typical student in our online web based recovery program is a student who is not classified or receiving any additional assistance. The current enrolled students have failed a class or is short one or two classes to meet the graduation requirements set by the state of New Jersey. Some of the students that are eligible or have completed this program have lost credit because of overall school attendance. We also, have students who struggled for a short time with drug use. Since, 2012, we have experienced a Heroin epidemic. According to the states statistics, in 2012 we were ranked sixth in the state with 550 reported incidents of heroin or opiate abuse or our students have had issues with the law and are now on the right track (Napoliello, 2014). The Heroin epidemic was one of the factors for implementing theShow MoreRelatedNo Child Left Behind Essay2629 Words   |  11 PagesNo Child Left Behind; Why we should rethink the current policy. Education was the focus of George W. Bush’s Presidential campaign in 2000. Using the improved Texas educational system as an example, President Bush promised to change education in America for the better. The No Child Left Behind Act of 2001 was the result of his promise. Bringing reform to American Education, the NCLB is the topic of much controversyRead MoreNo Child Left Behind Essays1062 Words   |  5 Pages LITERATURE REVIEW Rushton talks about the funding for the No Child Left Behind is being held back if the students don’t do well on the standardized tests. So if the students don’t do well on the testing the teachers are being affected in the way of how much they are getting paid, also affects the school districts funding. This is encouraging the teachers not to teach the way they should, but they are teaching in the way of let’s just make the students do well on the standardized tests. In thisRead MoreEssay On No Child Left Behind840 Words   |  4 PagesNo Child Left Behind (NCLB) was produced to make 100% of students’ proficient by 2014. While the idea sounds perfect on paper, it is not the case when it is put into action. NCLB was replaced in 2015 and replaced by the Every Student Succeeds Act. Many students did not use the resource effectively due to the fact that not all children have the same views and desires toward fulfilling their education career. This in turn ma kes it hard for the teachers to follow the education guidelines while alsoRead MoreEssay On No Child Left Behind928 Words   |  4 PagesNo Child Left Behind The No Child Left Behind Act of 2001 was a US Act of Congress. This law took effect in 2002. This had an impact on US public school classrooms. Through this law there were several effects in the way schools teaching their students. this also affected what tests the students had to take and the teachers training. This also addressed the way schools and their districts were going to spend their monetary funds. The goal of this act was to provide educators assistance in planningRead MoreEssay On No Child Left Behind719 Words   |  3 Pages Ever since President George W. Bush implemented the No Child Left Behind (NCLB) act in 2002, states across the nation have developed a wide array of methods to keep education systems accountable. When identifying the role the NCLB has in America’s education systems, Professor of Educational Policy Studies at the University of Arizona Jill Koyama determined that the NCLB act requires â€Å"†¦ states [to] implement accountability systems that assess students annually and, based on those assessments, determineRead MoreEssay On No Child Left Behind1055 Words   |  5 PagesWhat is over the top requirements? Per the extreme efforts of No Child Left Behind (NCLB), the 10TH AMENDMENT, Title I all has placed our nation at risk for complete failure. With over 98,817 operating schools in the United States alone, and 88,929 public schools, 66,646 of them are categorized as Title I schools. Some may think the accomplishments NCLB since it was put into place on January 8, 2002 by former President Bush has made tremendous leaps and bounds. When in fact the education reformRead MoreEssay On No Child Left Behind1333 Words   |  6 PagesHook: â€Å"I used to love teaching,† said Steve Eklund, a retired California teacher. â€Å"Four words drove me into retirement—No Child Left Behind. I could no longer tend to the needs and wants of my students. All I was supposed to do was to get them ready to take tests.† Intro (with thesis): The surviving NCLB mindset of standardized tests being an accurate measure of a students achievement is a problem because it affects our student’s education and increases performance pressure on teachers. WhatRead MoreEssay On No Child Left Behind1813 Words   |  8 PagesPriscilla Rojas English 1A Mrs. Santani 13 December 2017 No Child Left Behind There have been many efforts made by the U.S government to reform our public-school education system. In the year 2002, a law promoted by George W. Bush required public schools to provide demographics on each one of their students. With this system in place, it ensures that no child enrolled is neglected from this system. The No Child Left Behind law is a disadvantage to our public-school system. Even though this act wasRead MoreNo Child Left Behind Essay1378 Words   |  6 Pages Since its inception in 2001, the No Child Left Behind Act (NCLB) has only made the divide in quality of education greater, and was ultimately detrimental to the American Education System. When President George Bush first proposed the NCLB, his intention was to level the playing field and provide an equally excellent education for every American student, what happened though, could not have been further from George Bush’s intentions. The whole basis of the NCLB is funding for performance, meaningRead MoreEssay On No Child Left Behind1132 Words   |  5 PagesNo Child Left Behind The American education system often conjures up images of classrooms, students and teachers. Yet it can also be a point of political contention. The educational system is complex and intended to encompass all students so they can further their education and essentially their futures. However, the real question is in its effectiveness. After all, if there is no way to show that students are actually learning, then it renders the idea of schooling moot. That is why education policy

Analysis Of David Mamet s Glengerry Glen Ross

The business world is known for being stressful and the epitome of masculine characteristics and behavior. In David Mamet’s play Glengerry Glen Ross, relative absence of feminine characters highlights the idea that women are unwelcome in the workplace because they are seen as inferior. Therefore, men in the company fight to prove themselves because effeminate men are immensely looked down upon. The four salesmen in the play regard the business world as a â€Å"man’s place† and, therefore, believe they must prove their masculinity by winning the company’s competition. The company’s bosses, Mitch and Murray, decide this month that the salesman who sells the most will win a Cadillac, the second best salesman will win a pair of steak knives, and the bottom two men will be fired. In an attempt to win this competition, the men resort to manipulation and deceit due to the stress and high pressure placed on them. From this we see that these men, Aaranow, Mo ss, Roma, and Levene, are willing to gain success at the expense of someone else. Mamet’s lack of feminine characters and his use of dramatic, exaggerated language are used as tools to support the idea that these men believe the word â€Å"man† signifies more than just gender. Rather to them, this three letter word means having control over one’s own fate and fortune. They, therefore, believe to have a successful life, one must work hard even if it is unscrupulous and in this case illegal. As a reader, we do not see any onstage femaleShow MoreRelatedAnalysis Of David Mamet s Glengerry Glen Ross 1342 Words   |  6 Pagestoday with people believing men should work and women should stay at home. Although many women are breaking this barrier in their given profession, a countless number of women still do not receive the respect and honor they deserve. In David Mamet’s play Glengerry Glen Ross, the four salesmen regard the business world as a â€Å"manâ₠¬â„¢s place† and, therefore, believe they must prove their masculinity by winning the company’s competition. The company’s bosses, Mitch and Murray, decide this month that the salesman

Court clashes over free speech Essay Example For Students

Court clashes over free speech Essay Americas courtrooms have become the new battle front in the continuing culture wars. Currently stuck in a quagmire of litigation is the documentary Damned in the USA. Winner of a 1991 International Emmy, the film examines the ongoing controversy over the National Endowment for the Arts funding of controversial and sexually explicit art. British director Paul Yule and co-producer Jonathan Stack filmed an interview with ultraconservative crusader Rev. Donald Wildmon of the American Family Association and juxtaposed it with images from the homoerotic photographs of Robert Mapplethorpe. The film aired to accolades on Britains Channel 4 and was subequently shown on Swedish and Spanish television. But when the film was featured at the Margaret Mead Film Festival at New Yorks Museum of Natural History, Rev. Wildmon filed a multi-million-dollar lawsuit claiming the filmmakers. had violated a contract requiring his organizations permission for distribution of the film in the U.S. In April, Channel 4 and a group of film, religious and civil liberties organizations countersued, arguing that the contract merely forbade making the interview available to other media and only gave Wildmon copyrights to his interview. A federal court hearing was set for May 1 in New Yorks southern district. A jury in Chattanooga, Tenn. has rejected that citys attempt to ban a performance of the musical Oh! Calcutta! The controversy began last year when city officials refused to permit the shows producer to lease either of two municipally owned theatres. Chattanooga went to civil court seeking judicial support for its decision, arguing that the show was obscene under community standards and in violation of local laws prohibiting public nudity. Although no jury was required for the civil suit, the judge empaneled an advisory jury. After a week-long trial, Oh! Calcutta! was found not to be obscene, even in Chattanooga. A Washington state judge has issued a partial judgment against the Janis Joplin estate, which had sued playwright Susan Ross and two producers who staged a play based on the life of the 60s rock star. The Joplin estate claimed that the play Janis, which premiered in Seattle in May 1991, infringed the estates right of publicity. The estate claimed it had exclusive rights to use the name, persona and style of Joplin, and objected in particular to the second act of the play, which imitated a Joplin concert. The estate sold exclusive rights to Joplins persona to a New York producer who plans to open Love, Janis, a play written by Joplins sister Laura Joplin, next year on Broadway, followed by a film, radio special and release of a set of CDs and tapes. A friend of the court brief filed by the American Civil Liberties Union argued that the right of publicity gives a celebritys estate control over commercial items such as souvenir T-shirts and mugs, but not over artistic endeavors. Canada, also experiencing the sturm und drang of freedom of expression disputes, has boldly broken new legal ground. The Supreme Court, in a unanimous decision, set a precedent and expressly accepted the argument that pornography harms women. The decision bans sexual material that portrays violence toward or degradation of women, despite the obvious infringement on freedom of expression. The courts new standard allows prosecutors to decide which materials violate community standards or tolerance and meet the test of undue sexual exploitation. It should be noted, however, that this decision did not overrule the Canadian law that protects sexually explicit material that is part of a serious theme or has an artistic purpose. Finally, the NEA four Karen Finley, John Fleck, Holly Hughes and Tim Miller are awaiting a judges decision on their pending suit against the Endowment, which charges the agency with unconstitutionally rejecting their grant applications. .u82d23ac788f3ad0fdf73270a1c6b91f5 , .u82d23ac788f3ad0fdf73270a1c6b91f5 .postImageUrl , .u82d23ac788f3ad0fdf73270a1c6b91f5 .centered-text-area { min-height: 80px; position: relative; } .u82d23ac788f3ad0fdf73270a1c6b91f5 , .u82d23ac788f3ad0fdf73270a1c6b91f5:hover , .u82d23ac788f3ad0fdf73270a1c6b91f5:visited , .u82d23ac788f3ad0fdf73270a1c6b91f5:active { border:0!important; } .u82d23ac788f3ad0fdf73270a1c6b91f5 .clearfix:after { content: ""; display: table; clear: both; } .u82d23ac788f3ad0fdf73270a1c6b91f5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u82d23ac788f3ad0fdf73270a1c6b91f5:active , .u82d23ac788f3ad0fdf73270a1c6b91f5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u82d23ac788f3ad0fdf73270a1c6b91f5 .centered-text-area { width: 100%; position: relative ; } .u82d23ac788f3ad0fdf73270a1c6b91f5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u82d23ac788f3ad0fdf73270a1c6b91f5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u82d23ac788f3ad0fdf73270a1c6b91f5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u82d23ac788f3ad0fdf73270a1c6b91f5:hover .ctaButton { background-color: #34495E!important; } .u82d23ac788f3ad0fdf73270a1c6b91f5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u82d23ac788f3ad0fdf73270a1c6b91f5 .u82d23ac788f3ad0fdf73270a1c6b91f5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u82d23ac788f3ad0fdf73270a1c6b91f5:after { content: ""; display: block; clear: both; } READ: They might be elves EssayNEA on Record Sixteen playwrights have received 1992 fellowships from the National Endowment for the Arts totaling $200,000 and ranging from $10,000 to $17,000. The recipients are Sheri Bailey of Venice, Calif.; Jon Robin Baitz, Kitty Chen, Richard Foreman, J.E. Franklin, Len Jenkin and Lanie Robertson of New York; Michael Erickson of Seattle; OyamO (Charles F. Gordon) of Ann Arbor, Mich. Also Philip Kan Gotanda of San Francisco; Syl Jones of Excelsior, Minn.; Ben L. Kreilkamp of Minneapolis; G.C.G. McKay of Kailua, Hawaii; Kathryn Schultz Miller of Cincinnati; Lanford Wilson of Sag Harbor, N.Y.; and Suzan L. Zeder of Austin, Tex. The NEA also awarded $1.3 million in 1992 Opera-Musical Theater grants. The 19 grants ranged from $5,000 to $59,300 and went to a diverse array of recipients.