10 Tips For Students To Write An Excellent Essay

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10 Tips For Students To Write An Excellent Essay

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Essay Writing Service Market Services & Key Advancements 2025 By Top Key Players Writeperfect Ltd, Essayservice, Frogprog Limited

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The Malevolent Governess and the Benevolent Ghosts A Subversive Reading of The Turn of the Screw - Literature Essay Samples

This paper postulates a subversive reading of Henry Jamess The Turn of the Screw. The novella ostensibly relates the tale of a governess who struggles to shield her charges from supernatural malevolence. Yet I suggest that it is actually the story of a governess who abuses her charges in an attempt to take control of Bly. The ghosts, conversely, are benevolent companions to the children. My thesis is loosely based on Sami Ludwigs article, Metaphors, Cognition and Behavior: The Reality of Sexual Puns in The Turn of the Screw, in which Ludwig argues that Miles and the governess are having an affair. Ludwig claims that when Miles tells the governess, on their way to church You know, my dear, for a fellow to be with a lady always- (53) – he is subtly suggesting that their relationship become sexual, thereby instigating their affair. Ludwig points to the feelings of helplessness and fear that Miles suggestion arouses in the governess, claiming that her precarious position, as a wo man who is neither a family member, nor a servant, renders her helpless to flatly refuse. She therefore reacts with confusion, dodging the boys innuendos and hurrying towards the church. Ludwig subsequently turns to the second bedroom scene, in which Miles asks the governess to come to his room and admits that he has been lying awake thinking of her. The governess reacts by changing the subject and inquiring about his old school, from which he has been expelled. Their conversation gradually becomes physically intimate, culminating in fierce hugs and kisses between the two. Ludwig interprets this scene as a further step in Miles sexual advances towards the governess. He points to the boys request for a new field (62), arguing that by this request Miles is demanding sexual education. Ludwig also construes words such as posses, little, and die as erotic Shakespearean allusions. In analyzing the novellas denouement, Ludwig claims that the chaotic sentences following Peter Quints final a ppearance are a guised description of the sexual act. Ludwig notes that the physical positions of the governess and Miles are not specified in this scene, yet their emotions and movements, and the sounds they emit, are detailed. He interprets this discrepancy between omission and specification as a subtle delineation of sexual intercourse between Miles and the governess. Ludwig consequently construes Miles death as a Shakespearian death: an orgasm. He concludes that The Turn of the Screw is a Bildungsroman depicting a young boys sexual initiation by his governess.Ludwigs analysis, while innovative and insightful, suffers from two fundamental drawbacks. First, the critics contention that Miles manipulates the governess into an affair is founded on shaky ground, and I intend to counterclaim that it is rather the governess who seduces Miles. Secondly, Ludwig does not explain the function of the ghosts in the novella. I will address this issue further on in the paper. Ludwigs asserti on that Miles is the instigator of the affair can be refuted by three points. First, the governess refrains from any action that would enable Miles to resume his studies at school. When she learns of the boys expulsion, she reacts by doing Nothing at all.' (13). Even after Miles repeatedly requests to return to school, she remains impassive. This consistent, unprofessional refusal suggests that she has an ulterior motive for keeping Miles at Bly. Secondly, the governess behavior towards Miles is overtly sexual even prior to the church scene, in which, according to Ludwig, Miles allegedly initiates the affair. On the night that Miles wanders off to the lawn, the governess leads him back to his room, and caresses him in the following manner: I placed on his small shoulders hands of such tenderness with which†¦ I held him there well under fire. (45). Furthermore, as the boy leans forward to kiss her goodnight, the governess returns his kiss, clasps him to her breast, and suggests that he remove his clothes: I met his kiss and†¦ I folded him for a minute in my arms†¦ I could say Then you didnt undress at all?' (45-6); Hardly appropriate behavior for a governess who is merely evincing motherly affection towards her charge. Third, the governess refers to Miles as the little gentleman (10), shortly after she describes the uncle as a gentleman (7). This similarity in title suggests that the governess sees Miles in a similar light to that in which she sees the uncle, as a man of higher standing and therefore a potential husband. Although certain critics, such as Beth Newman, claim that the governess is infatuated with the uncle, I argue that she harbors no intense feelings for him. Rather, she wishes to marry him in order to better her financial situation and social status. Douglass explicitly tells us that what took her [the governess] most of all [about the uncle]†¦ was that he put the whole thing to her as a favour. (my emphasis, 4). The governe ss believes that the uncle is requesting her cooperation as a personal favour, and that he will consequently be indebted to her if she assents. We may surmise that she hopes he will repay her by marriage, the most important act an upper class gentleman could bestow upon a middle-class woman. Thus, the governess assumes a calculated attitude toward the uncle, not an infatuated one. Furthermore, in the scene between the governess and Mrs. Grose, when the latter extinguishes the governess hopes for marriage with the uncle, by telling her, Well, Miss, youre not the first – and you wont be the last.' (8), the governess responds, Oh, Ive no pretensions†¦ to being the only one.' (8). Her collected answer supports my argument that the governess perceives the uncle as nothing more than a social ladder to wealth and high status. In light of the governess practical approach to marriage with the uncle, we should pay special attention to the question she poses to Mrs. Grose, immediat ely after learning that he is not interested in her: My other pupil, at any rate†¦ comes back tomorrow? (9). The juxtaposition of the governess revelation that the uncle is unattainable, and her question concerning Miles, suggests a connection between the two. In order to understand this connection, we must take into account two facts. First, Miles will become the master of Bly when he enters adulthood, and second, Douglas tells us that the governess has supreme authority (5) over Miles. Hence, we may conjecture that the juxtaposition signifies the governess decision to substitute the inaccessible uncle for Miles, over whom she has an advantageous position. The governess, I suggest, believes she can exploit her power over Miles to manipulate him into marrying her when he comes of age. Their marriage will bestow upon her the title of mistress of Bly, thereby granting her social and financial advantages, similar to those which aroused her interest in the uncle. The governess inte rest in Miles can be further understood through her frequent use of the term possession. She applies the word to a variety of actions, including physical grasping: she always ended†¦ by getting possession of my hand (65), knowledge accumulation: they were in possession of everything that had ever happened to me (49), and even self control: my show of self-possession (33). The governess reiteration of the word in so many different contexts suggests that she perceives everything around her in terms of possession. In her eyes, people are constantly struggling to control property, each other, and themselves. Accordingly, the governess endeavors to possess Miles, and thus to vicariously posses Bly. At the outset of the narrative she notes that he [the uncle] had put them [Miles and Flora] in possession of Bly (my emphasis, 5), and later on describes her behavior towards Miles as an attempt to posses the boy: I†¦ seize[d] once more the chance of possessing him [Miles] (62). Thi s description is especially telling when we observe that, among other denotations, to possess also means to have sexual intercourse with (OED). Based on the arguments heretofore presented, I suggest a reading of the scenes discussed by Ludwig that is diametrically opposed to his analysis. Rather than flirting with the governess on their way to church, Miles is attempting to break free from her. She has been overly intimate with him – for a fellow to be with a lady always (53) and he is frightened by her behavior. He asks her to let him go: when in the world, please, am I going back to school? (53), and when she dodges the question, he resorts to pleading: you cant say Ive not been awfully good, can you?' (53). Finally, he threatens to contact his uncle. This is not the behavior of a boy who is teasing his love interest. In the bedroom, when the governess urges Miles I thought you wanted to go on as you are.' (61) the boy rejects her: I dont – I dont. I want to get away' (61). Yet she reacts by forcing herself upon him, twice in the same scene: I threw myself upon him and†¦ embraced him (62), it made me†¦ drop on my knees and seize†¦ him (62). Miles first asks her to cease let me alone' (62) and when she grabs him a second time, he voices a loud high shriek (63). I give little weight to the governess claim that he screamed out of fright of a gust of frozen air (63). Having established the governess malevolence, I would now like to make a case for the ghosts benevolence. It seems appropriate at this juncture to reevaluate the governess declarations of the ghosts quite unmistakable horror and evil (30). Ellis Hanson has already observed that the ghosts do not beckon, invite or solicit the children or†¦ coax them into physical danger (377). He also remarks that the children found nothing terrifying about a living Quint and a living Miss Jessel (377). Dawn Keetley reinforces Hansons remark, suggesting that Quint and Miss Jess el might in fact have been beneficent influences (149). By integrating these comments with our previous observations on the governess, we may well conclude that the governess portrayal of the ghosts is unreliable, and attempt to draw our own conclusions concerning Miss Jessel and Peter Quint. Miss Jessels ghost is portrayed throughout the novella as either a weeping victim or a companion to Flora. The fact that Flora enjoys and even seeks the ghosts company is exemplified by the girls assembly of a toy boat, as she plays at the lakes shore opposite from the shore where Miss Jessel is standing. By assembling this toy boat, Flora expresses her desire to create a vehicle that may carry her over the lake to the ghost. Furthermore, towards the novellas denouement, Flora sails on a real boat to that very area, thus closing the circle that began with her toy boat. The governess, on her part, exploits her knowledge of the secret meetings between the ghost and the girl to further her plans. She needs to get rid of Mrs. Grose and Flora in order to coerce Miles into full sexual intercourse. She therefore exerts emotional pressure on the girl to reveal her secret, thus driving her to a breaking point: she [Flora] launched an almost furious wail. Take me away, take me away – oh take me away from her!' (70). The governess then uses Floras breakdown as a pretense to send Flora and Mrs. Grose away: You must take Flora†¦ Away from here. Away from them.' (73). Note that it is the governess, her (70), not the ghosts, them (73), from whom Flora wishes to escape. Quints ghost rivals the governess in her efforts to possess Miles. Their struggle over the boy begins after the governess sees Quint for a second time, realizing his interest in Miles: He [Quint] was looking for little Miles†¦ Thats whom he was looking for' (25). Further on in the same scene, Mrs. Grose remarks: Quint was much too free' (25), to which the governess responds: Too free with my boy?' (25), t hereby claiming Miles as her possession, and expressing anger at Quints impingement on her claim. Henceforth the governess regards Quint as a threat he was absolutely†¦ a living detestable dangerous presence (39) and compares their struggle over Miles to fighting with a demon for a human soul (82). It is worth noting that many critics prescribe to her view, construing Mrs. Groses remark about Quints excessive freedom as a euphemism for his sexual abuse of Miles. Robert W. Hill Jr., for example, claims that Quint seems to have been capable of†¦ engaging a prepubescent boy in whatever took the mans perverted fancy. (58). Textual evidence, however, does not support Quints vilification. Quite the contrary, Miles seems to have loved Quint: for a period of several months Quint and the boy had been perpetually together†¦ as if Quint were his tutor – and a very grand one (34-35). Hence, I suggest a different interpretation of Mrs. Groses remark that Quint was much to o free' (25). Mrs. Grose also states that Quint did what he wished' (32). This statement can be regarded as a posterior elucidation of her initial remark. If we accept it as such, then Quints freedom is his ability to act as he pleases, without subjugation to the will or mores of others. His freedom thus defies the governess view of people as either possessors or possessed. Moreover, the governess herself admits that Miles desires freedom: he [Miles] should probably be able to†¦ gain, for his own purpose, more freedom. (55), and in a moment of despair she claims that Miles has won his freedom now (71). We may therefore surmise that Quint and the governess have antipodal approaches to Miles. While the governess attempts to possess him, Quint tries to accord the boy the freedom he craves. The case for Quints benevolence is further strengthened by a biblical allusion embedded in the ghosts first appearance. Quints emergence at the very top of the tower (15) alludes to the prophet Habakkuk: I will stand upon my watch, and set me upon the tower, and will watch to see what he will say unto me (my emphasis, King James Version, Hab. 1.1). Habakkuk stands atop a tower to speak to God and condemn the sinners, especially the prideful: he is a proud man†¦ who enlargeth his desire as hell, and is as death (Hab. 1.5). This biblical allusion appears immediately after the governess entertains prideful thoughts about becoming the mistress of Bly I fancied myself†¦ a remarkable young woman and took comfort in the faith that this would more publicly appear. (15) – thereby presenting Quint as a prophet who rises from the dead to chastise the governess for her sins. The struggle between the governess, who attempts to posses Miles, and Quint, who endeavors to free him, culminates in the novellas denouement. As Ludwig convincingly argues, in this scene the governess and Miles have sexual intercourse, beginning the moment Quint appears in the window. The govern ess seems to have triumphed, since she has finally coerced the boy into the sexual act (81). Moreover, after their sexual intercourse, Quint disappears from Miles sight: he [Miles] had already jerked around, stared, glared again, and seen but the quiet day (85). Any doubt concerning the governess malevolence or Quints benevolence dissipates as Miles mourns the loss of Quint, while the governess gloats: With the stroke of the loss I was so proud of he [Miles] uttered the cry of a creature hurled over an abyss (85). Yet despite Quints disappearance, it may be argued that Miles wins his freedom. Contrary to Ludwigs reading, I construe Miles death as an actual passing away. He dies either from the governess strangling grasp, as suggested by Steven Swann Jones, or from emotional trauma, as Robert W. Hill Jr. claims in his paper, or, I may add, from sexual trauma. Whatever the cause, the end result is the same. Miles escapes the governess, his little heart dispossessed (85) of her grasp.T his paper has proposed an alternative reading of The Turn of the Screw. I have argued that the ostensible devotion of the governess and maliciousness of the ghosts are merely a narrative ploy. Beneath the surface of the text one may unveil the tale of a malevolent governess and two benevolent ghosts. Thus, The Turn of the Screw shows us how easily we are deceived by evils facade of righteousness. The novella reminds us to be cautious of what we are told, especially if the words are spoken with unquestioning conviction. Works CitedHanson, Ellis. Screwing with Children in Henry James. GLQ: A Journal of Lesbian and Gay Studies 9.3 (2003): 367-391.Hill, Robert W. Jr. A Counterclockwise Turn in Jamess The Turn of the Screw. Twentieth Century Literature: A Scholarly and Critical Journal 27.1 (1981): 53-71. James, Henry. The Turn of the Screw: Norton 2nd Critical Edition. Eds. Deborah Ensch and Jonathan Warren. New York: Norton Company, 1999.Jones, Steven Swann. Folklore in Jamess Ficti on: Turning the Screw. Western Folklore 60.1 (2001): 1-24.Keetley, Dawn. Mothers and Others: Anxieties Over Substitute Mother in The Turn of the Screw. Approaches to Teaching Henry Jamess Daisy Miller and The Turn of the Screw. Eds. Kimberly C. Reed, and Peter G. Beidler. New York: Modern Language Association of America, 2005. 143-50. Ludwig, Sami. Metaphors, Cognition and Behavior: The Reality of Sexual Puns in The Turn of the Screw. Mosaic: a Journal for the Interdisciplinary Study of Literature 27.1 (1994): 33-53.Newman, Beth. Getting Fixed: Feminine Identity and Scopic Crisis in The Turn of the Screw. Novel: A Forum on Fiction 26.1 (1992): 43-63.â€Å"Possession.† Oxford English Dictionary. 2nd ed. 1989.The Holy Bible: Containing the Old and New Testaments, Authorized King James Version. Grand Rapids: Zondervan, 1966.

Charlotte Forten Grimké Abolitionist Teacher

Charlotte Forten Grimkà © was known for her writings about the schools in the Sea Islands for former slaves and she was a teacher at such a school. Grimkà © was an antislavery activist, poet, and wife of prominent black leader Rev. Francis J. Grimkà ©. She was an influence on Angelina Weld Grimkà ©. Occupation:  Teacher, clerk, writer, diarist, poetDates:  August 17, 1837 (or 1838) – July 23, 1914Also known as: Charlotte Forten, Charlotte L. Forten, Charlotte Lottie Forten Education Higginson Grammar School, Salem, Massachusetts, graduated 1855Salem Normal School, graduated 1856, teaching certificate Family Mother: Mary Virginia Wood Forten, died 1840Father: Robert Bridges Forten, sailmaker, died 1865; son of James Forten and Charlotte Vandine FortenSiblings: Wendell P. Forten, Edmund L. Forten (ages 3 and 1 respectively in the 1850 census)Husband: Rev. Francis James Grimkà © (married December 9, 1878; Presbyterian minister and civil rights activist; son of a white slaveholder and his slave mistress; nephew to abolitionist and feminist activists Sarah and Angelina Grimkà ©)Daughter: Theodora Cornelia, January 1, 1880, died later that year Family Background Charlotte Forten was born into a prominent African American family in Philadelphia.  Her father, Robert, was the son of James Forten (1766-1842), was a businessman and antislavery activist who was a leader in Philadelphia’s free black community, and his wife, also named Charlotte, identified in census records as â€Å"mulatto.†Ã‚  The elder Charlotte, along with her three daughters Margaretta, Harriet and Sarah, were founding members of the Philadelphia Female Anti-Slavery Society along with Sarah Mapps Douglass and 13 other women; Lucretia Mott and Angelina Grimkà © were later members of the biracial organization as was Mary Wood Forten, Robert Forten’s wife and mother of the younger Charlotte Forten.  Robert was a member of the Young Men’s Anti-Slavery Society who, later in life, lived for a time in Canada and England.  He made his living as a businessman and farmer. The young Charlotte’s mother Mary died of tuberculosis when Charlotte was only three. She was close to her grandmother and aunts, especially her aunt, Margaretta Follen.  Margaretta (September 11, 1806 – January 14, 1875) had taught in the 1840s at a school run by Sarah Mapps Douglass; Douglass’ mother and James Forten, Margaretta’s father and Charlotte’s grandfather, had together earlier founded a school in Philadelphia for African American children. Education Charlotte was taught at home until her father sent her to Salem, Massachusetts, where the schools were integrated.  She lived there with the family of Charles Lenox Remond, also abolitionists.  She met many of the famous abolitionists of the time there, and also literary figures.  James Greenleaf Whittier, one of those, was to become important in her life.  She also joined the Female Anti-Slavery Society there and began writing poems and keeping a diary. Teaching Career She began at Higginson school and then attended the Normal School, preparing to become a teacher. After graduation, she took a job teaching at the all-white Epes Grammar School, the first black teacher there; she was the first African American teacher hired by Massachusetts public schools and may have been the first African American in the nation hired by any school to teach white students. She became ill, probably with tuberculosis, and returned to live with her family in Philadelphia for three years.  She went back and forth between Salem and Philadelphia, teaching and then nurturing her fragile health. Sea Islands In 1862, she heard of an opportunity for teaching former slaves, freed by the Union forces on islands off South Carolina’s coast and technically â€Å"war contraband.†Ã‚  Whittier urged her to go teach there, and she set off for a position at Saint Helena Island in the Port Royal Islands with a recommendation from him.  At first, she was not accepted by the black students there, due to considerable class and culture differences, but gradually became more successful relating to her charges.  In 1864, she contracted smallpox and then heard that her father had died of typhoid. She returned to Philadelphia to heal. Back in Philadelphia, she began to write about her experiences. She sent her essays to Whittier, who got them published in two parts in the May and June 1864 issues of Atlantic Monthly, as â€Å"Life on Sea Islands.†Ã‚  These authors helped to bring her to the attention of the general public as a writer. â€Å"Authoress† In 1865, Forten, her health better, took a position working in Massachusetts with the Freedman’s Union Commission.  In 1869, she published her English translation of the French novel Madam Therese. By 1870, she listed herself in the Philadelphia census as â€Å"authoress.† In 1871, she moved to South Carolina, teaching at Shaw Memorial School, also founded for the education of the recently-freed slaves.  She left that position later that year, and in 1871 – 1872, she was in Washington, DC, teaching and serving as assistant principal at Sumner High School.  She left that position to work as a clerk. In Washington, Charlotte Forten joined the Fifteenth Street Presbyterian Church, a prominent church for the black community in DC.  There, in the late 1870s, she met the Rev. Francis James Grimkà ©, who was a newly-arrived junior minister there.   Francis J. Grimkà © Francis Grimkà © had been born a slave. His father, a white man, was a brother of the abolitionist sisters Sarah Grimkà © and Angelina Grimkà ©. Henry Grimkà © had begun a relationship with a mixed-race slave, Nancy Weston after his wife died, and they had two sons, Francis and Archibald.  Henry taught the boys to read. Henry died in 1860, and the boys’ white half-brother sold them. After the Civil War, they were supported in gaining further education; their aunts discovered their existence by accident, acknowledged them as family, and brought them to their home.   Both brothers were then educated with the support of their aunts; both graduated from Lincoln University in 1870 and Archibald went on to Harvard Law School and Francis graduated in 1878 from Princeton Theological Seminary. Francis Grimkà © was ordained as a Presbyterian minister, and, on December 9, 1878, 26-year-old Francis Grimkà © married 41-year-old Charlotte Forten. Their only child, a daughter, Theodora Cornelia, was born in 1880 on New Year’s Day and died six months later.  Francis Grimkà © officiated at the 1884 wedding of Frederick Douglass and Helen Pitts Douglass, a marriage that was considered scandalous in both black and white circles. In 1885, Francis and Charlotte Grimkà © moved to Jacksonville, Florida, where Francis Grimkà © was the minister of a church there.  In 1889 they moved back to Washington, where Francis Grimkà © became the lead minister of the Fifteenth Street Presbyterian Church where they had met.   Later Contributions Charlotte continued publishing poetry and essays.  In 1894, when Francis’ brother Archibald was appointed counsel to the Dominican Republic, Francis and Charlotte were legal guardians to his daughter, Angelina Weld Grimkà ©, who was later a poet and a figure in the Harlem Renaissance and wrote a poem dedicated to her aunt, Charlotte Follen. In 1896, Charlotte Forten Grimkà © helped to found the National Association of Colored Women. Charlotte Grimkà ©Ã¢â‚¬â„¢s health began to deteriorate, and in 1909 her weakness led to a virtual retirement. Her husband remained active in the early civil rights movement, including the Niagara movement, and was a founding member of the NAACP in 1909.  In 1913, Charlotte had a stroke and was confined to her bed.  Charlotte Forten Grimkà © died on July 23, 1914, of a cerebral embolism. She was buried at Harmony Cemetery in Washington, DC. Francis J. Grimkà © survived his wife by almost twenty years, dying in 1928.

Discovering a Culture through Magical Realism Essay

Discovering a Culture through Magical Realism Every culture has a memorable type of literature. When one thinks of English literature, one thinks of William Shakespeare or Charles Dickens. The American writers Thoreau, Clemens, and Emerson bring to mind the days when America was still proving herself to be equal to the European countries. France had her own artists, such as Voltaire and Hugo, as did Spain with Cervantes and Dante. However, when one thinks of Latin America, what writers come to mind? Very few of these authors are as well known as those mentioned. However, through the concept of a previously unknown literature, the world is viewing Latin America in a new light. Magical Realism seems to have flourished in the warm,†¦show more content†¦Europe once cast out America, the world once cast out Germany and Austria, and the literary world once cast out Latin America. This culture, just like so many others, was criticized to extreme levels and yet prevailed to bring to the world this remarkable new literary movement: Magical Realism. The purpose and definition of Magical Realism are not easily reached as so many writers disagree upon so many aspects. For instance, Roh believes Magical Realism takes an aspect of society, usually overlooked, and adds a special essence that makes one truly appreciate the beauty of life (17). Roh states, â€Å"The point is not to discover the spirit beginning with objects, but...to discover objects beginning with the spirit† (24). As Leal points out, Flores gives no definition or purpose specifically in his text. Flores does, however, discuss many examples of Magical Realism and recites lines from the works to exemplify how different each work is. Leal states in his work: In magical realism key events have no logical or psychological explanation. 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The Minimum Wage and Why we Should Leave It Essay Example For Students

The Minimum Wage and Why we Should Leave It Essay When was the last time a value meal from McDonald, let alone any other fast food chain, did not cost five dollars or more? When was the last time premium gas was under a dollar a gallon? Its hard to remember, isnt it? Wouldnt it be great if everything cost a nickel, like back in the good ol days? According to the laws of economics, its not logical for things to have gotten more expensive competition should drive prices down. Then why have prices continued to rise over the years? The continuing demand of more money for less work has forced Uncle Sam to raise the minimum wage innumerable times in the last half century, which results in higher prices for the rest of us. Another raise in the minimum wage would, as all the others before it, raise prices for consumers, which would again result in another demand for a raise in the minimum wage. Its a viscous cycle that must be stopped before it loses control. Not only does a raise in minimum wage result in a raise in the cost of living, it also causes the dismissal of hardworking people who are happy with their current income. When the firing axe starts to fall, seniority often determines who goes and who stays. The more a single employee costs a business an hour, the fewer employees the business can afford to employee an hour. This results in the dismissal of employees to compensate for a raise in labor costs, which creates a smaller staff, which results in slipshod service. Although most reasonable people would rather pay more for better service, the plain fact of the matter is that the service hasnt really gotten any better. The service is better than it was when there werent enough employees so people assume the service itself has gotten better, while the truth is that the service is just as haphazard as before. The laborers are simply replaced because of a need for more employees, more often than not by people who have never worked in those positions before. By having a staff that is constantly fluctuating, the business hurts itself the service is hurt because the new employees are in need of training, and in the end it is us, the consumers, who feel the real pain The pain we experience is that of rising costs in the market its that sharp pain we feel every time we reach for our wallet, but it is in no way as painful as the fact that we give bonuses for no reason in the form of raises in the minimum wage. The argument that minimum wage should be raised says people need more money to make a living in a world of ever rising costs. The truth is that they, the people who demand more money, are the ones raising the cost of living. Some would say that the high cost of living is brought about by the devaluation of the dollar and the effects of inflation. Truth be told, inflation is also caused by the flooding of the market with bills printed to pay the high costs of laborers in the market. Laborers who are comprised primarily of teens and the elderly, both of which usually have an alternate form of income either in the form of parents or social security. I offer an alternative to the minimum wage. If people would respect their money and understand the value of the dollar then they would have to learn skills that would promote them in the job market. The minimum wage could be kept for the handicapped and the disabled, people who for the most part arent able to advance themselves in the working world. The most positive thing about the current minimum wage is that it is substantial enough to make teens respect their money, but also low enough to force them to save. Its been said that if we do not know our history, we will be doomed to repeat it. The argument over the minimum wage makes it abhorrently obvious that this statement is true. .u3f3252a357200719905a4953c9f5434e , .u3f3252a357200719905a4953c9f5434e .postImageUrl , .u3f3252a357200719905a4953c9f5434e .centered-text-area { min-height: 80px; position: relative; } .u3f3252a357200719905a4953c9f5434e , .u3f3252a357200719905a4953c9f5434e:hover , .u3f3252a357200719905a4953c9f5434e:visited , .u3f3252a357200719905a4953c9f5434e:active { border:0!important; } .u3f3252a357200719905a4953c9f5434e .clearfix:after { content: ""; display: table; clear: both; } .u3f3252a357200719905a4953c9f5434e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3f3252a357200719905a4953c9f5434e:active , .u3f3252a357200719905a4953c9f5434e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3f3252a357200719905a4953c9f5434e .centered-text-area { width: 100%; position: relative ; } .u3f3252a357200719905a4953c9f5434e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3f3252a357200719905a4953c9f5434e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3f3252a357200719905a4953c9f5434e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3f3252a357200719905a4953c9f5434e:hover .ctaButton { background-color: #34495E!important; } .u3f3252a357200719905a4953c9f5434e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3f3252a357200719905a4953c9f5434e .u3f3252a357200719905a4953c9f5434e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3f3252a357200719905a4953c9f5434e:after { content: ""; display: block; clear: both; } READ: The Digital Choice: Photography Today Essay The time for action is now, before we .