Describing Atticus Finch

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Describing Atticus Finch

Harper Lees "To Kill A Mocking Bird" is a classic interpretation of the Deep South in Alabama during the 160s. The authors book is one of intrigue, moral lessons, racial differences, and quaint old-fashioned traditions of the South. One of the most interesting characters which constantly appears to be in the middle of the exploits, is Atticus Finch. Atticus is the widowed father of two children struggling to raise them up in a time of conflict and oppression. It is most interesting how he manages to compartmentalize and at the same time blend his roles as father, community leader, and a lawyer.

Firstly, Atticuss role as a father is one he takes on with great interest and determination. His two children, Jeremy Finch (Jem), and Jean Louise Finch most of the time referred to as Scout, are well loved and yet disciplined. Heres an example "Atticus kept us in fits that evening, gravely reading columns of print about a man who sat on the flagpole"(). He also carried out discipline by insisting that Jem read to old Mrs. Dubose for punishment after Jem "cut the tops off of every camellia bush Mrs. Dubose owned"(10). Atticus, enforcing this form of discipline in this case, also teaches his children to be responsible for their actions. He is willing to listen to the childrens problems and encourages them to talk about them. Atticus wants his children to "hold their heads high and keep those fist down"(76) when the town is talking about him defending a Negro. He also encourages the children to "use their heads"(76) to think their way out of a problem. Continuously throughout the book the children are faced with dilemmas and childhood difficulties; and Atticus is always near to give advice, comfort, guide, and sometimes regulate to the childrens reaction of these dilemmas.Professional writers help on Describing Atticus Finch essays Secondly, Atticuss role as a community leader is something he approaches as though it is just something that needs to be done. It seems at times that he does not know how much of a leader he is, and his moral and ethical values that he stands up for just puts him into a position of a valued community leader. When their neighbor, Mrs. Radley dies, Atticus is there to see if he can do anything to help comfort the family. When Miss Maudies house caught on fire, he helped to carry out her belongings from the house. Then he stood by Miss Maudie till morning, comforting her while they watched her house burn. A mad dog threatened the town, and Atticus shot the dog to overcome the threat. Atticus was not proud at having to shoot the dog. This is Miss Maudies explanation to his children for his behavior "If your fathers anything, hes civilized in his heart. I guess he wouldnt shoot till he had to, and he had to today"(8). Atticus is a stable, mature and rational man. He is the type of man that little boys hope to become. Jem states in at the end of chapter ten "Atticus is a gentleman, just like me!"(). Jem is proud of the sort of man his father is and how the town sees him as a hero. Atticus stood alone in front of a mob that wanted to hang Tom Robinson, a Negro who was accused raping a white young lady. As a lawyer Atticus was defending Tom, but it wasnt because of his career that he faced the mob. He faced the mob because what they were planning to do went against all of his beliefs and ethics. Atticus is the voice of reason and calmness in this possibly explosive situation. His courage in the face of danger is another admirable trait that makes him a good role model for others and a good community leader.

Thirdly, Atticuss role as a lawyer is one of great importance to him and to the story. He is put in a difficult situation of defending a black man, who is accused of committing a crime against a white young lady, in a time when prejudice and racial hate crimes are prevalent. He was able to defend Tom Robinson solely on the basis of justice and does not allow the fact that Tom is Black to prejudice him against Toms case. He is one of the few people in the town of Maycomb who understands the individual worth of a person regardless of skin color. He seems to be able to handle the prejudices of the white masses and still deal justly with the disadvantaged Negro population. In chapter eleven Scout asks her father "You arent really a nigger-lover, then are you?"(108), and Atticus response is "I certainly am. I do my best to love everybody"(108). Atticus has no elusions about the trial. He is an optimist who hopes to win for Toms sake, but he is aware of the prejudices fighting against him. He tells Scout in chapter nine that he does not expect to win. Atticus states to Jem that courage is "when you know youre licked before you begin but you begin anyway and you see it through no matter what"(11). Even though Atticus loses the case, the blacks in the community leave food on his front porch. The black community realizes and appreciates what he was trying to do to help Tom.

In concluson, Atticus Finch is Harper Lees symbol of justice, stability, optimism, hope, and practicalities, in a time of prejudice, hate, and yet a simpler time of clear-cut rules. His character is well rounded with many different levels and roles blended masterfully together. He has traits in which we all hope to see in ourselves. He is what most strive to be and very few of us succeed in attaining. He is the positive in Harper Lees book where the injustice of racial hate is the negative aspect.

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chesapeake and puritan colonies

If you order your essay from our custom writing service you will receive a perfectly written assignment on chesapeake and puritan colonies. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality chesapeake and puritan colonies paper right on time. Out staff of freelance writers includes over 120 experts proficient in chesapeake and puritan colonies, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your chesapeake and puritan colonies paper at affordable prices! The Puritan and Chesapeake Colonies

The Puritan and Chesapeake colonies were populations who were vastly different, but also quite the same in many ways. Although the origins of both colonies lay in England, the differences between them surfaced and depicted distinctions as to why they left the motherland, their political ideologies, religion, family life, and even use of land.

The Puritans reasons for leaving England were centered upon one aspect; the need for religious freedom and escape from persecution. In the 150s, King Henry VIII turned to the Pope to have his marriage annulled from Catherine, who was not providing him with the male heir necessary to inherit the throne. Upon the Popes refusal to annul the marriage, the King became enraged and cut off all ties with the Catholic Church. He converted the current Church to the Church of England, or Anglican Church, appointing himself as the head of his new religious establishment. He annulled his own marriage, marrying another who would bare him the male heir he needed. His son, King Edward VI would take the throne in his place in 1548, but would die at the age of 5, leaving his half sister, Mary, to become Queen. Mary converted the Church of England back to Catholicism, enraging many who would then flee the area to Geneva. There, the many who felt it necessary to flee would be introduced to John Calvin and his doctrines. Calvin was a Protestant who had been exiled from England due to his firm and radical belief and following of the sixteenth century ideas and protests of Martin Luther, who had openly protested against the Catholic Church. The doctrines these people were introduced to preached that faith and faith alone, not good works,ought one to salvation, and that all were predestined to be saved or damned at their birth by God. When Queen Mary died, and was replaced by Elizabeth who restored the Anglican Church, those who had fled and learned of these new doctrines and ideas returned. These "Puritans" quickly became a powerful and growing group in English Parliament, their main goal not being to separate from, but "purify" the Church of England which had remained very Catholic in practice. When King James I took the throne in 160, he was angered by the power the Puritans had gained and put to use within the Church, and began to clamp down on their actions. His successor, King Charles I did the same, and upon his marriage to a Catholic woman, many feared he would convert the Church back to Catholicism. The Puritans felt threatened, and many opted to make the journey to the New World.

John Winthrop, a strong leader of the Puritans, would form the Massachusetts Bay Company and attain a charter from the King, making them a joint-stock company. Along with seventeen ships and over one thousand people, Winthrop arrived in Massachusetts in 160. They came prepared to settle in family units. Men, women, and children all came on the ships to the new world, some being clergy, others artisans, and some indentured servants, in a conscious effort toing success. While upon the lead ship of this journey, John Winthrop spoke to his people in a sermon in which he proclaimed their intentions for traveling far from home to this New World. He declared these intentions to be for the colonists to work live and pray together as a community, putting all self-interest aside in order to create a "city upon a hill" which would be the model and envy of the rest of the entire world. Professional writers help on chesapeake and puritan colonies essays Upon actual arrival in the New World, many of the original strict religious beliefs needed to be modified. This new landought many stresses of building stable communities, cultivating and finding food, the constant threat of Indian raids and many other difficulties. The doctrines which preached that faith and faith alone would save spread the idea that the arduous and relentless work that was day in and day out was not necessary. The religious clergy, having control due to the lack of separation between Church and State, woulding good works back into the doctrine, stating a persons good deeds would eventuallying them to salvation. The authority of these religious figures was challenged by many, and by 1650 only fifty percent of the Puritans that had come to Massachusetts were still practicing Church members. However, the communities within the colonies, although splitting, growing, and becoming more materialistic with dissent from the Church, remained. New Englanders grew diverse crops on their small family farms to both feed themselves and have a little surplus. This provided them with healthy diets, making the average lifespan in New England greater than in England itself. New Englanders also made industry out of fishing, timber and shipbuilding, and fur trades, being a diverse economic people. Women were also participants in the society, owning taverns and general stores as well as serving as attorneys and midwives. The Puritans faicated themselves to be a religious, family oriented, economically diverse and educated people.

The settlers in the Chesapeake colonies came to the New World with much different intentions than those of the Puritans. They were not fleeing to escape discontent or persecution in their homeland, but rather for the economic gain for both the motherland and themselves. The English were rather late comers to the colonization efforts, the Spanish and French already being established in the New World. In 1607, however, King James proposed a charter for the Virginia Company, a joint-stock company as the Massachusetts Bay Company was. One-hundred and four Englishmen with profit and gold on their minds could not refuse the opportunity to travel to the New World with lands that promised of gold, riches and wealth. The company was comprised only of men along the first journey, many of whom were wealthy, and none of whom had crucial skills they would need in the New World such as the ability to work well with their hands. Of the one-hundred and four that arrived, only thirty-eight would survive the harsh winter thatought them into 1608 and more settlers would have to be sent over to secure success. The settlers were completely unprepared for the merciless conditions they met, including Indian raids, freezing winters, hot summers, and swamps infested with malaria carrying mosquitoes for which they had no defense against. Through malnutrition, starvation, disease, and danger the settlers searched and searched for gold, finding nothing. After spending two years along the James River in a settlement they called Jamestown, John Smith took charge, seeing the settlers had all but given up, and put them on a new work regimen. They were able to escape the devastation of the previous winter, but Smith became scorned by those home in England when he was the first to tell them there was no gold to be found in this new world. The winter of 160-1610 was ruthless. Being so little food, it was called the starving time. Of the 500 settlers that were now part of Jamestown, 60 were still alive in the spring, reports of cannibalism being stated from throughout those horrible winter months.

The Chesapeake colonies did not meet the New World on similar terms as the Puritans. They came, not to stay, but to find economic gain. They did not come with families to settle in communities, but as mostly a population of men in search for gold toing back to England. They had no religious beliefs to guide their work and community ethics as the Puritans. They faced harsh times of starving and winters that few survived, 40% of the Chesapeake settlers never living to see the age of 1, while in New England only 0% of the settlers did not see that age. However, although the Chesapeake was with what many would consider far more difficult and harsh hardships, they certainly were not without their successes. Upon the discovery of how the cultivation of the tobacco crop fruitfully thrived in the region, a road to success and riches was paved. This new "cash crop" met the "get rich quick" mentality of the settlers, whose ideas were mostly based on riches, not religion or family. These men had come for personal profit, not freedom, and now they had found it and were taking advantage of it. Tobacco soon became the Chesapeakes primary crop which it traded directly with England. The necessity and successful cultivation of the crop was a forerunner for the advancement in other industries, such as the slave trade. The trade depended heavily on the Chesapeake as a market, and the Chesapeake upon the slave trade, as it became dependant on cheap labor to work on the tobacco farms and plantations which were ever growing. The Puritan and Chesapeake became different in yet another manner; most of the Puritan population was English and white, while the Chesapeake held an enormous population of black people, working on plantations as slaves and servants.

Although both had the same original homeland, spoke the same language, and knew of the same places back home, it is hard to imagine the Puritan and Chesapeake colonists ever speaking of the same things. Although similar in many basic ways, both places were a very different people. Through just these drastic and readily evident differences, it is hard to easily paint the picture of the united nation which we are today.

Please note that this sample paper on chesapeake and puritan colonies is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on chesapeake and puritan colonies, we are here to assist you. persuasive essay on chesapeake and puritan colonies will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

what is a hero

If you order your research paper from our custom writing service you will receive a perfectly written assignment on what is a hero. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality what is a hero paper right on time. Out staff of freelance writers includes over 120 experts proficient in what is a hero, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your what is a hero paper at affordable prices! Heroes What is a hero? Websters Dictionary defines a hero as someone who is admired for his achievements and qualities. The question is, does this definition apply to an Anglo-Saxon hero as well as a modern day hero? Heroes in modern times are found all over the world in all different social classes, races, age groups, and religions. Heroes today come in all different shapes and sizes and have a variety of different qualities which characterized them as heroes. Heroes in Beowulfs time, however, were a specific type of person. Typically a hero was a young, strong, white male who had to have specific qualities to be considered a hero. Heroes in Anglo-Saxon times and heroes in modern times are characterized very differently, but also share a few common traits which qualify them as heroes. The hero of Anglo-Saxon times was a very specific type of person. A prime example of a hero in the Anglo-Saxon times is Beowulf. Beowulf is a strong, white male who encompasses all of the characteristics that make someone a hero. There are three qualities necessary to be considered a true hero loyalty,avery, and strength. Anglo-Saxon society put a great amount of importance on loyalty. A hero was always supposed to be loyal to his king and his kinship. A hero had to stand by his knights and hold his blood ties true above all else.avery in battle was extremely important. A hero had to fight for his king, and to protect his people from harm. He could not fear anything and he risked his life for his country. Lastly, an Anglo-Saxon hero had to have strength above all others. He had to have the strength and ability to fight evil and come out strong. Heroes had superhuman strength of some nature. In Anglo-Saxon society, being a hero also meant fame. Usually there was a long line of heroes all in the same family, and they were famous for their family name. Heroes had to be cunning, able, and have good judgment in trying situations. For a person to be a hero in Anglo-Saxon times, they had to encompass all of these characteristics, and be a positive role model for all heroes to come. The heroes of modern times have a very varied set of qualities which characterize them as heroes. Unlike Anglo-Saxon times, the heroes of modern times dont fit into a cut mold. They dont have specific qualities they must have or any requirements they must meet to be a verifiable hero. In modern times, in contrast to the Anglo-Saxon times, the society is much more individualistic. Everyone has their own opinion of what a hero is depending on personal experience. Modern day heroes may be anyone from famous athletes, movie stars, or pop music icons to a woman, a disabled person, or even a child. There is no limit on what a hero is, but there are a few characteristics that are commonly shared among heroes of modern times. A hero must be kind-hearted, inspiring, and have a special personality. Everyone who is a hero is a hero in their own way. Whether they fought a war, taught a child to read, or inspired someone to simply be a better person. In modern times, there are no guidelines, or rules for being a hero; all you have to do is be yourself and inspire or make a difference in one persons life. Although there are many differences between the Anglo-Saxon hero and the hero of modern times, there are some basic characteristic traits they share. Having the general status of being a good person is the basis of being a hero. Heroes in both time periods have to have a kind heart. They have to be selfless enough to do an act of kindness for another human being. They sacrifice at least a little bit of themselves for someone elses happiness or well being. Whether they realize it or not, they touched someone enough to be considered a hero and to be remembered as a positive role model. In conclusion, there is no one definition for a hero. The word hero means and stands for different things to different people. The meaning and characteristics of a hero changes from generation to generation. It developed into a muchoader definition from Anglo-Saxon times to modern times, and who knows how it will evolve in the future. Regardless of who, where, or when, a hero is someone who is looked up to, respected, and someone that will always be remembered for their selfless acts of kindness.

Please note that this sample paper on what is a hero is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on what is a hero, we are here to assist you. Your persuasive essay on what is a hero will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

summary of "The Necklace"

If you order your research paper from our custom writing service you will receive a perfectly written assignment on summary of "The Necklace". What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality summary of "The Necklace" paper right on time. Out staff of freelance writers includes over 120 experts proficient in summary of "The Necklace", therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your summary of "The Necklace" paper at affordable prices! In Guy De Maupassants Story "The Necklace," Mathilde let herself be married to Mr. Loisel, a little clerk of the Ministry of Public Instruction. She was forced to dress plainly because she had no money to dress well, and was unhappy. She suffered ceaselessly, feeling that she was born to enjoy all the luxuries that Paris life had to offer. She hated where she lived and felt poor and thought she was better than it all.

One evening her husbandought home a large envelope in his hand. Handing the envelope to Mathilde, he seemed happy and felt he was giving his wife a present. She tore the paper quickly and drew out a printed card which read

The Minister of Public Instruction and Madame Georges Ramponneau request the honor of M. and Madame Loisels company at the palace of the Ministry on Monday evening, January 18th.

Instead of being thankful and happy, as her husband had hoped, Mathilde threw the invitation on the table and was less then delighted. When her husband asked her what the problem was, Mathilde replied that she couldnt go because she only had one gown and it wasnt fit to be presented before the people who attended such events. When her husband asked how much a new gown would cost, he was bothered to hear that it would be around 400 francs. Planning to save that money for a new gun he had been eyeing, he gave up the savings to his wife to purchase a new gown.

Online essay help on summary of "The Necklace"

As the party drew nearer, Mathildes husband noticed her acting a little strange and asked her why. When Mathildes response was that she felt embarrassed to not have any jewelry to wear, her husband reminded her of her friend, Madame Forestier. Madame Forestier would surely loan Mathilde a piece of jewelry to wear.

When Mathilde went to her friend and described her troubles, Mme. Forestier told her to say no more andought Mathilde a jewelry box and told her to choose. While she rummaged through the box nothing seemed to suit her and she kept asking if she had more. Finally she discovered a very ornament diamond necklace and chose that one to borrow.

Not leaving the ball until after 4 in the morning the two returned home and Mathilde noticed that there was something terribly wrong. She had lost the necklace. Immediately Mathildes husband searched the city as she sat waiting impatiently. Dismissing ideas of lying to her friend to tell her it wasoken, she decided to go to the local jewelry stores in search of a replica. Finding one, it cost 6,000 francs. Mathilde and he husband would borrow the money and replace the necklace.

Now, with the necklace replaced and Mathilde and her husband now buried in debt, they had to leave their home for something less expensive and Mathildes husband took on more jobs. Mathilde came to learn housework and other chores to get the debt paid. This life lasted ten years. At the end of ten years they had paid everything with the rates of usury and the accumulations of the compound interest.

Ten years later and Mathilde has grown old now. She had become a woman now a woman not afraid hard and rough labor. With her hair a mess, skirt askew and red hands, she grew accustomed to talking loud while washing the floor through the swishes of water. But sometimes she sat down near the window and she thought of that joyous evening, of that ball where she had seemed so beautiful and so admired among the well to do.

One Sunday, Mathilde suddenly saw a woman leading a child. It was Madame Forestier, still young, still beautiful, and still charming. Mathilde felt moved. Should she speak to her? And now that she had paid, she would tell her all about it. Approaching Madame Forestier, she went unrecognized and Mathilde told her who she was. Surprised, Madame Forestier pointed out how time had changed Mathilde. Mathilde blamed it on Madame Forestier and told her about losing the Necklace and giving up her life to replace it. Upon hearing this, Madame Forestier laughed and revealed to Mathilde that the necklace was a piece of costume jewelry and not real.

Please note that this sample paper on summary of "The Necklace" is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on summary of "The Necklace", we are here to assist you. Your persuasive essay on summary of "The Necklace" will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Consequences of Rock

If you order your research paper from our custom writing service you will receive a perfectly written assignment on Consequences of Rock. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Consequences of Rock paper right on time. Out staff of freelance writers includes over 120 experts proficient in Consequences of Rock, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Consequences of Rock paper at affordable prices! Who doesnt love climbing into the car and catching one of their favorite songs just as it begins or waking up to an alarm clock singing that one song that helps to spring you out of bed and into the day? It affects everyone. It makes us excited or it could make us cry. Whether songs contain happy, sad, violent, sexual or vulgar lyrics, it affects ones mood in both a positive or negative way. Lyrics have become gradually more explicit over the past several decades and contain dangerous messages that provide unethical ideas to our youth. Many think explicit lyrics and dark, violent images of band members cause malicious thoughts and deeds in our youth today. However, violent music cannot be all there is to blame for the corruption of our kids.

In the past few years, we have too often heard hearteaking stories of children hurting or killing themselves or others while imitating scenes from violent movies and television shows, or acting out lyrics to violent songs. According to the American Association of Pediatrics (A.A.P.), children listen to a variety of songs dealing with real life situations such as pregnancy, drug use, racism, sexually transmitted diseases, injuries, homicide, and suicide. And unfortunately, in todays society sex, violence, and crime is a part of everyday life.

Many teens view their music as being about life in general, "lifes struggles, friendship, love, religion, etc." In one study posted by the A.A.P. only thirty percent of teenagers actually knew the lyrics to their favorite songs, and their understanding of the songs meaning varied significantly. Yet, a small number of teenagers have been found to be very impressionable to the explicit lyrics and their song preference may be extremely important.

Online essay help on Consequences of Rock In the cases of Littleton, Colorado; Pearl, Mississippi; and Paducah, Kentucky violent music along with other violent media have been high on the list of usual causes. These events along with the fact from the Journal of Adolescent Research, children who were exposed to violent music later expressed a greater acceptance of violence, are main points in the battle against violent music. Even so, blaming of violent music as a primary cause in the current school shootings is a dangerous generalization.

By concentrating closely on just the effects of violent music and childrens aggressive behavior many count out the threat of other key factors that are not stressed as much as the media. In Does Media Cause Violent Behavior, the psychologist states, "I have worked with countless families that are plagued by violence, and I can attest to the fact that it is never simply a matter of too much violent media. It would be wonderful if it were that simple. Children who act in violent ways truly do suffer from a confluence of environmental and psychological difficulties." In fact the high rates of delinquency were directly related to the very low levels of parental supervision, according to a study done for Basic and Applied Social Psychology. Many critics who view music as a cause for criminal behavior also overlook mental illness, struggles with money, drugs, or depression.

According to the National Institute on Media and the Family, most fans of explicit music are not even at-risk for aggressive or violent behavior. On the other hand, the extreme small percentage of at-risk teens was found to be drawn to the music for acceptance of casual sex, substance abuse, and suicidal or homicidal thoughts. In fact, mad, depressed, explicit lyrics were found only to be risk factors for suicide and violence

for teens that were already depressed and alienated from mainstream school culture, suicidal, or have substance and family problems.

To date, no studies have completely documented a cause-and-effect relationship between explicit and violent lyrics and delinquent behavior, i.e., Ill listen to a song about killing someone therefore I go out and kill. Although, we can all admit the overall effect music has on everyone. Otherwise, what is the point of listening to it? Music wakes us up in the morning, makes us want to dance, calms us when were mad, or soothes us when were sad. Throughout our lives, it is a tremendous influence.

However, we should not be using music as an excuse for aggressive behavior. Instead, we need to face the reality that violence is caused by other factors, such as lack of parental guidance, environment, lifestyle, and ignorance due to lack of education and understanding about the harsh realities in todays society.

Works Cited

Arnett, J. "The Soundtrack of Recklessness Musical Preferences and Reckless Behavior

Among Adolescents." 1 1-1. Journal of Adolescent Research. Online.

8 March 00.

Hogan, Marjorie. "Impact of Music Lyrics and Music Videos on Children and Youth."

Volume 8 Number 6 (Dec. 16) 11-11. Online. Internet.

Available http//www.aap.org/policy/011.html

Smith, S.L., "Factsheets Music." 00 n.pag. Online. Internet. 8 March 00. Available

WWW http//www.mediaandthefamily.org/research/fact/music.shtml

Wright, Kathryn. "Does Media Cause Violent Behavior?" 10 Oct. 000. n.pag. Online. 8 March 00. Available www.womengamers.com/articles/gameviolence1.html

Please note that this sample paper on Consequences of Rock is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Consequences of Rock, we are here to assist you. Your persuasive essay on Consequences of Rock will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

lunch is served

If you order your essay from our custom writing service you will receive a perfectly written assignment on lunch is served. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality lunch is served paper right on time. Out staff of freelance writers includes over 120 experts proficient in lunch is served, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your lunch is served paper at affordable prices! Jennie Nguyen

English 10 Section 0

Proposal Essay

5 June 00Lunch is Served

The bell rang. It was noon, finally time for lunch. Students rushed from left and right, racing to be first in line. Unfortunately, I had to walk downstairs in order to precede the hall leading to the cafeteria. Therefore, I arrived a little too late; the line was terribly long. I glanced at the clock; it was already 115, only forty-five minutes remaining. While standing in line, I checked the weekly menu. Yuck! We are having ham and cheese sandwiches for the second time this week.

High school students in Louisiana experience this typical scenario everyday. Large schools such as Morgan City High School, which consists of eight-hundred students and faculty, have this problem daily. Cooking and serving a variety of food for the whole school is nearly impossible. The first predicament is the limited food options. There are two choices of entrees available each day, and some of those choices are repetitive during the week. If the student decides to eat, he or she stuffs their face in because of the restricted time. A bigger problem occurs if the student is one of the last in line. The school board attempted to fix the dilemma by providing two lunch hours, but the students were still being hurried. As a result, some students will not or can not eat an edible lunch.

The best and simple solution to the problem is creating a program, allowing upper classmen, juniors and seniors, to leave campus during lunch hour. Majority of these students are seventeen to eighteen years old and are responsible to handle the duty. Each student should have a license and present a proof of insurance in order to participate. Their parents should also sign an agreement, stating the student is held responsible for their own actions. With this solution, the students are then given the freedom to decide where and what to eat in a reasonable amount of time.

Extending lunch time and giving more choices of entrees can be another possible solution. Although, the extended time would give each student a decent amount of time to eat; the time extension would interfere with the students education time. This would create regular school hours to start early or even end late. Of course, the food made by the cafeteria would be exceptionally healthier. However, it would be very tedious and time consuming for cafeteria workers to cook different kinds of food. The variety of foods would also cost a fortune causing pricey amounts for students.

Those opposed, such as the school board, argue that students will not return to school to finish their afternoon classes. They are convinced that students can not be trusted. However, they should have more faith in the students. The students are upperclassmen, who are prime example for lower grades. They are one step away from being mature and responsible adults. Students should be given the benefit without the doubts. But if the problem does arise, strict consequences should be enforced.

Students should be able to choose their lunch and eat it in a sensible amount of time. Theain will not function properly if one does not eat a good lunch.

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