American history x summary responce

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How the West Was Won/Lost

The two films we viewed showed the different views on how the white man views the history of our land and how the Indians view the land. Both films portrayed positives about their belief and implied negatives about the other side. I don't think I've ever gone through a history lesson until watching these films where I was exposed to a situation in which I was able to see and hear from both sides of the story. It is really a shame that more children and teachers don't get to learn the truth. Now that I think of it ever since elementary we've been taught and told that the U.S. is always the good guys and we never do the wrong thing. If I could go back and take a couple of classes in another country I would love to compare the facts or rather the stories that are told. I believe history in school works the same way as the government does, they allow the public to here what they want it to here. I support and believe that everyone should be open to here both sides and perspectives of the stories. I think more people would become interested in history if they were exposed to different views of different ethnic backgrounds. I've brought up this question before and the only kind of answer I got was it would cause confusion and controversy. History has and probably will always favor the country of its author. There's nothing really wrong with that except we need to let children know that there is another side to the story. They shouldn't be limited to what their teacher of book tells them. Furthermore if it wasn't for this film this topic would have never really crossed my mind.

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A streetcar named desire

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A streetcar named desire is a play written by Tennessee Williams and is about the two basic humans drives; which are death and desire. The two main drives could be representative of the state of America after WW1 a country wavering between a dying past and the adolescent new world. The reader/viewer of the play will experience these two basic drives through the characters culture, background, imagery, music and symbols. For the characters to have the direct effect of representing the text's underlying values and attitudes the main characters of the play are constructed in a particular way.

This is a play of Culture Vs Brutality, Illusion Vs Reality, Civilization, Culture and Tradition Vs Natural, Passionate and Primitive.

The culture of the characters is an integral part of identifying the issues that the playwright is trying to

Address, For example in two of Williams plays he has a southern gentile woman as the main character (the Glass menagerie and a streetcar named desire) who's world is shattered by the harsh treatment of the changed modern world.

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Where as with the stronger character of Stanley is a new world, working class, animalistic brute is more adapted to the harsh world, Williams shows this is one of the issues of the play through the various scenes of disaster and dislike between the refined and cultured past and the uncouth, working class, un traditional future.

Other issues or themes of the play is the nationality association; It is assumed the Du Bois is an aristocratic surname and this is proven later on in the play, It can also be assumed the Kowalski is a foreign name (which is turns out to be) and the foreign people in those times were highly likely to be those of working class.

This is represented through the speech of the two characters e.g.; Stanley speaks loudly and speech to Stanley is getting across what he wants, likes, dislikes and so on where as Blanche speaks more flittingly, on a higher level. Speech to Blanche is a searching for values and her speech reflects her education.

Another issue that comes into play in A Streetcar named Desire is Williams exposure of the inadequacies and hypocrisies of American mythologies, by this I am referring to the myth of an unfallen Eden (Blanche) whom is a representative of chivalrous and civilized men and gentile sensitive women, For example a very similar character to Blanche is that of Daisy from "Schindlers list".

It has also been stated that a theme prevalent in A Streetcar named Desire is that of homosexuality, it is said that Williams is representing a suppressed interest or attraction with homosexuals through the characterization of Blanches young husband, who's death drover her to insanity.

Background is also an important part of the characters representing the issues and values that Williams created them to convey, for example the first setting is New Orleans a rough tough new world city filled with liquor, card games and adultery.

The new world is presented as a sexually laden and sensual world.

This is represented by the characters living in the area, there interaction with the area and mainly blanches unsavory reaction to the setting. Elysian fields is an ironic and amusing name for the sector in which Stanley and Stella live, This is because in mythology Elysian fields was the name of the so-called heaven for the gods but elysian fields is the complete opposite for blanche as it is the setting in which she is eventually driven mad by herself.

Imagery is another factor that is used through the characterization of the main characters to represent themes and issues, For example there is the imagery of Stanley whom is always in bright colors e.g.; silk pajamas, bowling shirt, watermelon, cards and the meat Stanley brings from the butcher are all bright noticeable colors, which are like Stanley in a way because they cannot be ignored.

Blanche is represented by pastel shades and whites, like a moth she is delicate and frail so the pastel colors of a gentile woman or creature are used to represent her and create more characterization.

There is also imagery that connects Stanley and Stella to animalistic, modern, flesh over love and desire over love ideals.

For example the movements and brutality of Stanley have an animalistic feeling as does his behavior towards Stella in scene three. Stanley could be easily identified with an ape or another similar animal because of his primitive behaviors, his feelings of territory invasion and the way Blanche finds fault with his behaviors and manners.

The varsouviana and the jungle music (which are all parts of blanches characterization) can only be heard in her head and represent imagery of her young husbands affair, the torment it has caused blanche and her descent into insanity.

Music and sound is an important part of brining character linked issues and themes to the surface, for example when ever the varsouviana is heard it is heard only in blanches head and is usually linked to some feeling that blanche is having for the time.

The music represents her frailty towards her husband's death and towards the new world that she sees's as alien.

The jungle music is important in developing the animalistic tendencies of Stanley and when the jungle music is heard it is usually at the time Stanley is being most uncouth.

The cries of streetwalkers, the Mexican woman and the street vendors are all part of the cultural fabric in the experience of Elysian Fields, New Orleans.

There is much use of symbols in juxtaposition of the new and old worlds and the representatives of each world, e.g.; Stanley and Blanche. The most prevalent use of symbolism is that of the title, and its reference to the two streetcars; desire and cemeteries Blanche takes to Elysian fields e.g.; Heaven. This is representing Blanches journey to New Orleans and her journey through desire to insanity to death and eventually heaven. This is also made obvious by the character change of Blanche who starts out as someone looking for love and understanding but there is always the fear of death and destruction nearing her.

"Death- I used to sit here and she used to sit over there and death was as close as you are…"- Blanche.

Elysian fields have a strong symbolic significance in A Streetcar named Desire, This is the place in which the main characters live and is a reference to Greek mythology and it means "Paradise".

Paradise was originally created for two and the intrusion of the new world territory by an old world gentile female has caused sin and despair, Elysian fields is Stanley and Stella's paradise but Blanches Hell.

Shep Huntleigh is the representation of the perfect generous, chivalrous southern gentleman (Blanches perfect man) and also a representation of Blanches impending insanity.

There is also a lot of reference to light, as it is used as a symbol. For example blanche is always in flattering light such as candlelight and she puts lanterns over the naked light bulbs, which could be a comparison to the saying "pulling the wool over someone's eyes". The references to light are representative of Blanches illusionary tactics and how she doesn't break the truth she merely distorts it to be more favorable.

The characters in A Streetcar named Desire are representative of themes and issued related to the change of American society during that time, the issues of homosexuality and the issues of the new modern, fleshy and animalistic world and the old charming, gentile and traditional world of the past and it's one of it's deacaying last remnants of a southern gentile woman and her descent into insanity caused by the death of her husband, the harshness of the new world, the forced changes in her character and the way she has been made redundant for the new world. For if the society in Blanche was once accepted decays and she doesn't change with the times she becomes unimportant to those whom have changed.

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Hamlet

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Hamlet, Fortinbras and Leartes are all people distinct in their actions that carry out their own lives. These men interact in the play with one another and all seem to have nothing in common except revenge for a father's death. There are many circumstances surrounding them that mysteriously connect them. All three of these characters had some reason to avenge a horrifying incident in their life, but they all had their own unique and different way of conquering their objective. All seek revenge in ways of despise and hatred. Fortinbras better then the three takes action and sets not to waste time rather to make hast in an operation to win back his fathers once known land of Denmark.

"Fort" brining value in the name of Fortinbras suggesting he is headstrong and invincible like a wall or a castle. Physically active Fortinbras prince of Norway had levied an army to attack and conquer Denmark. Though son of the late King of Norway, the crown of Norway had gone to his uncle. Throughout the play Fortinbras was kept busy in planning the invasion of so call it Poland. Desiring to win nobility through the sword, he cares not for the prize of his brilliance rather in reality his only yearning is to take over his fathers once deserved land Denmark.

Fortinbras Go captain and greet the Danish King. Tell him that buy his licence Fortinbras craves the conveyance of a promis'd march over his kingdom…

Hamlet Good Sir whose powers are these.

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Captain They are of Norway, sir.

Hamlet How purpos'd, sir, I pray you.

Captain Against some part of Poland…

Hamlet Why, then the polka will never defend it (Hamlet IV iv, 1-4, -1,)

Fortinbras is an empire builder who desires only to fight for glory and revenge. Its ironic, he is fitted by character to inherit the kingdom of Hamlet. Sly and persuasive Fortinbras directs his goal with direct timing and precision, as opposed to Laertes.

Easley persuaded and indulgent Laertes son to Polonius is a fool played by Claudius the current King of Denmark. As unconcerned for the order of society as he is for his own salvation, Laertes would rather dare damnation than leave his fathers honor and his own besmirched. Though the sight of his sisters madness brings him to a moment of true madness, he is still primarily enraged by his fathers death Obscure funeral - / No trophy, sword, nor hatchment oer his bones, / No noble rite nor formal ostentation. (Hamlet IV vii, 10-1) To vindicate his honor, Laertes stoops to a most dishonorable practice. Laertes is so concerned about his formal and outward terms of honor that he cannot permit his natural feelings to rule his will. In this concern for outward honor he further dishonors himself by the false statement that he will act honorably with Hamlet. Saying that I do receive your offered love like love, / And will not wrong it, (Laertes V ii, 47-48) he goes and chooses the lethally sharp weapon that the king has persuaded him in poisoning. Had Laertes acted upon the honorable promptings of his conscience, he would have avoided his own death and, by allying himself with Hamlet, would have won the gratitude of the future King. Laertes false sense of honor and pride override his better instincts to the fatal harm of both.

In contrast Hamlet the Prince of Denmark is notably cleaver but rather a victim of his own procrastination. While returning to his Kingdome he is advised that Ophelia is dead. At the sight of her grave Hamlet jumps into Ophelias grave, and fights with Laertes in her grave. He professes, "I loved Ophelia. Forty thousand brothers/Could not, with all their quantity of love,/ Make up my sum" (Hamlet V, I, 50-5), during the fight with Laertes in Ophelias grave, but he tells her that he never loved her, when she returns his letters and gifts, while she was still alive. Hamlet faintly hints his consciousness of his dissolving sanity as he tells Laertes that he killed Polonius in a fit of madness. Hamlets madness in no way reflects Ophelias true madness; his actions contrast those of hers. Truly the down fall in Hamlet is not that of mood swings or lost love for Ophelia rather in his procrastination in avenging his fathers death. He allowed time to pass as he saw his guilty uncle rise to the top of the throne. To his disbelief he desired no more then to kill him, but he had to make sure it was him who had killed his father. This waiting had killed his inner soul, interim lead him into believing Polonius was Claudius behind a curtain and had slain him before his mothers eyes. In waiting for this moment Hamlet not thinking killed the wrong man and then forth sent himself to death. "I have sent to seek him and to find the body./How dangerous is it that this man goes loose!/ Yet must not put the strong law on him" (Claudius IV, III, 1-)

Hamlet, Fortinbras and Leartes are all people distinct in their actions that carry out their own lives. These men interact in the play with one another and all seem to have nothing in common except revenge for a father's death. All men unique and different, all three attempting to achieve a goal. They were all the seeds to a new generation. But the generation of the stronger and wiser man lived to show it.

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The History of the periodic table

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The history of the periodic table extends back over 00 years, from when chemistry was the magical science. Through the evolution of the world, chemistry became a science of systemic observation rather than based on false expectations. Dmitrii Ivanovich Mendeleev, the father of the periodic table attempted to condense the known elements and conceptualize possible future discoveries. Mendeleev's research and concepts were revolutionary for his time but met with skepticism. Although not accepted when first developed, the periodic table is now in chemistry laboratories and science classrooms around the world. An increased interest in the development and discovery of new elements was initiated by the simplicity presented by the periodic table. After Mendeleev developed the table, controversy still existed behind the naming of the elements. Research is always continuing but scientists must also understand the fundamentals and how they develop.

Far before Mendeleev's time, scientists made various lists attempting to organize the known elements. In 1787, a simple listing of elements was established; unfortunately these listings had no particular format and were useful only if new discoveries were of elements that would follow prior findings. A new technique in 1817 involved grouping elements in three similar groups, which were called triads. "For example, lithium, sodium and potassium all react vigorously with water" (Scerri, 18); this was a reasonable assumption at the time. Jean-Baptiste-Andre Dumas abandoned the idea of triads and attempted to form a mathematical relationship between various molecular weights. This concept was incorrect since weight is not a fundamental property of the element's characteristics. Mendeleev systemically organized the elements by atomic weight; " The crucial characteristic of Mendeleev's system was that it illustrated a periodicity, or repetition, in the properties of the elements at certain regular intervals" (Scerri, 18). This was previously seen in works by Alexandre-Emile Beguyer de Chancourtois. Mendeleev introduced in 186 what is known now as the periodic table of elements, but other scientists disputed it.

Lothar Meyer was revising a textbook and had a similar diagram of the periodic table but printing delays extended the publishing date to 1870. This delay caused a conflict between Mendeleev and Meyer. Meyer felt cheated, but in science, the first person to publish is the recipient of the fame. Every new idea is thoroughly analyze" Normally a new scientific theory has to prove its value as a guide to ongoing research"(Brush, 16); this is the criteria on which textbook are published. New concepts were sometimes introduced to teachers to determine their validity to chemistry. Mendeleev's periodic table was met with high acceptance because of its organization. With the development of a table with gaps, researchers were encouraged to further their knowledge and discover new elements. By 180, the United States and Britain had a majority of their chemistry textbooks printed with a periodic table contained with in it.

The acceptance of the periodic table of elements flourished throughout the world. Classrooms and textbooks pertaining to chemistry contained an illustrated version of Mendeleev's original table. Although large colorful tables can be found on the walls of chemistry classrooms, the true function of the table is a helping tool rather than a necessity of memorization. Rather than make students memorize every element, students are given smaller versions of the table, some so small they can fit in your pocket. The table's context is relevant only when associated with learning or applying the information provided by the table. Chemistry research is a continuing science with the discovery of new elements, but the periodic table stays the same in structure.

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The world around us is composed of many different elements, oxygen in the air we breathe, gold as jewelry and mercury used in thermometers. All these elements naturally occur in our environment, but scientists have also created elements. " The ancient alchemists' dream of transmutation was finally realized in 17 when the first man-made element, technetium (Z=4), was synthesized by C. Perrier and E. Segre" (Campbell, 1). Many man-made elements have been produced through the process of nuclear fission. A cyclotron is used to accelerate nuclei at each other, if there is sufficient force, the nuclei will combine to form a new element. The elements produced are radioactive and decay in a short period. Through nuclear fission of lead and argon, element 100(fermium) is produced. Fermium generates very little heat when produced which, delays the fission of this element. This process is termed "cold fusion by the institute for heavy-ion research" (Armbruste & Hessberger, 18).

As new elements are developed, a controversy arises when the element is to be named. Each element has been given a name based on a factual or theorized characteristic. There was a variety of reasons behind the naming of the elements, such as the names of celestial bodies and days or color. Gold was named after the Sun and represented Sunday, whereas tin was named for Jupiter and was designated for Thursday. The English form that is used to represent the elements is inadequate in defining the characteristics, since most of the elements were discovered when Greek and Latin were prevalent. Color was readily used as defining quality, such as Cesium, which has two strong bluish gray lines in its emission spectrum, and the Latin for bluish gray is Caesius. The element oxygen was actually based on theory that all acids contained oxygen and Greek word for acidic is oksys. The man-made, radioactive elements required more of an artistic touch. Some the suggestions were flamboyant, such as mickeymousium. Primarily they were scientifically based; nobelium was chosen for element 10. The majority of the elements are named and catalogued in the periodic table. Currently elements 110 to 11 do not have actual names since it is disputed whether these are actual elements since they exist for only a short period. Another reason for the controversy is the fact that both Americans and Europeans are developing these radioactive materials and it is disputed as to whom the first creators were. As new elements are formed, mainly by nuclear fusion, the resulting molecule is extremely radioactive and only exists for about one nano (10-) seconds.

As the periodic table stands, the maximum element that is possible currently is 118. Even though the existence and acceptance of elements above 110 is slim do to the incredibly short period of decay, it is reasonable to believe the higher elements will someday be created. The only real limitation to the periodic table is science and the physical limitations associated. Elements 110-11 were created, and scientists struggle to develop further elements. Scientists have far surpassed Neil Bohr's predicted limitation of fermium.

Knowledge is the strength and the key to understanding the physical world, the macroscopic and the microscopic. Time holds all truths especially in chemistry; some elements were discovered by fluke and that others it was a mapped journey to a theoretical ending. Every path to success is paved one stone at a time; first a simple list of the elements, the introduction of triads, but the result was Mendeleev's periodic table of elements. All new theories or developments face scrutiny, complaints by other scientists and the simple idea of proving it is significant furthering research. With every new discovery, there arises a conflict concerning the names of the elements. Most elements were based on a physical characteristic but naming has become an artist's game. Although more is understood now then in Mendeleev's time there is always going to be a mystery to chemistry.

Please note that this sample paper on The History of the periodic table 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 The History of the periodic table, we are here to assist you. Your persuasive essay on The History of the periodic table will be written from scratch, so you do not have to worry about its originality.

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Anne frank

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Anne Frank

Imagine...being just 1 years old isolated

From the whole world, with the exception

Of your family and some strangers. You

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Hardly eat,speak,move or even breath for

Constant fear that your hiding place will be

Discovered.

Mr. Slemmon, fellow classmates. I am going

To share with you The Diary of a 1 year old

Jewish Girl named Anne Frank.

Anne Frank was born in 1 in Germany. Her

Parents came from wealthy Jewish Families who

Had lost their money during World War I. Anne

Had an older sister named Margot.

In 1, Hitler became Chancellor of Germany and

He believed that German People were the strongest

And the best in the world. He believed that all

Other people were inferior....especially the Jews.

Anne's family left Germany in 1 for the safety

Of Holland where Anne's father started a business

And the family lived in peace and comfort for a few

Years. Then, in May 140, the German's arrived in

Holland. They made all Jews wear a six pointed

Yellow star on their clothes, telling everyone that

They were Jews. Jews were not allowed on street

Cars, to have bikes, go to movies or play sports.

Shopping had to be done between to 5 pm and

They had to be inside their houses by 8. Their

Children had to attend Jewish schools and could

Not visit Christian friends.

On June 1th, it was Anne's 1th birthday. Her

Most precious gift she received was a diary. She

Named her diary Kitty, and Kitty became her best

Friend, especially when her family was forced into

Hiding. Anne was known as a chatterbox, loved

School, was smart and very populr.

In July 14, 16 year old Margot, received a call up

Notice which meant she would be taken away to a

Concentration camp. Anne's parents decided they

Needed to go into hiding. Anne and Margot were

Told to pack only important things. Anne packed

Haircurlers, school books, a comb, old letters and of

Course, her diary. She didn't pack dresses because

Memories meant the most to her. They wore many

Layers of clothing to their secret hideaway that was

Located in her fathers workplace.

When they first arrived there, it was only the Frank

Family, then later, another family, the Van Daans

Moved in. They had a son, Peter. It took alot of

Patience to adapt to their new home. Anne didn't

Really like them as these families were so different

From one another. Their hideaway had floors, the

Van Danns on one and the Franks on another. Although

It was small and cramped, it was much better than being

Taken to a concentration camp where there were alot of

Diseases, you were beaten, starved, gassed and living

Conditions were so poor.

They called their hideout the Secret Annex. They each

Took a hot bath every Saturday, had meals, electricity,

A washroom and bedrooms. Another man named Mr.

Dussel moved in with them later on and shared Anne's

Room. This was very challenging as they both had

Little privacy of their own. Anne and Margot secretly

Took school lessons, thanks to the help of some Dutch

Friends of theirs who knew of their secret annex. These

Friends provided them with food,books,supplies and news

From the outside.

Anne's diary Kitty, was her source to tell all her problems &

Express her thoughts. She wrote of her joys and sorrows of

Being a Jewish person in hiding.

Over time, Anne and the Van Daans got along much better,

But she felt like she was pulling away from her family. In

144, 14 year old Anne and 17 ½ year old Peter started to

grow closer together and Anne felt that she loved Peter.

Peter became Anne's second source for talking over her

problems, her first source, remaining her diary. They were

both happier than ever since they came to the hideaway, but,

the relationship ended after 6 months when they realized it

wasn't true love. They remained friends.

Tragically, on August 4th, 14, the German Nazis along with

The Dutch Nazis, raided the office building where Anne and

The others were hiding. The Nazis had forced Mr. Franks

Friends to reveal the Secret Annex and they sent the 8 Jews

to a concentration camp in Holland, were they were separated.

This was the last time Mr. Frank saw his family. Mrs. Frank

Died of starvation, Mr. Van Daan was gassed. Mr. Dussel

Died in another camp and Peter was taken by the Germans

And never heard from again.

Margot, Anne and Mrs. Van Daan were sent to another

Concentration camp where Mrs. Van Daan died in 145.

Anne and Margot both caught typhus,became very ill, and

Died within days of each other. It was said that Margot's

Death did to Anne what all previous sufferings in her past

Had failed to do. It broke her spirit.

Anne;s father was the sole survivor of the 8 in the Secret

Annex. He went back to Holland where he met with some

Friends. They gave him Anne's diary that they had found

On the floor of the secret annex.

The most famous words in Anne's diary were "I want to

Go on living after my death. And therefore, I am grateful

To God for giving me this gift....of expressing all that is

In me.

Today, through her diary, Anne certainly does live on....in

People's hearts and minds.....she has gone on living after her

Death.

Please note that this sample paper on anne frank 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 anne frank, we are here to assist you. Your persuasive essay on anne frank will be written from scratch, so you do not have to worry about its originality.

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Unwanted children

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Due to recent discussions in my religion class I have been able to reflect more upon the issues of unwanted children and the affects of many different situations. My personal reaction to the problems of unwanted children in our society in the light of the need to treat everyone as created in God's image is that we simply need to realize how devastating the lack of love to children can be. It is a life altering challenge that children, in most cases, don't overcome for a long time if even at all.

For situations where abortion is at stake, the parents involved need to be assured that no matter what, the baby is worth giving birth to because in no way is it the baby's fault. After the parents have consented to giving birth, hopefully, they should then take into consideration of the different possibilities they have. For instance, one method is adoption. It is the best route to go because the parents would be solving two problems at once. First of all and most importantly, the baby would be in an environment where they would be willingly loved no questions asked. Secondly, the parents who are obviously not ready for a baby or who have maybe made a bad judgement by engaging in pre-marital sex, they can rest assure that the for the baby's sake as well as their own the baby won't be harmed, or abused.

Custom Essays on unwanted children

I am still in the dark about a lot of the problems at hand with unwanted children because I have never been associated with anyone who has been so severely scarred for life due to the of the lack of love they've received. I'm sure that my views would differ immensely if I personally have been affected by a situation, but I can say that the problems of unwanted children need to be handled with responsibility from the parents. Even if it does mean giving the baby up for adoption, as I have stated before this would be the best scenario for most cases.

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Russian 75

A long, long time ago in an unimaginably horrible place, a peon stared at a decrepit, filthy wall, wondering why and how his life had come to such a disgraceful end. Imprisoned for life, the peon had ample time to think about what he had done and why he had done it; but he could not figure it out. Age crept up on the old peon. It had been fifty years of introspection and profound recollection before the peon realized that he was not at fault for the death of the young girl. The peon decided to recount the events of that tragic day one last time, weighing all possibilities before he was incapable of doing so.

It was a beautiful, summer day, when the high-spirited peon decided to go for a walk in the forest near his abode alongside a gully. Little did the peon know, this particular gully was enchanted. The peon began skipping rocks and was interrupted all of a sudden by a dark, mysterious voice. "You will kill the one of my desire," was the command of the anonymous voice. Petrified yet intrigued, the peon slowly walked toward the voice. The peon came upon a caterpillar as miniscule as a baby's baby toe and immediately began to laugh. Assuming that the mysterious voice came from the caterpillar, the peon laughed hysterically. "What's so funny," the caterpillar intervened. The peon replied, "You are the one who has summoned me. You want me to kill someone of your desire?" The caterpillar stared at the peon without the slightest emotional expression. The peon continued, "And what if I don't?" The caterpillar abruptly laughed and said in a soft but malevolent voice, "Why don't you take a look at what's behind me?" An enormous silhouette arose from the subterfuge of the trees; its shadow enshrouding all the peon could see. The peon trembled in utter fear. The monstrous figure approached the peon, frightening him so much, he entered a state of temporary paralysis. The peon's lips continued to quiver uncontrollably as the monster drew closer until it was within inches him, leaving the peon motionless. The monster leaned down so it could see eye to eye with the peon. The peon was so scared he could not see straight, so he did not clearly see what the monster looked like, which, in retrospect, may have been to his advantage. He knew a monster of that size, power, and evil could have haunted him for the rest of his days. The monster whispered something in an indiscernible tongue. The peon had never heard such frontier gibberish, but somehow understood what it was he was supposed to do.

The monster had cast a spell upon the peon, leaving him in a trance-like state, with no control of himself, physically or cognitively. The peon found himself in a scarcely inhabited, rural village, consisting only of decent and generous people. Although the peon was in the village with only evil intentions and had no communicative skills whatsoever, the villagers welcomed him and took him in. A feast was prepared and a celebration was in store for the newcomer. The peon wandered the village during the party, seemingly aimlessly, but the peon, controlled by the monster, had one thing on his mind death. An innocent little child walked toward the peon. Possessed, the peon could barely determine the appearance of the child, but there was something about the child's soft, sweet voice that was appealing to the peon. He listened intently as the little girl rambled incoherently about the sun, flowers, and other things that made her happy. The peon kept hearing the monster's voice instructing him to kill the little girl simultaneously as the girl was talking. This is where the story becomes unclear. The peon blacks out at this point and awakes in prison. However, for this final recollection, everything that transpired that day became clear. The peon recalled panicking, picking up the child to keep her safe from the monster, and running frantically toward the central district of the village to gather the other villagers in an attempt to prevent the monster from causing any harm to the child. A strange thing happened when the peon did this. The child was fussing and fighting, screaming and kicking as if the peon was trying to harm her. As the peon ran with the child in his arms, the child's remarkable strength and stubbornness allowed her to break free of the peon's grip, as if someone or something had possessed her. The child then fell to the ground, hit her head, and was unconscious, and the peon was blamed. The peon had an epiphany maybe the monster made the child behave in such an unusual way. The peon also remembered the previously insignificant fact that the body of the child disappeared, and she was only presumed to be dead, never officially buried. What could have happened to the body? Was she dead or not, the peon thought to himself. Then it hit him. The caterpillar had a strikingly similar voice as the child when she was throwing a fit when the peon was trying to save her. The peon was outraged. He had spent decades in solitary confinement for no reason. He began to scream. He noticed the wall of his cell crumble somewhat as he screamed so he proceeded to bellow as loudly as he could. The entire wall of his cell collapsed, and the peon was free. The peon was amazed temporarily, but he knew what must be done so he set out for the enchanted gully, hoping that the child was still okay.

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He arrived at the gully to find that it was infested with caterpillars, all with similar voices. The monster had been casting spells on older men, possessing them to either kill or if unsuccessful kidnap the child. After killed or kidnapped the monster could turn the child into a caterpillar making it an eternal slave of his domain (the enchanted gully). The peon did not receive a warm welcome. Every caterpillar screeched to warn the monster of the peon's unexpected arrival. The monster appeared out of thin air, and was bigger and stronger than ever. Its power increased with every man he subdued, and child the subdued man kidnapped or killed. However, the peon was fearless. The monster towered over the peon and stood over him in an attempt to intimidate him. Not a word was said. The monster stood over the peon breathing heavily and the peon stood his ground staring back into the monster's eyes. The peon knew the monster would have to say something witty or frightening before it killed him. As the monster began to talk the peon intuitively removed a sword from a sheath hidden under his cloth apparel and struck the monster what seemed to be its ankle. The monster laughed, and said "You are no match for me, cease your futile attempts." The peon was not discouraged. He continued to strike. The peons relentless attacks seemed to do nothing, and the monster just stood there and laughed. The aged peon eventually grew tired, and stopped attacking. As the peon sat down he crushed several caterpillars and noticed the monster cringed in pain. The peon immediately gathered up what strength was left in him and began stepping on every caterpillar he could find. His sword was flailing as he stomped erratically, almost fortuitously killing more caterpillars. The monster was decomposing more and more with every dead caterpillar and was unable to fight back. The peon did not even bother to look at the monster as he decimated the plethora of caterpillars. It was not long before the monster had decomposed into nothing.

The peon had defeated the monster. Shortly after his victory, the peon's skin began to return to its original state on the day of the encounter with the monster and the caterpillars transformed back into children. The only problem was finding a home and caretakers for the children. There had to be two thousand of them. The peon did a very brave and generous thing. He took the children in; worked day and night to raise every single one of them, and lived to see each one of them become an adult and start a life of his or her own.

Please note that this sample paper on No title 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 No title, we are here to assist you. Your cheap custom college paper on No title will be written from scratch, so you do not have to worry about its originality.

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