John Proctor Was Never Defeated English Literature Essay

John Proctor Was Never Defeated English Literature Essay Ernest Hemingway says, Man is not made for defeat. A man can be destroyed but not defeated (http://www.englishforums.com). In Arthur Millers play The Crucible, the court cannot defeat John Proctor. Although they take his life, they cant take his pride. John Proctor is a well-respected husband and citizen, but everything takes a turn in Proctors life when he commits a secret sin with Abigail Williams. His hamartia, or affair with Abigail, leads to his downfall. Proctor is seen as a tragic hero because he is well respected in Salem, he possesses a flaw, and he finds a way to overcome his flaw. As the trials begin in Salem, Proctor realizes he can put a stop to them. In fear of ruining his name and reputation, he keeps his adultery with Abigail to himself. His tragic flaw, or pride in his name, underscores his inability to let go. He makes an effort to bring down Abigail, but when he fails, Proctor reveals the sin he committed with Abigail publicly. The storys peripeteia comes when Proc tor is arrested. Proctor changes, realizing that the witch trials are his fault. In the last act, Proctor has a chance to confess that he is a witch in order to live. Instead, Proctor chooses to refuse the confession in hopes of saving his name. This is Proctors biggest turning point of the play. His catharsis is achieved because he dies being freed from his earlier sins. A proud and respected man, John Proctor possesses a flaw that changes him throughout the course of the story, but it is Johns ability to overcome his flaw that distinguishes him as the tragic hero of The Crucible. In The Crucible by Arthur Miller, John Proctor is viewed as a highly appreciated individual. Proctors high authority, influence in the town, and good deeds demonstrate his respected position in society. Arthur Miller describes John Proctor as a farmer in his middle thirties who is respected and feared in Salem(19). He is respected and feared because of his large amount of land. When Proctor speaks to Mr. Putnam and Giles Corey in the beginning of Act I, Proctor asks Giles to help him carry the lumber to his home. When Mr. Putnam asks what lumber he is speaking of, Proctor says, My lumber. From out my forest by the riversideà ¢Ã¢â€š ¬Ã‚ ¦. I bought that tract from Good Nurses husband five months ago(30). Proctors wealth and position in society is proven when he describes his land to be a forest. It exemplifies his respect in the town, because, in the time of the Salem witch trials, a person with a large amount of land is regarded as a man with a high status in town. Proctors high opi nion is also shown through his influence on Salem. In Act IV Reverend Parris expresses his fear towards the riot that is occurring in Andover and heading towards Salem. In the midst of his terror, Parris realizes the influence that John Proctor has in the town. He says, John Proctor is not Isaac Ward that drank his family to ruin. I would to God it were not so, Excellency, but these people have great weight yet in town(118). Parris explains how Proctors influence in Salem is so immense that Proctors death would cause Salem to collapse. Parris suggests that if Proctor is hanged, people will start a rebellion in Salem. The people of high authority act as a basis in Salem, and their death would only cause more confusion. With this confusion the villagers will riot and overthrow the court. Proctors respect and influence is a result of his good deeds shown in Salem. As Hale is questioning Proctor, Proctor describes his kindness with a good deed he committed. He states, I nailed the roof upon the church, I hung the door-(62). This small deed shows that Proctor cares about the community, and not only himself. Proctor is respected by the townspeople because of his charitable actions in Salem. Although Proctor illustrates the characteristics of a well-rounded individual, his tragic flaw prevents him from forgetting his adultery with Abigail. Throughout The Crucible John Proctors flaw is portrayed when his reputation is jeopardized. Proctors flaw is first shown on page 52 when he is speaking to Elizabeth about the conversation he had alone with Abigail. Elizabeth believes that Proctors feelings for Abigail prevent him from going to the court and proving that the court is a fraud. Proctor then judges Elizabeth stating that she will not forget about the incident that happened with Abigail. Elizabeth responds by saying, The magistrate sits in your heart that judges you. I never thought you but a good man Johnà ¢Ã¢â€š ¬Ã‚ ¦ (52). Elizabeth introduces Johns flaw. His pride in his name is restricting him from entering the court and proclaiming that the court is corrupt. If it means he would have to confess about his adultery with Abigail and ruin his reputation, then he would not do it. As Reverend Hale is questioning the Proctors, he asks them if they believe in witches. When Hale asks if Elizabeth believes in the Gospel, Pro ctor says, She do not mean to doubt the Gospel, sir, you cannot think it. This be a Christian house, sir, a Christian house (66). Proctor tries to save his name by saying that Elizabeth believes in the Gospel. He is afraid that Hale will get the wrong impression from Elizabeth. This will put a mark on their familys name. Proctors pride in his name causes him to answer Hale and turn away any suspicion that Hale has against the Proctors. Reverend Hale shows another example of Proctors flaw. While Hale convinces Elizabeth to talk Proctor into confessing, he tells Elizabeth that Proctors life is worth more than his pride. He says, Life, woman, life is Gods most precious gift; no principle, however glorious, may justify the taking of ità ¢Ã¢â€š ¬Ã‚ ¦. Let him give his lieà ¢Ã¢â€š ¬Ã‚ ¦. [F]or it may well be God damns a liar less than he that throws away his life for pride (122). Hale explicitly points out Proctors flaw. He proves that Proctor is viewed as a prideful man, and Hale belie ves that Proctor is ruining his life for the goodness of his name. Hale believes that life is more important than ones reputation. Proctor, however, is more inclined towards his reputation than his life. On page 133 Proctor throws his life away to keep his name and save the lives of those that were accused. After signing the testimony that claims his witchery, Proctor asks that it remain private. When Danforth disagrees Proctor snatches the paper and says, Because it is my name! Because I cannot have another in my life! Because I lie and sign myself to lies! Because I am not worth the dust on the feet of them that hang! How may I live without my name? I have given you my soul; leave me my name (133). Proctors flaw once again leads to his downfall. His pride in his name for both his family and people of Salem lead to his hanging; however, Proctor reaches a self-realization and discovers a way to overcome his flaw. As the play comes to an end, Proctor shows his ability to surpass his tragic flaw and distinguish himself as a tragic hero. Proctors first moment of self-realization appears on pages 72 to 73. When Elizabeth is being arrested, Proctor realizes that the witch trials are his fault. He understands that Abigail wants to destroy Elizabeth in hopes of getting back in bed with him. Proctor rips the warrant of Elizabeths arrest and says, Ill tell you whats walking Salem-vengeance is walking Salem. We are what we always were in Salem, but now little crazy children are jangling the keys of the kingdom and common vengeance writes the lawà ¢Ã¢â€š ¬Ã‚ ¦. Ill not give my wife to vengeance (73). John blames Abigail by saying that vengeance is walking Salem. Abigail is the vengeance. Proctor realizes that his pride has put others in danger. Because of the danger he has put on others, he decides to act against the court. Another moment of self-realization occurs when John publicly announces his adul tery with Abigail. He declares Abigail a whore and states that she must be stopped. He says, Excellency, forgive me, forgive me. She thinks to dance with me on my wifes grave! And well she might for I thought of her softly. God help me, I lusted, and there is a promise in such sweat. But it is a whores vengeance and you must see it (102). Proctor realizes that Abigail continues to gain power in the court. When all else fails, Proctor confesses to his adultery with Abigail. He destroys his reputation, not for his own sake, but for the sake of others. Proctors last lines show his final self-realization. Before his death, Proctor is able to overcome his flaw. He snatches the paper that includes his confession and crumples it. He says, You have made your magic now, for now I do think I see some shred of goodness in John Proctor. Not enough to weave a banner with, but white enough to keep it from such dogs (133). Although Proctor has a chance of living, he understands that the rest of hi s life would continue as a lie. By denying that the confession be nailed to the church door, Proctor gives his life up in place of his name. He understands the importance of his name, but he sentences himself for the sake of others. By sacrificing himself, Proctor is able to achieve peace and to free himself of his past sins. Ultimately, John Proctor was never defeated. He died a man of strength and power to his name. Although his soul was taken, his legacy remained. Through all of Proctors struggles he was able to retain his name and die in peace. In the beginning of the play, Proctor is a dishonest character trying to rid himself of his past, but his self-pride makes it difficult for him to let things go. However, as the play comes to an end, Proctor realizes the evil in the witch trials, and he dies with a renewed goodness. John Proctor is seen as the protagonist of this tragedy because he demonstrates the characteristics of a typical tragic hero. Well respected in Salem, Proctor shows good traits of a common man. Eventually, Proctors hamartia and tragic flaw lead to his death. However, Proctor also undergoes a moment of self-realization. Proctor reaches his catharsis in the last few pages of the play when he realizes the goodness in what he has accomplished. Proctor decides to surrender himself to dea th, rather than live a life of lies. He realizes that a public confession will offend the accused that have risked their lives for their reputation. Although Proctors tragic flaw leads to his death, Arthur Miller ultimately concludes Proctor as a man who pertains to goodness rather than guilt.

Quality Education in the Philippines

We know that Philippines country is rich in agriculture and economics. But don't you know that Philippines are one of the top that is great in terms of education. And I can prove that in simply observing the status of my country and surveys in the rank of schools. Literacy rate in the Philippines has improved a lot over the last few years- from 72 percent in 1960 to 94 percent in 1990. This is attributed to the increase in both the number of schools built and the level of enrollment in these schools. The number of schools grew rapidly in all three levels – elementary, secondary, and tertiary. From the mid-1960s up to the early 1990, there was an increase of 58 percent in the elementary schools and 362 percent in the tertiary schools. For the same period, enrollment in all three levels also rose by 120 percent. More than 90 percent of the elementary schools and 60 percent of the secondary schools are publicly owned. However, only 28 percent of the tertiary schools are publicly owned. A big percentage of tertiary-level students enroll in and finish commerce and business management courses. Table 1 shows the distribution of courses taken, based on School Year 1990-1991. Note that the difference between the number of enrollees in the commerce and business courses and in the engineering and technology courses may be small – 29. 2 percent for commerce and business and 20. 3 percent for engineering and technology. However, the gap widens in terms of the number of graduates for the said courses. Aside from the numbers presented above, which are impressive, there is also a need to look closely and resolve the following important issues: 1) quality of education 2) affordability of education 3) government budget for education; and 4) education mismatch. In Quality There was a decline in the quality of the Philippine education, especially at the elementary and secondary levels. For example, the results of standard tests conducted among elementary and high school students, as well as in the National College of Entrance Examination for college students, were way below the target mean score. In Affordability – There is also a big disparity in educational achievements across social groups. For example, the socioeconomically disadvantaged students have higher dropout rates, especially in the elementary level. And most of the freshmen students at the tertiary level come from relatively well-off families. In Budget – The Philippine Constitution has mandated the government to allocate the highest proportion of its budget to education. However, the Philippines still has one of the lowest budget allocations to education among the ASEAN countries. In Mismatch – There is a large proportion of â€Å"mismatch† between training and actual jobs. This is the major problem at the tertiary level and it is also the cause of the existence of a large group of educated unemployed or underemployed. Improved quality of education in the Philippine schools The Philippine education system is plagued with problems from the basic level until the tertiary level, and although previous and present administrations took steps to reform the system, these reforms failed to improve the country’s education system. According to the latest â€Å"Economic Policy Monitor†, released in April 2012 of government think tank Philippine Institute for Development Studies, despite the reforms pursued by the Aquino administration to address these failures, even more reforms are needed to improve the quality of education in the Philippines. The same study found that even the reforms initiated by the government may even bring more problems to the education system. Foremost among the problems in the early childhood education is the inequality to access to kindergarten education. THE INTENSE ECONOMIC CRISIS that the Philippines are currently undergoing has certainly buried the sanguine and unreasonable hopes that the government had projected for the near future. The triumphalism of Philippines 2000 has been shaken to the core and reduced to a laughable joke for the history books. This crisis only confirms that the Philippines have yet to liberate itself from the age-old problems, which have plagued it in the economic and political spheres. The much-trumpeted new epoch of free competition and borderless economies has not resulted in any real development but only in a more intense form of economic domination and exploitation of the poorer countries by the advanced capitalist countries. The seemingly neutral facade of Globalization has turned out to be more of the same old Imperialism that just cannot be wished away. Nevertheless, it would be too much of a simplification to arrive at the conclusion that the present global order has not resulted in any significant changes. It would certainly be correct to ay that for the educational system, as in Philippine society as a whole, that â€Å"nothing of the essence has changed. † However, even if it is true that the essential traits and defining characteristics of Philippine education has remained the same all throughout this so-called period of â€Å"Globalization,† it is also equally unavoidably true that certain changes have occurred and are still occurring that may not have actually touched the â€Å"essence† of things as they are but still have important implications for the understanding of the current situation and the various effective political responses that can lead to genuine social transformation. One of the main tasks is to attempt to identify what these â€Å"changes† are without losing sight of the â€Å"meaning† of these phenomena in relation to an essentially unchanged exploitative global economic and political system which must be identified as â€Å"imperialism. † The changes in question can be identified by analyzing the so-called â€Å"three major areas of concern† in education which have been underlined in the Medium Term Education Development Plan (MTEDP). These are: â€Å"(1) increasing access to and improving of the quality of basic education; (2) liberalizing the regulation of private schools, and; (3) rationalizing the programs of State Universities and Colleges (SUCs). † The question of â€Å"increasing access to† and â€Å"improving the quality of† education have been constant themes since even before the intricate and obfuscators jargon of â€Å"globalization† entered the scene. It cannot even be asserted that these ideas have changed in the sense that they previously had an altruistic meaning which has currently been lost in this period of technocratic appeals to â€Å"efficiency† rather than â€Å"morality. Reyes, John Christian A. BSIT-109I Improved quality of education in the Philippines schools This is the first major issue that the Philippine government should resolve but somehow it is recently improving. The quality of Philippine education has declined few years ago due to poor results from standard entrance tests conducted among elementary and secondary students, as well as the tertiary levels. The results were way below the target mean score. High dropout ates, high number of repeaters, low passing grades, lack of particular language skills, failure to adequately respond and address the needs of people with special needs, overcrowded classrooms, and poor teacher performances, have greatly affected the quality of education in the Philippines. Philippine education is strongly viewed as a pillar of national development and a primary avenue for social and economic mobility. It has undergone several stages of development from the pre-spanish time to the present. It is handled by three government organizations, namely, the Department of Education, Culture, and Sports. The Commission on Higher Education (CHED) and the TESDA. The DECS govern both public and private education in all levels, with its mission â€Å"to provide quality basic education that is equitably accessible to all by the foundation for lifelong learning and service for the common good. † The government was mandated by the Philippine Constitution to allocate the highest proportion of its budget to education. However, among the ASEAN countries, the Philippines still has one of the lowest budget allocations to education. This is due to some mainstream political issues and humungous problems that the government is facing specially corruption. There are some measures that the Philippine government has looked into for the reformation of quality education. Technology use is starting to gain momentum in the overall education of this country. This helped improve the quality of education in the Philippines and to be globally competitive in this millennium. Improving the Quality of Education in our Country The Philippines has the highest number of college graduates among developing Asian countries, but that isn’t a substitute for quality. The role of education in economic development is widely acknowledged: education increases the innovative capacity of an economy and facilitates the diffusion, adoption, and adaptation of new ideas. More specifically, education increases the amount of human capital available, thereby increasing productivity and ultimately output. Education is especially important in a rapidly evolving economic environment where a rapid rate of job destruction and creation might otherwise lead to a gap between the skills demanded in the labor market and the skills of job-seekers. So how can regional cooperation improve the quality and availability of education? The role of regional cooperation in a particular country and what means of cooperation are viable will largely depend on that country’s position on the development ladder and the status of its education sector. The role of regional cooperation in a particular country and what means of cooperation are viable will largely depend on that country’s position on the development ladder and the status of its education sector. Since 1975 both GDP and education levels in China, Indonesia, Malaysia, Thailand, and Vietnam have been catching up. Over the same period GDP growth and improvements to education levels have been losing momentum in developed countries including the United States, Canada, and New Zealand. The Philippines exhibits a curious pattern in this respect, because even as the level of education attainment plateaued, its GDP has been falling behind. This is an apparent contradiction. Given the well-established beneficial effects of education on GDP and on GDP growth rates, the Philippines should have witnessed an era of high growth since 1975, when it had the highest rate of completion of tertiary education among developing Asian countries – higher than Japan, South Korea, Taiwan, or Singapore. This suggests that the problem in the Philippines has been the quality of education, rather than its availability or accessibility. Regional cooperation in education is often identified with trade in education services. In the Asia Pacific, this most commonly takes the form of direct exchanges of people, whether they be students from less-developed countries going to study in more-developed ones, or, as in the case of Singapore and Malaysia, academics from more-developed countries encouraged to relocate to universities in less-developed countries by partnerships between the two institutions. Trade in education services also takes place through transnational education, for example when foreign institutions are encouraged to establish campuses in developing countries. Yet these forms of cooperation are not the most appropriate for the Philippines – for instance because poor local infrastructure makes it difficult to attract foreign institutions and academics. And, moreover, the principal effect of these forms of education cooperation is to make education more available, when the problem in the Philippines is the quality of education – not its availability. Regulatory reform is needed to ensure that the quality of education received at home is high enough to give domestic Filipino students access to education and work abroad. This reform process must start by establishing a credible accreditation system, because under the current system of voluntary self-regulation, less than 20 percent of higher education institutions in the Philippines are accredited. Forms of international cooperation other than through trade in education services would allow the Philippines to improve the quality of domestic education by following the example set by Malaysia, which has linked its own accreditation system to international ones. Malaysia has also been active in promoting the development of a regional quality assurance framework, the ASEAN Quality Assurance Network (AQAN). The AQAN was organized in 2008 in order to promote collaboration among quality assurance agencies in individual ASEAN countries. Though the Philippines has not yet fully acceded to the AQAN, negotiations are underway to formalize an agreement to adopt common standards in the education sector. The Philippines can also pursue bilateral mutual recognition agreements. Such agreements should include quality assurance on the part of both countries. In this way, even if the standards are not at the same level as in higher-income countries, there will be pressure on some of the higher education institutions in the Philippines to improve their programs and facilities in order to gain accreditation. Such agreements, whether bilateral or as part of the AQAN, might make it easier for Filipino policy makers to argue for domestic reform on the basis that it is necessary to meet international agreements. With a higher-quality higher education system, the Philippines would then be better placed to reap the well-documented economic benefits of an educated population.

Video Games Do Not Encourage Violence Essay - 1610 Words

Video games and violence Over the years, the popularity of computer and video games has grown. Specifically violent video games make up more than 50 % of the top selling games. These games include violent themes that involve guns, crime, blood, and gore. There is an ongoing belief that these types of games are to blame for the many acts of violence in society and have encouraged America’s youth to act out in aggression. Several organizations, such as the PTC (Parents Television Council) have moved to discourage the development of violent games while also pushing for stronger regulations when purchasing such games. There is also debate among parents and concerns on how games can negatively influence their children. So is there a direct link between video games and violence? The truth is video games do not encourage violence in society based on several factors which include scientific studies, statistics on crime, and prevention measures adopted by game publishers. 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Human Culture and its Effects on Technology Essay

Human Culture and its Effects on Technology A fluid border exists between the influences of culture and technology on the environment. Culture is generally defined as the predominating modes of thinking and behaving that characterize the workings of a group, while technology is the collection of knowledge available to a society that aids it in crafting tools, practicing arts and skills, and extracting or accumulating materials. In some instances, a peoples culture drives its pursuit of more highly advanced technologies, while in other cases the implementation of newfound technology alters and shapes culture. These relationships are clearly visible throughout the course of human history. This paper focuses on the effects of early human†¦show more content†¦One recognized example of cultures influence on early technology is Easter Island, the remote 150 square-mile island located in the Pacific Ocean. 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