Human Rights and Guantanamo Essay

In 2004, the Supreme Court ruled that Guantanamo utter detainees, most of whom guide been held in the coterie for years, may ch in aloneenge their hold at the camp in Ameri endure federal courts. (Medra no 2006) While this is good intelligence learning, at the onset this revealed a major flaw in the years-long outgrowth of camping ground Delta, the US prison camp in Guantanamothe usurpation of raw material human in good orders, a major ethical concern non all in Guantanamo hardly all over the world. A typical cellular phone at Guantanamo, sources say, is like a prison cell in the US, with the standard clothing and toiletries. Because most detainees argon Muslims, each cell comes with a Koran, supplication beads, and an arrow pointing to Mecca. Each day tied(p) dismounts with a Muslim cry (out) to prayer. (Camp Delta Guantanamo embayment, 2004) So where is human right violation here? Human rights regulate that every prisoner has the right to remain silent, un dergo a mean(a) trial, be given the basic necessities in life story, be protected against all forms of abomination, be able to exercise religious freedom, and be presumed innocent until proved guilty, among others. These be things that be mostly not enjoyed by the inmates at Guantanamo. To begin with, detainees at Camp Delta have been incarcerated there for years without undergoing trial. Most of them have been picked up from the streets, majority from Afghanistan. Some were malef phone numberored over or pointed at as terrorists in exchange of the dollar rewards.Secondly, torture and physical abuse have been reported. Suicide slips were alike existent. Thirdly, prisoners are virtually living in solitude, having no rights to family visit or to live communally. They are also not authorize to exercise the right to remain silent. On the contrary, they are interrogated frequent each week for hours by the array. These after the governing body branded the detainees oppositen ess combatants but not prisoners of war.Thus, the detainees were deemed to be not entitled by he provisions of the Geneva Convention. But this was reversed in 2006, when a decision was do that the detainees are entitled with full protection of the Geneva Convention, ever-changing the fate of the hundreds left at Guantanamo request camp. (Sources Rights pledge for Guantanamo detainees, 2006) Ethics say that human rights should be followed and respected by everyone, towards everyone. Whether terrorists or not, these detainees are entitled to fair and proper treatment by their captors including such time that they are proven innocent and released, or proven guilty and elevated to a higher penalty. But the discussion of whether the treatment of the prisoners at Camp Delta, Guantanamo Bay is right or injure is highly subjective, and because egotism expression is a human right it is worth to respect every soulfulnesss view on the situation. However, the years of struggle for freedo m by the prisoners in this prison camp in Cuba are all justifiable. If we look at the issue in light of utileism, we will be given the cardinal sides of the coin. The first side is that of the people who are benefited by operation of Camp Delta and some(a)(prenominal) other US prison camps all over the world. In this side, the inhumane treatment of the prisoners is right because it benefits them gathers them happy. It makes them happy because they are able to brilliance their country and their government against people who plotted against terrorism in the unite States.It makes them happy because they are doing something noble and worthwhile. It makes them happy that they are getting even with people who may have played a part in the killing of many terror victims in the 9/11 attacks and many other terror attacks around the world. If they stop operating Camp Delta and plastered it d give birth, it will reverse their emotions and give them the disconfirming perception in return . This imminent flavoring of sadness makes shutting down Camp Delta wrong, as the utilitarian will say. On the other hand, the situation does not make the hundreds of prisoners and their families happy. Their negative (sad) perception of the situation makes it wrong, as utilitarianism cl spirits that whatever results in the reverse of felicity is wrong. Psychological self- offerion agrees. It asserts that a persons ultimate aim is ones own welfare. It may appear that psychological egoism speaks intimately selfishness. The theory says that in fact people are continuously thinking about their own means and ends all the time. This can be seen with the Guantanamo prison case in hand clearly.In the Guantanamo Bay camp, self welfare was always on cue. Many situations in many news reports and coverage insist on the truth behind this theory in Camp Delta, and egoism was practiced by the authorities and the prisoners alike. Every guard, prisoner, officer, and all others act according to what will benefit themselves and their welfare to a greater extent.While military personnel may be there for the service of the country, the government, and the countrymen that they are representing, it can also be claimed safely that they are there for the benefits that being a military person gives them and their family. The prisoners may say that they are innocent because they are really innocent, or because they fear that they will be killed if they say something or establish a connection with terrorism. Likewise, the real terrorists may admit what they last and give information for hopes of being freed or being treated more humanely.All of them are acting towards what they think will result in a more positive enjoin for themselves. For instance, the suicide attempt of some prisoners is a result of their desire for a better state. They feel that they are in such a bad situation in the Guantanamo camp that death, be it self-inflicted, is the way out for them to achieve a bett er life than what they are receiving in prison.Reports saying that prisoners who cooperate and state information about terrorism are given special rights to live communally though under strict command are another reflection prisoners may be revealing information to receive the privilege. The guards are in turn giving the privilege to encourage the prisoners to speak up, and because they want the information.There were also cases that have been reported where prisoners are given cups for good manners and cooperation, but many prisoners used these cups to throw urine or stool to guards guards were libertine in disciplining these prisoners in return. (Camp Delta Guantanamo Bay, 2004) In light of psychological egoism, the litigate and answer of both the guards and prisoners were theoretically correct as they aim for the welfare of themselves. The prisoners feel maligned, and they wanted to get even.They do this by throwing the cup of their waste to the guards. In return, the guards feel maligned too and will take an action to take control over the prisoners and their action, be it physical or psychological abuse. A press of pride, and they are all results of ones desire to save his own welfare. In this light, the action-reaction chain ongoing at Guantanamo are all lucid and justifiable.So in totality, can the treatment of the detainees at Camp Delta be concluded as inhumane? Are they really not utilization human rights there at Guantanamo Bay? Again, at first thought, yes and no. The answer depends on who is answering the question. A person who values matter security and referee for terrorism victims more will rejoice over events at Guantanamo Bay. On the other hand, a person who values simile and human rights more will most likely be go by the events at Camp Delta and be dismayed. However, two philosophical theories assert that what is happening out there in Camp Delta, Guantanamo Bay is wrong and worth ones dismay.Kantian deontology states that right and wrong is rigid by action, so an action is right or wrong disregardless of its consequences. The ends do not and cannot justify the means. In a scenario or situation, an discernment of the situation itself is needed to know if it is right or wrong, and even if it made for the positive end if it is wrong it remains wrong.Likewise, a right force out despite the negative end still remains right. In the case of treating the Guantanamo prisoners without regard for human rights, it should be assessed if the treatment is right. Ethically speaking, it is wrong because it violates and gives no regard to human rights. current, the treatment of these prisoners may lead to useful information about terror attacks and may help combat terrorism altogether. Sure it may promote world peace. Sure it will bring justice to terrorism victims. But all these do not matterthe violation of human rights is ethically wrong. In light of virtue ethics, Camp Delta is treating its prisoners inhumanely. Th e government and its guards set aside patience and humility and hurt people without concrete evidences that these people have anything to do with the terror plots and attacks. The concern for security and to caution the nations injured pride for having been targeted by many fortunate terrorist attacks overshadowed the value of the human person, and that of brotherhood. Utilitarianism states that the events at Camp Delta in Guantanamo Bay Cuba is right and wrong depending on which side of the fence a person is in, and if the events make him happy or not. Psychological egoism seconds this, as a person values himself and aims to protect his welfare. On the contrary, Kantian deontology and virtue ethics state that the prisoners at Camp Delta are indeed being maltreated because, primarily, the action itself is wrong and despite the arguments on expected positive results it is still wrong.Second, the actions against the prisoners act against established virtues. But philosophy and theori es aside, ethics dictate that prisoners be treated with respect and be given due process. If the authorities can do this, the majority will be happy, egoism takes its course positively, actions will be deemed proper, and virtues will not be violatedand there will be no argument about human rights violations at Guantanamo, or anywhere else, ever.ReferencesCamp Delta Guantanamo Bay. 2004. Retrieved shew 31, 2007, from http//www.cbsnews.com/stories/2003/09/16/60II/main573616.shtmlMedrano, M. 2006. Supreme Court Rejects Appeal of Guantanamo Bay Detainees. Retrieved March 31, 2007, from http//abcnews.go.com/US/LegalCenter/story?id=1851981&page=1Sources Rights pledge for Guantanamo detainees. 2006. Retrieved March 31, 2007, from http//edition.cnn.com/2006/LAW/07/11/guantanamo.geneva/index.html

Civil War Research Paper

Whatever the case maybe, thither is no one debate wherefore work force and now woman enlist in their nations army when warfargon is upon them. In analyzing the Civil War, umpteen explanations exist why southeasterlyern men were departing to fight their own brothers and sisters of the North in apparent movements to defend their port of life. The same can be said for the North, why they felt the pick up to sacrifice many of their own lives and presume the lives of their brothers and sisters of the Souths to restore the wedlock. There are multiple reasons why blueers and Southerners took up arms against each other in the Civil War, and they varied from individual to individual.It is a considerably known position that Abraham capital of Nebraska (the president of united States urine late 1 asss) effort and his influence end up in thralldom abolition through our get together States. To believe that married couple states won the cultured war because in that respect ar my was the last to stand is correct, scarcely there were other major(ip) reasons for their victory, in it incorrect to say North won because its army rest last in the encounterfield is the main reason for their victory. In feature their army to be last in the battle field was to a fault a result of one of these key reasons for their victory itself which were established ample out front the cultivated war.Lincoln decisions were against traditional values. He choose to immobile the resources of the Union to enhance the function not only to the federal g overnment but to overly form a class of capitalist entrepreneurs. The South at this magazine suffered economical distress, the North went into war at a time of prosperity. This nourished the profits of industry and economy flourished. bracing England mills supplied the army with materials such as uniforms, blankets. While protoactinium coal and iron workers promptly expanded their output. Merchant industries produced boots, shoes and meatpacking to supply the army needs.Agriculture also flourished due to litigation moving westward, with machinery and immigrants replacing labor. One of the brisk reasons for Northern States in the civil war success was their influence all over United States. The impact started in early sasss long before the civil war when the united States developed (in the nitrogen) a strong industrialized economic nation. More and improved technology required less labor which fall its addiction on slaves. Even the farming was now based on technologies like tractors which required less labor work.Which describes the smear in the sasss as increased industrialization. Steam rower, advanced interchangeable parts, assembly lines, and mass production contributed to the expansion of factory industry and Agriculture, mining, and manufacturing expanded because of to a greater extent rail transport. The richly up mentioned quotes described the change in system of work through in dustrialization which even covered the Plantation and Agriculture, thus ultimately lessening the dependency on slaves. The war benefited the north dramatically.Abraham Lincoln in 1860 seek to be neutral in the slavery issue. He had no purpose, operately or indirectly, to interfere with the institution of slavery in the States where it exists. He believed he had no lawful right to do so, and no inclination to do so. The intentions Of Abraham Lincoln to get neutral people on the slavery issue on his side. So we get the idea that post war Abraham Lincoln tried to bring his influence on people. This created new tensions amongst the due southerners and Northerners and lead to changing in peoples sentiments into the northern favor.Abraham Lincoln gained the sympathy of the people since they pushed negotiations till the end. The North combine behind the Union cause later the attack on forgather Sumter. With the election of Abraham Lincoln in 1 860, six southern states chose to sack out from the Union. Last-minute efforts at compromise, like the proposal failed, and Confederate forces fired on federal exhibits at Fort Sumter in Charleston Harbor. The situation in the Fort Sumter and states that Union pushed for last minutes talks which failed. For many Northern women, the civil war gave women new opportunitys.They took advantage of the wartime labor famine to move into jobs in factories and into certain largely male professions, particularly nursing. The expansion of the national government also opened new jobs such as clerks in overspent offices. Only retail sales, government jobs, retail sales, and nursing were everlasting in the workplace. With women taking part in these new opportunitys they took a direct part in the military campaigns. Which empowered the North in regards to the United States Sanitary Commission emerged as a centralized national moderation agency to coordinate donations on the northern home front.The North prevailed over the South due to major reasons which included the insufficient supplies, insufficient troop numbers (not so bad in the beginning, but desertion and privation of fresh manpower meant the South could not replace asses and every battle won or lost, brought them closer to the end). Politics and bad General Officers (General Brannon Bragg in all likelihood the best example. Jefferson Davis is ultimately to blame here). Some ways that the South was no-hit in the beginning were following up early victories (like Shiloh) and breaking the will of the north early on while the South was fresh, relatively well supplied and had high morale.The South had a limited amount of time before the above factors would wear her down. downwind had a golden opportunity at Gettysburg and threw it all away. The death of Stonewall Jackson was the ingle biggest blow. Even so, had southern commanders been more aggressive on Days 1 and 2, the tactical positions would not have bypast to the Union and Lee would have pushed t hem right off the field. Still Pickets rout out was a foolish decision and completely unnecessary. Lee should have merely picked up and move around the union troops and either picked other field or marched on Washington itself.Lee might have stop the war with such a siege without having to take Washington. As it was, those in D. C. Acted like the rebels were outside the gates and were in a panic. Even if the only thing Lee did was march through the north, he would have been utilise Northern supplies and making the northern armies follow him around, while instilling apprehension throughout the north. Had he followed Sherman Total War principle in the north, Lee would be as infamous as Hitler, but the South would be its own country.As General Alongshore later put it, We should have freed the slaves primary and therefore fired on Fort Sumter. If the South had freed the slaves at any bloom prior to Lincoln emancipation, the south would have had an infinitely better pang at Euro pean assistant. A few more early victories. The south was making a serious bid for English and French assistance and they darn near had it. Both were looking for just a dwarfish bit more proof that the south had a real obtain and French and English support would have ended the naval draw a blank as well as the supply shortage.They just precious to be sure they were backing the eventual winner. The loss at Gettysburg and ultimately, the emancipation ended this as a real possibility. Stopping Sherman before he reached Atlanta. in spite of fighting a losing war, the south was wearing down the will of northern civilians. The south had far more victories than they were expected to have, the casualty tolls were far higher and Lee continued to outnumber the Northern commanders until late in the war. later on years of fighting, Lincoln was himself sure of defeat absent a miracle.Had Jefferson Davis and a few southern generals gotten their act together and fought with this goal in mind , they may have pushed Sherman back to almost pre-war borders. With Lincoln defeat to a chance running on a platform of ending the war, a ceasefire and ease agreement would likely happen in early 1865. Any efficacious break in hostilities would mean a win for the South and perhaps new chance of European support if the war continued. The South succeeded because they wanted to protect the institution of slavery which they perceived as being endanger by the Republican Party and the Lincoln administration.It was largely about slavery. If there is doubt, read this Our government is founded upon the supposition That the white man is not competent to the black man, that slavery is his natural and normal condition Our government is the first in the world to be founded upon this Fact (approximate quote) Alexander Stephens, Vice professorship of the Confederate States of America, 1861. Quoted in BATTLE CRY OF FREEDOM by jam M. McPherson. (By the way, Lincoln did not tax the South into seceding from the Union most of them seceded after his election but before he took the oath of office.Also, the North loosely fought for union, not against slavery)because they thought the new republican administration was going to take steps to abolish slavery and they wanted to protect that institution. The Declaration of emancipation did not proclaim the existence of one new nation but rather Of thirteen independent and sovereign states. If you look it up in the dictionary you will find that the word state is actually synonymic with country. When the Constitution was written each of these states acted in its own sovereign aptitude to decide whether or not to join the union.None of them had to. Indeed, George Washington had already been give tongue to in as president and the first congress was already in session before Rhode Island decided to join. The Constitution specifically gives some powers to the federal government and explicitly reserves all other powers to the states. Based on all this it could reasonably be argued that the states still possessed the sovereign power to withdraw from a union they had entered voluntarily. The Southern states put his theory to the tally by attempting to secede.The political reason for their secession was to protect the institution of slavery which they saw as threatened by the new Republican party. New Englanders had contemplated secession at the Hartford Convention. While it was obviously the position of the Union that the Union could not legally be dissolved, its fair to say that the South had at least some basis to say that they could leave the Union. The innovation of a state was frequently more important in the 1 eighth and 19th Centuries-The government wanted the southern states to give up their slaves. During the civil war slaves played an important role in the victory of Union.There were common chord types of slaves amongst them were the House workers who were treated as shadows. This lead to intelligen ce leak to the north since the owners spoke important information in front of the slaves. This was a vital role in the victory of North. During the Civil war another reason for the loss of South was their own faults. First of all as they entered Pennsylvania the confederates terrorized and stole goods from the local people. Secondly there army was pretty much spread out in Gettysburg, and the union troops ere on high grounds.

Dickens a Christmas Carol and Priestley’s Essay

By bragging nearly his knighthood and public lecture to the highest degree his strong capitalist views A man has to make his bear way, familiarity and wholly that nonsense, circumvolve makes himself unpopular to the auditory modality which is Preistleys in tension when Birling talks about the titanic macrocosm absolutely unsinkable, and the circumstance that, nobody wants war, this creates dramatic irony as the audition do that the Titanic would sink on its maiden voyage, there would be twain worldly concern wars, depression and strikes however, the characters get intot know this and in this case they tangle witht know that Birling is completely wrong in what he is saying.All of this creates a negatively charged diction in which Priestley creates this wealthy, prosperous approximately perfect family that looks splendid solely is the opposite as they atomic number 18 unintellectual and the lowest of low, especi whollyy to Priestley who strongly disagrees with their capitalist views. Birling hobo be compared to scrooge in A Christmas carol, as they two(prenominal)(prenominal) are prosperous, some(prenominal) get int be a part in their community and they are both(prenominal) set up by Dickens and priestly to be unsympathetic by using the same techniques equal negative diction and them both macrocosm ignorant.In the opening scene we in homogeneous manner learn about Birlings family his wife Sybil Birling who spiels diminutive part in the opening act, his son Eric who passms shy and close to being drunk, his pretty daughter Sheila who is very pleased with life, and her light hearted conversation faces she is vernal and enthusiastic. There is alike mavin visitor present, Sheilas fianci Gerald who is, attractive, and the easy courtly young man-about-t hold. His father stimulates a large business Crofts Limited and when make his speech, Birling says that, we may look forward to the time when Crofts and Birlings are no longer c ompeting but are working unitedly, which means that Birling being the man we now know him to be, sees his daughters engagement as a lay down opportunity for a business deal. However things seem unstable amongst Sheila and Gerald when she mentions, last summer, in a half playful, half serious, tone.Priestly does this to build that although they look perfect, they completely obviously have problems creates unease in the aureole and causes conflict and foreboding. The examiners arrival instantly adds tension as the lighting is variety showd on stage to be, brighter and harder, which signals a variety show of mood in the play and withal seems to add menace to the Birling family. Priestley describes the Inspector to be man who creates at once an impression of massiveness, solidity and purposefulness. This tells the earshot that this character is important and the concomitant that he speaks, carefully, weightily, and has a disconcerting habit of looking hard of the soul he ad dresses before actu tout ensembley speaking, also gives the impression that he knows, hopefully as well as the audience, how ignorant and wrong the family is. The inspector speaks to distributively of them gravely, dryly, slowly, steadily, plainly, coolly, with authority, massively, and sharply, which builds up a moralising tone.From this early stage Priestley presents him as a render and jury of the familys wrong doings and almost a philosopher and sociable observer rather than a policeman. For example its my duty to posit questions, and in the case of Eva Smith, what happened to her then may have determined what happened to her ulterior, and what happened to her by and bywards may have driven her to suicide, comments like these would be out of situate being said by a police man.In A Christmas Carol, Dickens voiced his opinions through different characters, in An Inspector Calls, Priestley voices his collectivised views through the Inspector when he describes Eva Smith by u sing the repeating of no No work, no bills, listing few friends, lonely, half starved, and emotional language.He also uses biblical reservoir corresponding to Dickens, we are members of one body, which is part of a communion prayer which means that we are all equal in the sight of God and that he sees no shape barriers. A nonher example is, fire and blood and anguish, which is a biblical reference to hell and links to World War 1 which Priestley fought in. Also like Dickens he unites the speaker and the audience by using the plural, individualised pronoun, we, which emphasises his positive views on the idea of community.The Inspector, referring to Eva Smith says, There are a lot of young women living that sort of existence in both city and big town in the country, If there werent, the factories and warehouses wouldnt know where to look for cheap labour, this is a general social point Priestley is making as well as the fact that there is no unfastened dividing line between d ifferent elements of society, for example, Gerald says, were respectable citizens non criminals to which the Inspector replies, Sometimes there isnt as untold residuum as you think. This brings out Priestleys positive views on the community, that we are all trusty for each another(prenominal), that we are all part of humanity and we need to take our problems. Also like Dickens A Christmas Carol, Priestley gives the Inspector the role of mystic, all knowing power Shelia nonices this when she says to him I dont understand you. This can be linked to Ouspenskys surmisal that existence is a hertz of lives, which we can only escape from if we change them with the help of a indue or extraordinary psyche in this case that person is the Inspector.through and through the whole play the Inspector rids the Birling family of their respectability as the audience feel, with the persuasive techniques of the Inspector, that not only are they on trial but the whole of the concourse in t heir advantaged social position for treating people like Eva Smith badly Public men, Mr Birling, have responsibilities as well as privileges, the antithesis in this emphasises Priestleys just spoken heart and soul.Before the Inspector leaves he makes a powerful, prophet like speech, which summarises the plays philosophy We dont live alone, and We are responsible for each other a biblical cognitive content, shows Priestleys sense for community and the antithesis of if men volition not learn that slighton they will be taught it in fire and blood and anguish. represents the two World Wars to come as the play is set in 1912 and it was performed in 1945, to tell the audience that we havent learnt anything.The Inspectors speech is very obligate and is used to voice Priestleys views to the audience. The repetition of we, is a persuasive technique that he uses as well as Dickens to captivate the audience and to make them realise that it also involves them. There is a huge difference i n the older and junior multiplications of the family to the reaction of Eva smith. The eldest, for example Mr Birling is not nearly as effect by the story as Shelia who reacts emotionally. She also readily agrees that she has assoild badly and is prepared to admit her faults.She also is keen to change her behaviour Ill neer, never do it again. Her brother Eric is also neural to change his ways for the early and is deep sorry for what he did, together they are also ashamed of their parents Eric says to his mother, You dont understand anything. You never did. You never even tried. She and her husband however are less remorseful, Birling in particular as he refuses to take any obligation for Eva Smiths death and seems to be more come to about the money Eric stole from him than Erics treatment to Eva Smith.He is also concerned about keeping his ever so important social status when he says to his wife that, It isnt going to do us much good, and, The press might easily take it up, this shows how ignorant he is and that he represents Priestleys disgust of capitalist businessmen who are only arouse in making money. From this it is clear that it is left up to the younger generation to learn from their mistakes and to change the future to which the Inspector adds, Theyre more impressionable. Priestley makes life-and-death parts of the play more dramatic by using tension before the Inspector arrives there is a slight unease as Sheila brought up, last summer, to Gerald, which tells us that something already isnt quite right in the family, there is also irony as Gerald jokingly suggests that, Eric has been up to something, Eric is not amused and uncomfortable at this remark, Gerald insists its a joke, but we later find out he has been up to something.The Inspector enters straight after this and again there is more tension built up by him questioning Birling and Sheila but even more so when he begins to question Gerald who reveals that he was with Eva Smith la st summer, the act then ends as the Inspector enters and says, Well? This leaves the audience in huge suspense and anticipating what will happen next. After questioning Gerald and Mrs Birling, which adds even more tension when she says that the boy who got Eva Smith pregnant should be, compelled to confess in public, not realising that this boy was her own son Eric, who enters after the Inspector tells her who the boy is.There is huge anxiety and stress now as the inspector has interrogated them all, he leaves with a compel speech and after this the tension fades away as the family question the Inspectors presence. Was he an Inspector? Was Eva Smith real? They all start to relax away from the youngest who are ashamed of their behaviour, the eldest seem to be, amused, and the word, joke, reappears, to which straight away the recall rings, a moments silence creates worry and large amounts of anxiety build up.As Birling tells his family a police Inspector is on his way they all sta re guiltily and dumbfounded as the curtain falls. Ending the play here would leave the play open for the audience to make their own decision on what would happen next again this would add tension. Priestleys intention when adding tension at crucial parts in the play is to make them more memorable and for the audience to really think about the characters involved. It also highlights his message that he is trying to get across we should all live as a community and see each other as equals.A Christmas Carol, and An Inspector Calls, are similar as they both contain the supernatural and the idea of fate. A Christmas Carol, involves ghosts and hard liquor, which give us the message that if we do not change our ways for the better we will be punished. This is also true for, An Inspector Calls, as it has a philosophical nucleotide that society needs to change, however, the supernatural is only hinted at as the characters suspicious that the Inspector wasnt real and they have no proof tha t he was. The Inspector had a moralising almost prophet like presence similar to the spirits.Priestleys play follows Ouspenskys theory, as the Inspector is the extraordinary person who changes the lives of the Birling household. Even though Dickens did not know this theory it can be compared to it, as his fresh is based on a very similar ascendent. In, A Christmas Carol, the gifted or extraordinary people who change lives are the spirits. both(prenominal) texts also follow the concept that in our lives there are significant moments we make which can lead to hazard or salvation in An Inspector Calls, the Inspector analyses these moments and tries to make the characters see where they have gone wrong.In, A Christmas Carol, Scrooge sees his past present and future and realises that he too has made the wrong decisions in life and plans to change them. The Characters in both stories can also be compared for their similarities there are the villains Scrooge and Birling, who are writte n to be disliked. Both are ignorant, imperious and have no sense of community that both authors are for. They both symbolise the capitalist businessmen who turn a blind gist to everyone else. In both narratives there are also the victims of the villains behaviour and actions fiddling Tim and Eva Smith.These characters symbolise the poor Eva Smith represents the lives of many women of that time. We learn that even though she has been hard done to, she still has the highest morals she didnt accept the stolen money that Eric offered her and reclined his offer of marriage, as he didnt love her. Preistly writes her this way to show that these women are not bad people and that they should not be judged on their social class. Tiny Tim symbolises the poor in, A Christmas Carol, as he creates reason for the reader he is ill and still tries to enjoy life.In both texts, the victims die as part of the villain cruel and unjust behaviour. Both also have a theme of repentance Eric and Shelia ar e deeply sorry and ashamed of how they behaved and plan to change their ways if possible. Marley also carries this theme of regret when he comes and warns Scrooge to alter. Each of these characters represents the authors beliefs that we should change become a stronger community and disregard each others differences. In both texts there are differences, the obvious being that one is a novel and one is a play.This variation effects how the messages are conveyed A Christmas Carol, shows the message clearly, and goes into more detail about characters emotions. An Inspector Calls, illustrates the message in a less obvious way and leaves the audience thinking more about its message. The characters emotions can only really be displayed when acting which would give the audience a much clearer image. The more realistic of the two is, An Inspector Calls, because it contains less of the supernatural which makes it easier to believe. A Christmas Carol, could be called a fairytale, as the idea o f ghosts and spirits is very unrealistic.Scrooge changes his attitudes through out the novel and is a exclusively different person from the beginning to the end. This can be said for the younger members of the Birling family Sheila and Eric both feel wrong and guilty. They too, plan to change how they behave and act. Nevertheless, Mr Birling and Mrs Birling show no signs of changing their capitalist beliefs and they dont plan to act any differently than before.

ICT Is An Opportunity For Children To Apply And Develop Their Knowledge And Capability

IntroductionWithin my setting, ICT is an opportunity for children to moderate and develop their k right awayledge and capability. With my serve up, they set up re seem, question accuracy of sites and ex transmute and parcel out information to wreakher and finished emails (we in addition share with a neighbouring coach and deport anatomy blogs). Children are study the fundamentals of research and electronic media, with restrain, guidance and safeguarding programs. They develop ideas put on tools to refine work, enhance quality and accuracy, character spell checks and thesaurus.These are just near of the general requirements from eccentric expanse broadcast 1999, published by QCA. In conversation with my teacher, we noned how technology has changed rapidly. We radiation pattern session ICT in Assembly, Role Play, cross counselings the curriculum and taking photos for evidence. Teachers are purpose it easier to source programs that make learning more fun. An ICT program, namely, www. educationcity. com, covers Key Stage 1-4, wholly Curriculum areas, plus a Teacher Zone and is spendd across our school.We agreed, in the wrangling of Blatchford, that we mustiness provide activities to get on children to research the technologically of a variety of ICT tools and encourage them to apply these, for a range of distinct purposes. (Siraj-Blatchford and Siraj-Blatchford, 2006, p. 2). In commercial enterprise with National Occupational exemplifications expectations of Teaching Assistants in ICT, this ensures we get basic training to support pupils. ( resist 5, hebdomad 25, Activity 25. 3 drill activity observing ICT). Part One Our discriminate has been exploring seeds, so I based my Storybird book around this.We covered topics in math, attainment, Environment and encircle Time. These cross-curricular relate were important for our furcate activity from sourcing the materials needed, to who would look aft(prenominal) them and estimating their ultimate height. The impact and effect flowers and bees had on our environment, and peoples feelings well-nigh this. I highly-developed this story linking to friendships and second families, and in class extended the Maths talk, estimating the height they may grow, and eventual measurement to incorporate centimetres and inches, which we are applications programme this term.Linda Gillard and Virginia Whitby (2007) argue that the more prescriptive the curriculum, with guidance and requirements, the greater the potential forge it has on the way childrens theater fellowship is developed in schools. With this quote in mind, I leave use this ICT site to improvement the children, using the ascertains to friend tell a story, and having ICT as a cross-curricular tool. We encourage children to use contrary strategies like story-mountains and mind maps save just having pictures and having to barf words to them extend their view.My pedagogic subject knowledge benefactored m e help them train the pictures and I explained the concept to them in order for them to be adequate to witness. I knew they would then learn because they had chosen pictures that interested them. As Marianne Coulson, Combined autobus Group pointed out writing a story from the illustrations enabled me to experience what it efficacy be like for a non reader trying to make whiz of the story from using the pictures. We encourage children to use different strategies when reading to midriff them becoming over-reliant on one strategy.I learnt how to develop my ICT, enabling the children to crack their literacy skills and to make choices. The children roll in the hay let their imaginations rule the story. I will return this as a group activity and encourage the children to look at literacy through different modes of image and word. The complex interweaving of word, image, gesture and movement and sound, can be combined in different ways and presented through a range of media (Bear ne and Wolstencroft, 2007, p. 21). Children develop their powers of thinking and makeing enabling them to be over positive(p) enough to develop.(Michael Rosen, former Childrens Laureate, from DCSF, 2008, p. 2)(Block 3, Week 13, count Guide talk and Listening)Daily writing develops technical proficiency, the ability to manipulate ideas and build a savings bank of possibilities to draw upon sparking fresh ideas to combine words, generate and select sentences and create from images (Pie Corbett, 2012). I hire learnt that as adults, we already have the skills for reading but using illustrations, sounds and words is a multimodality tool. I tend not to use these different strategies and I think at jump, this made my writing in Storybird uncorrectable.I had agglomerate of ideas but had trouble finding images. I learnt children have far more of a free flowing attitude than adults do, and it took me a while to emphasis on writing around the images rather than finding an image to hold back my writing. Children already know much about multimodal texts from their home experiences. As instruct assistants it is our responsibility to build on these experiences and the childrens knowledge, recognising the relationships betwixt different modes and use this in our instruct. The future of reading and writing is interlocking with the future of digital technology (UKLA 2005).For Show and Tell, I used the bring out we had put together on Planting. We planted seeds with the children as part of a Maths experiment to see how tall they would grow and be able to measure in cms and inches. Children estimated the plants end height and recorded the information. Our Science lesson covered, talking about plants, bugs, bees and the environment. We use a similar ICT programme whereby the children send photographs and videos to a neighbouring school, and by refining and editing their work they are in addition skirmish the National Curriculum (2005) QCA requirements.The childr en are aged six to seven and the mean learning egresss were to see if their estimations were correct. For cognition, we were scaffolding the children to learn about discovery as well as communication, discovering if the plants would reach their estimated height, and communicating with each other to argue expectations. To be able to distinguish the impact science and technology has on everyday life and environmental impacts on bee pollination and weather conditions (Block 4, hebdomad 18, Science and Technology).We represented the situation in math to predict the outcome and add details to a graph, interpreting mathematical data (DCSF/QCDA, 201014) (Haylock with Manning (2010). victorly, I thought it was good to share our approaches and the resources we use in our school setting. winning note of comments in the forum, I delivered the show and tell to colleagues, explaining that we could use this in assessments for learning and received positive responses and feedback. (Word co unt 1071) Part Two (a) face back at the Maths targets I identified and discussed in TMA01, I feel that my knowledge and progress in bother solving has developed.The contend for me was the opportunity to understand the problem solving strategies and be able to use logical reasoning. The lack of this affected my mathematical investigations with the children and my confidence to represent and perplex situations using a range of tools and applying logic and reasoning. (cited Haylock with Manning, Chapter 2, pg. 21, DCSF/QCDA, 201014). I have progressed in thinking productively and can understand, analyse and evaluate to solve problems, communion my approach and solution tellingly by re-reading the course material.I have learnt problem solving can relate to many different things deep d let maths ranging from doing a jigsaw to reading a map cited Study Guide, Week 26, Block 5, ICT (Ollerton, 2010, p. 84) and the need to solve problems is the fundamental basis for the constructio n of maths. I have learnt, by reading Askew & Williams (1995) four areas of problem solving, being, Standard Problems, Non-Standard, Real-world and Puzzles, that to question the children on these, by using questioning that will help to develop their mathematical thinking is of importance.In line with the Qualifications and Curriculum Authority (QCA 2003, p. 8) I am now thinking about the childrens thought process, and the terminus to which they will reveal their understanding and the phrase used. This will have a further impact on my support of them and my own knowledge and understanding. The closely important thing I learnt in Block 2 (Week 8, Study Guide Teaching for possibility thinking) related to maths being a rich context full of creative approaches to learning and how we, as teaching assistants, need to build on what we have previously learned.Using what if and as if thinking I will use creative questioning and support the children to explore what answers may be. Using the shiny maths approach like line graphs, pie charts, 3D fabrics and tessellation patterns to make maths and problem solving, more interesting. In compound my subject knowledge for side, I have found that my understanding and exploitation has been re-enforced by re-reading Eyres (2007). My weakness as identified in TMA01, were Phonics and Word Classes and Apostrophes.By press release over chapters 3, 4 and 8, I have come to make common sense of phonics, graphemes, nouns, verbs, adjectives and the importance of how simple sentences are structured. How a words class can also be determined by its function of the situation it plays in a sentence (Eyres (2007) p. 87-p. 89). Word classes, being the verbs, adjectives and nouns, describe side as being parts of speech.Assigning words to classes is more straightforward, for example, the water braves, water the verb and runthe noun and how an apostrophe can stand in for garner that have been dropped. For example do not will become usurp t (Eyres (2007) p. 129). In Science and Technology, I have discovered collaboratively with our e-group, that there are many sites we can use for investigation with the children. Useful facts and links can be used in conjunction with other schoolroom resources such as library books and working wall texts, with the idea that, children should do much more practical hands on experiments and be multiform in the examination of scientific phenomena.When doing an experiment on germination, I learnt, after reading the article in Study Guide, Block 4 (Week 21, 2. 4 Observing Phenomena) by Karen Phethean (2008) giving the children a more hands on and minds on approach and allowing them to handle the seeds and Petri dishes made a great balance to their learning (topic pedagogy). I have pulled knowledge that Science is a way of thinking and that it involves trial and error. I understand now that our conclusions can change during the lesson as we may make a new discovery through questioning the children.Howe et al (2009) suggest children need support to be creative and explore, predict and observe and Vygotsky (1978) says communication in learning is important in the development of knowledge in which we have some understanding but are not fully confident. I feel a minute out of my comfort zone when delivering Science and, although I have some sound knowledge, I need to develop along with the children and remember that science is not just a collection of facts. I have also realised that I need to question the children more to ensure they understand and allow them to give their ideas and interpretations.The use of online science and technology information has raise learning in my environment by allowing the children some independence to search for relevant information. This has helped me gather knowledge and understanding in cross-curricular ICT and be of financial aid in facilitating childrens learning. pedagogically, I can now put into practice the knowledge and exp erience I have gained through Block 4, Science and Technology including an understanding of what makes the learning of specific topics easy or difficult the conceptions and preconceptions that students of different ages have.(Word count 842)Part Two (b) Looking back at the slope targets I recognized and considered in TMA01, I am now confident that my subject knowledge in Letters and Sounds has advanced. I have developed my knowledge of childrens literature and the linguistic terminology used, along with pass much time examining the letters and sounds in Phonics. Re-reading English for Primary and premature Years, Eyres, (2007) has helped my progression enormously, and I now know I am confident to apply my developed knowledge in a practical sense.I have reaffirmed phonics is the study of how sounds we make correspond to the written letter and fully understand now that readers of English rely heavily on their knowledge of letter-sound association, and an indispensable part of the reading process is rewrite the letter symbols to reveal the sounds of the language (Eyres (2007) p. 200). Although phonics appears hard to grasp, by using the right approach, it is possible to make this easier for the learners with worksheets and/or audio, through use of laptops.We must use well-prepared phonics plans that take in the phonics rules and patterns. I have further learnt that after introducing the learner to the letters, we must teach them the sounds. The phonics lesson plans must include sounds worksheets. These phonics sound worksheets must include all the 26 letters, 44 phonemes, and 120 graphemes and digraphs. I have also learnt that we use a combination of three criteria for determining word class. The meaning of the word, its shape, form and the position it has in the sentence.Word classes nouns, verbs, adjectives etc are all used in describing English. A words class may also be concluded by its function, for example, the role it plays within a sentence (Eyres 2007 p. 89). Supporting the children in this complex subject, I first sourced http//www. bbc. co. uk/schools/teachers/ks2_lessonplans/english/word_types. shtml and we used the game to identify the roles of these nouns and verbs and to understand how they would fit into our literacy writing. This also helped reinforce my learning of the lesson plan.Once more this has assisted with my continuing ICT development, and how I can best support and scaffold the children. My pedagogy, subject knowledge and the curriculum in my setting have strengthened to enable me to encourage the childrens learning through better communication. My how to knowledge is now better merged with the subject and I can now identify, as read in Block 1, the misconceptions and preconceptions the learners have and be equipped to make the topic understandable to the learner. (Archambault and Crippen,2009Shulman,1986).I have developed and extended my literacy skills through this course and by reading Eyres (2007) and very feel I am building good literacy skills using feedback I have received from my mentor assessing my lesson plans and deliverance. I have extended my dictionary through listening, talking, watching and further reading. I do realise that with pedagogic content knowledge, my own secure subject knowledge will not automatically result in children moving forward in their understanding. Pedagogical knowledge understands how students construct knowledge and acquire skills.The Primary and Secondary National Strategies, state that pedagogy is the act of teaching, and the rationale that supports the actions that teachers take to make effective teaching decisions. I have learnt that I must build on what the learners, and myself, already know and structure the pace of the lesson so that the whole class are able to access and understand the subject. In addition to this subject knowledge gained, I also feel I can now select all the relevant information I need to support the students and myse lf for different purposes.I now feel far more confident in organising essential information and ideas for the lesson and communicate effectively with the children. (Word count 623) Part 3 Evaluation I discussed with my mentor that my most important learning area was phonics and how I have come to make sense of this, along with graphemes, phonemes and phonics sounds worksheets and be able to support the children in this complex subject. I explained that I had learnt that English sounds and how they work are known as phonology and how spelling words reflects the sounds of language (Eyres (2007) Chapter 3, Understanding English at word level).We considered how I could use ICT programmes to deliver Phonics lessons to small groups, scaffolding multimodality (Study Guide Block 5 week 25 Overview of ICT) and supporting the children with accessing the phonics subject knowledge to enhance their learning and help develop skills for literacy. I would also access paper-based texts in the form o f picture/word cards helping to develop the spoken word and to be able to hear, identify and manipulate the sounds (phonemes) to further engage the children in decoding new written words and be able to blend these sound-spellings.I explained how I felt word classes was more of strength now, but that I belt up needed to develop some areas of maths. We looked together at my blog and my Professional Development Folder and decided that my work based learning could be set out to enable me to work more with our maths co-ordinator to gain extra knowledge and confidence in maths. She will look at Continual Professional Development courses for me to attend, in house and outside school, to help me analyse and evaluate concepts, policies and practice within the maths subject area.We chatted about how the challenge for me in maths was being able to understand and undertake problem-solving strategies, using logical reasoning and how this affected my work with the children and my confidence to model situations applying logic and reasoning. (cited Haylock with Manning, Chapter 2, pg. 21, DCSF/QCDA, 201014). She praised me for being able to organise, communicate and progress in my own learning and seek and learn from feedback after observations to improve my knowledge and work within the class setting.We talked about how I work well in a team and can evaluate different approaches to support the children where speciality may be necessary within the lesson plan, thinking on my feet. I explained about the rest of my course in Primary Teaching and education and told her my goal was to complete the next step, (E214, Equality, Participation and Inclusion) and to gain my Foundation head and perhaps think about the School-centred Initial Teacher training course, for which she could confine me.I also discussed with her that I would like to gain further experience and knowledge in Special Needs Education as this is the route my argument seems to be going. We discussed a three-y ear plan, as E214 will take me to May 2014, and we will meet six monthly to look at goals achieved and still to be met and of course discuss how the E214 is progressing.

Jack London: The Law of LIfe Essay

LALAJack capital of the United Kingdom The Law of supportculture is the expression of our nature on how we live, interact, believe, where we gain our k like a shotledge, and it also distinguishes people from some new(prenominal)(prenominal) in divergent societies. The culture of Native Americans is so history luxuriant and storied cultured that it can non be easily misinterpreted by either unmatchable that is foreign of their representation of manners. In The Law of career, Jack London take ups the culture of the Native Americans and their lean towards animation as it revolves around Naturalism and The survival of the Fittest. We can describe The Law of Life as the circle of feel. The circle of life begins when a man is born and ends with his or her end. Koskoosh thinks of the leaves turning in autumn from common to brown, of early days girls that grow more and more attractive until they find a man, raise boorren and slowly grow ugly by age and labor party (London, 389). The cycle of life and finale is eer indisputable in life. stopping point is a natural cycle as is birth the distinction is how death occurs and affects a living creature. In the Law of Life, by Jack London, the integrity be write outs acceptable to the kinship group due to the nature of their survival in the tart conditions in the artic regions. For example, deep and heavy snow may make it harder for hunters to film confirm diet for the state, or savages may go into hibernation to keep their young safe when they are vulnerable.Whenever necessities are scarce, the kin group migrates from one area to a nonher for nutrient, shelter, medicine, livable weather conditions, move to habitats that are more hospitable, and the elderly and damage people are left alone so that they will non be a hindrance on the migration and the survival of the tribe. The availability of food and water can change throughout the course of study. When I first larn Jack Londons succinct story The Law of Life for my assigned writings reading for English class, I was deeply move by Jack Londons writing style. Jack Londons sense of observation made his stories deeply realistic as if they were happening right before us as if we were in the characters topographic point therefore, the entire story gave us a mouth full of food for thought of what could possibly develop next. Jack Londons short story was based around how Naturalism affects everyone in their lives. Naturalism plays a magnificent part on the tribes that are faced to whatever situations in life that their heredity, social conditions, and environment position them to encounter.Naturalism in literature is explained as an attempt to be true to nature by non writing unrealistic stories closely what life is like (Weegy). Naturalistic writers leaven to show that mans existence, is determined by things over which he has no control over and about which he can answer little by if he has any choice. Man can f urther do nothing to prevent nature from taking a plastered course however, man does check the ability, to create protection from inclement weather, by way of shelter, clothing, and supplies. Man is equal with all in all life and nature. We all eat, sleep, live, and lastly die. Many of Jack Londons stories talk about the unvarying struggle of surviving and staying alive. As discussed in class, nature doesnt alimony who you are or where you muster from it is something that is continual and non-stopping. Man and the environment are both together in the struggle to compete for life. The aim is survival. Darwins Theory of the big fish that eats up the small fish, explains The Survival of the Fittest. Man and environment are both confronted between infinite, irrational gravel Nature and irrational human beings.The arctic region weather is acid and fadeless. In the horrid, c sr. weather, the man act like the wild animal however, the wild animals live a less troublesome life of wh at the tribe members have to encounter. For example, the animals survive exceptionally by their natural instincts by avoiding any type of danger. Man usually is fated to death when they cannot support the tribe any unyieldinger. After death, man became part of the nature and joined the dateless and everlasting process of nature. Unfortunately, an older man named Koskoosh is strongly affected by naturalism. He is slowly growing older and is losing his ability to keep up with the tribe as the days go by. The sea watchwords are changing and therefore, the tribe has to migrate for food and Koskoosh is too impaired to make the trip and he may hold his family back. He under abides that those who are weak, old and are not able to take care of themselves must move on with their lives and bedevil up a place to the healthier and younger, living human beings.Koskoosh knows what is in store for him since he has disabilities and wont be able to attain the tribe. He sits aside observing the t ribe pack up do sure he isnt a burden to them while they prepare for migrating. In the distance he listens to his granddaughter give commands to break camp. He only if wishes for her to at least say goodbye to him. Life calls her, and the duties of life, notdeath. Koskoosh understands that if she slows down to visit with him it will jeopardize the health of the tribe, because they must as plastered the caribou. Koskoosh can also hear the cries of little Koo-tee who in his mind is a fretful child, and not over strong. He feels as though the child would die soon, again he is internally enforcing to himself that death will happen to everyone (London, 389-390). Despite the law, he still somewhat anticipates for an exception to himself since his son is the draw of the tribe. He hears a soft footstep of a moccasin in the snow, and then feels a hand rest on his head. His son, the current chief, has come to say good-bye. Not all sons do this for their fathers, and Koskoosh is quietly g rateful and proud. The son asks, Is it well with you? The people have left, the son explains, and they are moving pronto because they have not eaten well for some time. Koskoosh assures him that all is well, that he knows he is old and near death, and that he is ready. He compares his life to that of last years leaf, clinging lightly to the stem. The first breath that blows and I fall.My voice is turn over like an old womans. My eye no longer show me the way of my feet, and my feet are heavy, and I am tired. It is well (London, 890). The son walks away, and now Koskoosh is truly alone. He reaches out his hand to check his woodpile and thinks about how the send word will slowly die out, and he will slowly parry to death (Overview). Koskoosh is expected to freeze to death, most likely, to starve, or to be killed and eaten by animal predators. It was a continuing tradition that he could not prevent. It was easy, Koskoosh thinks, all men must die (Overview). It is the law of life. T o abandon the weak was not only understandable unless it was helpful to the existence of the whole tribe. duration he did not complain about his fate, he became sympathetic to other living beings that were abandoned when the group agreed that they were no longer undeniable in the tribe however, in his childhood he would not have given a second thought on leaving an old tribe member behind to fend for him or herself.He remembered how he had abandoned his own father on an upper reach of the Klondike one winter, the winter before the missionary came with his talk-books and his box of medicines (London 392). Left in the glacial weather where the snow and whole land is covered by an endless blanket of snow, he recalls doing the same thing to his father decades ago, throwing him away like a piece of trash. In his final moments, Koskoosh commemorates of a time when he was young with afriend, Zing-ha, and witnessed a moose fall down and turn on his way back to standing ground where the moose succeeded in stomping one of the wolves to death. The moose fought until it was exhausted and overpowered by the pack of wolves. Koskoosh concludes that nature did not pet whether a man lived or died the continuing of the species was all that was to be indispensable in the law of life. All things have a certain proletariat to maintain in life, and all things after completing this task must die. The moose which fought to the very end is a symbol of portend of what happens to all living creatures that all men must die and that this is what life is supposed to be.While recapping those memories of when he was younger, he feels the cold, wet nose of the animate being on his bare, cold skin. His mind flashes back to the wounded, bloody moose from long ago that was taken down by the same creature. This time, more outrageous memories are being brought up in his mind. The blood, the big yellow eyes and the barbed fangs of the pack, and the way they enclosed slowly on the moose, slowly backup up on their prey until the opportunity came to attack. His instinct for survival was to maneuver a flaming branch at the wolf to make him back away. The wolf retreats, but calls out to his pack, and suddenly there are legion(predicate) wolves gathered around Koskoosh in a pack. Koskoosh remembers the moose, remembers that death will come whether he fights against it or not. As content with death as he seemed to be, he is now fighting for his life, knowing hes about to die. Koskoosh finally realizes what he is doing and that he probably really doesnt stand a chance. What did it matter after all? Was it not the law of life? Why should I cling to life (London, 394)?He then drops the beat into the snow and rests his tired head on his knees and waits for death to take him. In conclusion, all human beings eventually face eternal rest unheeding of our cultures it is the irrevocable of death. It is impossible to change or turn back life it is like a river, no one can stop its flow. This is unfortunate, but nature is unforgiving, powerful, and knows no compassion. Koskoosh goes through his memories of his own lifes trials and misfortunes to seek and give him an understanding of why he is sacrificing his life as an individual. He believes we are all going to face death and we will always strive to survive, no matter the odds in our favor.Works Citedbriny Theme of The Law of Life. Weegy. 19 March 2013. http//www.weegy.com/home.aspx?ConversationId=70DA70B3. Overview The Law of Life. Short Stories for Students. Ed. Sara Constantakis. Vol. 35. Detroit Gale, 2012. publications Resource Center. Web. 14 Apr. 2013. London, Jack. The Law of Life. The Bedford Anthology of American Literature Vol 2. Ed 2008. Susan Belasco and Linck Johnson. Boston Bedford/St. Martins, 2008. Pp. 388-394.

Inherent Good and Evil in Lord of the Flies Essay

The shaper of the locomote by William Golding is tale of a group of young boys who move stranded on a deserted island after their plane crashes. Intertwined in this classic novel are m any(prenominal) themes, most that relate to the inhering curse that exists in each gentle beings and the malicious nature of mankind. In The churchman of the Flies, Golding shows the boys gradual transformation from being civilized, well-mannered people to savage, ritualistic beasts. From the time that the boys land on the island, both a power oppose and the first signs of the boys inherent evil, shitlets mockery, occur. later blowing the conch and summoning solely the boys to come for an assembly, an election is held. I ought to be chief , said tinkers dam with simple arrogance, because Im chapter chorister and result boy(Golding 22). After Ralph is elective Chief, seafarer envies his position and constantly struggles for power with Ralph throughout the rest of the novel, win over th e rest of the boys to join his people rather than to stay with Ralph. Also, soon after the boys arrive at the island, hoggish, a physically weak and vulnerable character, is mocked and jeered at by the other boys.After sieveing to recount all of the liluns names, Piggy is told to Shut up, Fatty, by jacks Merridew. Ralph remarks by saying, Hes non Fatty. His real names Piggy. All of the boys on the island, except for Piggy, prank and make themselves more comfortable at Piggys expense. A storm of laughter arose and eve the tiniest child joined in. For a wink the boys were a closed circuit of sympathy with Piggy outside. (Golding 21). The boys instinctively fabricate more comfortable with wiz other after Piggys mockery and create a bond, leaving Piggy on the outside. eon tinkers dam and Ralph are exploring the island, they work a blabberlet which Jack supposedly attempts to kill. After gaining the courage to kill the baby pig, Jack rectifies the situation by saying I was just waiting for a mo ment to ensconce where to stab him (Golding 31). This event clearly illustrates that along with inherent evil, man is also subject of being good and kind, and has to choice and free will to make which one he will become. (Ridley 97) Jacks mercy is short-lived, however, and when they encounter a nonher pig, Jack and his hunters are relentless.They return to beach ritualistically chanting Kill the pig. burn her throat. Spill her blood, where they excitedly explain the details of the hunt. I cut the pigs throat, said Jack, proudly, and yet twitched as he said it (Golding 69). Jack is internally struggling between his civilized teachings and savage instincts in this go, in which he both proudly exclaims his pip and twitches while doing so. Another example of the boys inherent evil is the brutal murder of the sow. Without any regard for the sows newinnate(p)s, Jack commands his tribe to attack it.The boys hurled themselves at her. This dreadful eruption fro m an unknown world made her frantic she squealed and bucked and the aureole was full of sweat and noise and blood and terror (Golding 135). The animalistic conduct of the boys frightens the sow, and the reader as well. After the death of the sow, the boys play with its blood and ritualistically keep their kill. Jack giggled and flicked them while the boys laughed at his reeking palms. Then Jack grabbed Maurice and rubbed the engorge over his cheeks (Golding 135). The boys show no mercy for the sow and behave interchangeable savages.The murder of the sow allows the boys to revert back to their stark(a) instincts (Garbarino 96) and lose all traces of guilt and conscience. In the novel, Ralph and Piggy do intelligence, reason, and a government. They also try to abstain from resorting back to their primitive instincts and use reason to try and convert the other boys to do the same. Which is better- to be a pack of painted Indians exchangeable you are, or to be sensible like Ralph is? (Golding 180) states Piggy. The boys crazed reaction to Piggys question illustrates Piggys point about the politeness of himself and Ralph, compared to Jack and the rest of the tribe.Many times throughout the book, Piggy is the voice of reason and helps to guide Ralph along that same road if he loses his way. After scolding Samneric for being pessimistic about their fate, Ralph momentarily forgets the reasons why the prognostic fire is so important. He tried to remember. Smoke, he said, we want smoke. logical argument we have. Cos the smokes a signal and we cant be rescued if we dont have smoke. I knew that shouted Ralph (Golding 172). Ralph begins to lose his initial cheerfulness and enthusiasm and replaces it with disinterest and pessimism.Piggy and Ralph dampen themselves from Jack and his tribe and continue to maintain their government. However, when Jack and his tribe kill a pig and invite Ralph and Piggy to join their feast, the dickens accept and cannot resist the t emptation of the meat. Later on in the celebration, Jack and his tribe perform a ritualistic dance, in which Piggy and Ralph later join. Piggy and Ralph, under the threat of the sky, found themselves eager to take a place in this demented but mappingly secure night club (Golding 152). They realize that the dance fueled the boys to murder Simon, and later deny their participance in it.We left early, said Piggy quickly, because we were tired (Golding 158). Ralph and Piggy recognize the evil in the dance, and know that if the others found out about their participance in it, and so the boys would claim that Piggy and Ralph would be going against their own beliefs. Also, by not admitting their partaking in the dance, Piggy and Ralph are denying their involvement in Simons murder and their inherent evil. They do not deal that evil exists within them and believe that it will disappear if they do not believe in it.Simon and Ralph represent goodness and reason, and both encounter the Lor d of the Flies. The Lord of the Flies is the head of a pig which is sacrificially given to the beast in order to follow the boys safety. Simon is the first to talk with the Lord of the Flies, and when he does, he learns that the beast (evil) is not in an animal out in the woods, but in the boys themselves. view you thinking the Beast was something you could hunt and kill. You knew didnt you? Im part of you, (Golding 143) says the Lord of the Flies to Simon.The Lord of Flies says that the beast is not a physical manifestation that is in the form of an animal that can be hunted and killed, but resides inside the souls of the boys on the island. The Lord of the Flies even says that the Beast is part of Simon, the symbol of goodness, suggesting that all human beings are born with both some evil and goodness. Later on while Ralph is fleeing from Jack and his tribe, he stumbles upon the Lord of the Flies. Little prickles of sensation ran up and down his back. The teeth grinned, the empt y sockets seemed to hold his gaze masterfully and without effort (Golding 185).Soon after, Ralph hits the pigs head and smashes it into pieces. By destroying the Lord of the Flies, Ralph denies his internal evil and primitive instincts. The difference between Ralphs and Simons encounter with the Lord of the Flies is that Simon accepts The Lord of the Flies and listens intently to what it is saying to him. However, Ralph destroys it and then walks away from it. some(prenominal) Ralphs and Simons experience with the Lord of the Flies states that all men are capable of evil, and evil is inherent in all human beings, without exception. (Ridley 107) The Lord of the Flies illustrates the capabilities of evil in all things.All of the boys on the island are tempted by evil, but not all of them give in to the craving. However, along with the evil that lies within all people, there is also a tinge of goodness, suggesting that all people have the free will to choose their destiny. The boys s truggle between their anarchic driving force, and Ego, their sense and rationale, represent the current feud between good and evil and is both exciting and emotional. The Lord of the Flies is a superbly written novel that will die hard in the hearts of all who read it, and affect all who encounter it, much like the evil which it describes.Work Cited Garbarino, Ph. D, James. Lost Boys Why Our Sonds moment Violent and How We Can Save Them. unexampled York, NY The Free Press, 1999. Ridley, Matt. Nature Via Nurture. grand Britain Harper Collins Publishers Inc. , 2003. Neubauer, M. D. , Peter B,, and Alexander Neubauer. Natures Thumbprint. New Tork Addison-Wesley Publishing Company, Inc. , 1990. Burnham, Terry, and Jay Phelan. Mean Genes. Cambridge, MA Perseus Publishing, 2000. Golding, William. Lord of the Flies. The Berkley Publishing Group.

Psychological Theories of Pedophilia and Ephebophilia Essay

The problem of pedophilia and ephebophilia was recently highlighted with the nonparallel scandals involving many catholic priests who allegedly abused children and minors. Although the problem was sensationalized with the recent scandals, it essential be noted that it is not limited to the catholic clergy as Its a problem that strikes anywhere, every walk of life, every race, and every companionable train. (Richmond, 2009) The article Psychological Theories of Pedophilia and Ephebophilia attempts to rationalise the underlying theories that explain the said sexual degenerate ports.It distinguishes the difference between a pedophilia, an swelled who has recurrent, intense sexual urges and sexual fantasies involving a prepubescent child downstairs 13 years old and an ephebophilia, who has recurrent, intense sexual urges and sexual fantasies involving a pubescent child or adolescent between the ages 14 and 17 years old. In both cases, the offending adult is at least 5 years olde r than the victim. A further distinction was make between regressed and fixated pedophiles and ephebophiles. The latter primarily have sexual orientation towards adults and regresses into a sexual urge for children only under extreme duress.The former, on the new(prenominal) hand, are fixated on children and teenagers alone. The article cites earlier studies, such as that from Araji and Finkelhorn which situation the theories of pedophilia agree to four broad categories emotional congruence, sexual arousal, period and inhibition. At the outset, the article clarifies that that there is no clear and definite pattern of their background. Their religious, vocation, socio-economic, education backgrounds are widely diverse, heterogeneous and complex, thus making it rugged to narrow down the specific characteristics of these offenders.Owing to the diversity of backgrounds of pedophiles and ephebophiles, the author investigates the causes of the disorders by analyzing them using two b road categories, (1. ) the psychological theories including psychic, social and environmental factors, and (2. ) the hypothesized biological strata of the disorder. By taking a multi-faceted approach, one is able to compartmentalize the types of offenders according to above theories, thus making analysis of these disorders more organized, get up, and systematic. Psychological Theoriespsychoanalytical theories look at deviant sexual behaviors as stemming from early childhood trauma (ages 2-5 years), causing ones arrested development and explains why the soul eventually becomes the offender and repeats the offense later in adulthood in an attempt to mask the anxiety. Meanwhile, family system theories stresses the role of unresolved intergenerational family dynamics on certain family members which argues that deviant behavior is learned within the family, and eventually, spreads across family lines. behaviorism and social learning theories stress the importance of learning our behav ior. In otherwise words, behavior is learned and acquired through early experiences that either brings guilt or pleasure or both. Biological Theories Biological theories attempt to connect deviant sexual behaviors with brain malady. It attempts to answer 2 basic questions, such as 1. What effect does the brain have on perverse sexual behavior? 2. Can deviant sexual arousal be attributed to brain disease or damage?More specifically, psychologists have found a pixilated link between high testosterone levels among males and sexual aggression. Subsequently, studies suggest that the level of testosterone in fetuses can be affected by the mothers inspiration of specific drugs and stress. Certain studies do seem to suggest a direct correlation between high levels of testosterone and deviant sexual behavior as proven by high levels of testosterone found among pedophiles and in another study, rarefied levels of luteinising hormone.In this respect, an anti-androgenic medication such as D epo Provera lowers the level of testosterone in the human body and has been moderately successful in the handling of sexually deviant men. REFERENCE Richmond, R. The National Institute for the Renewal of the Priesthood. (21 whitethorn 2009) Pedophilia not just a clergy problem, police expert says. Retrieved 17 June 2009 from http// www. jknirp. com/richmond. htm.

Nature and Culture in Wuthering Heights Essay

In Wuthering high school there is a absorb battle between human nature, and the attempt to control it with civilization and culture. The negate between nature and culture which is a part of the thematic body structure of this novel is presented in the relationship between two residences Wuthering heights and Thrushcross Grange as well as its inhabitants. Wuthering Heights represents the barmyness of nature, passion and life, where as Thrushcross Grange stands for a refined expression of life, civility and culture.Wild, dark and mysterious appearance of Wuthering Heights is a symbolic of its inhabitants. Heathcliff a distinct phallus of Earnshaw family symbolizes the wild and indispensable forces which frequently appear to be amoral and dangerous for society. And Catherine a representative member of Earnshaw family may be a lovely charming girl, however is rarely as civilized as she pretends to be. In her heart she is always that wild girl playing in moors with Heathcliff. On the other hand Thrushcrosss positive and allayering appearance is a symbolic of its inhabitants who grew in a pleasant way of living. The Linton family in contrast to the Earnshaw , are too obliging and refined.Edgar Linton in contrast to Heathcliff is an educated, refined, noble man.In the novel the setting and atmospheric condition reflect the mood of the characters and their actions.The environment in which they live is another way to understand the conflict between nature and culture in this novel.Wuthering Heights first appears in a stormy ,coldness and dark scene.The Heights discombobulate wild, windy moors, and its inhabitants possess the same characteristics. Opposite to this is often the calm, orderly position of the Grange and its refined inhabitants.Thrushcross Grange is located in the valley with none of the features that appear in Wuthering Heights.The characters at the Heights are more at home external in the moors, while those at the Grange pass the time with q uiet, solitary endeavors such as reading.Wuthering Heights is linked to aggression and violence both by thestormy weather as well as its inhabitants. Where as Thrushcross embodies comfort and civilization protected against the violence and stormy moors.In this novel Emelie Bronte points give away the problems with both wild and egocentric ways which might be ingrained to human kind, and the extremely secured ways of the elite class of the Victorian world. It is this evoke and thought-provoking theme that sets this novel aside from many other chivalric novels of its time.

The Great Leap Forward of China

Great springiness Forward (1958-1960), economic and social syllabus initiated by Chinese Communist leader Mao Zedong (Mao Tse-tung), with the intent of free radically increasing agricultural and industrial deed in the Peoples Republic of China, and of bringing China to the brink of a utopian communist society.The Great Leap Forward was a reaction to the Hundred Flowers Campaign, a to a greater extent cultivate development program in China in 1957. In this foregoing program, Mao Zedong tried to win the support of Chinese intellectuals by business for their constructive chiding of the policies of the Chinese Communist Party (CCP). However, such(prenominal) an unexpected torrent of dissatisfaction fell on party leaders that in June 1957 the CCP derelict the Hundred Flowers plan and moved in much much radical directions, imposing strict controls on freedom of expression and dismissing or imprisoning numerous intellectuals.The CCP then called upon all Chinese to engage in phys ical jab to transform the delivery, forcing over 100 million people into projects such as land reclamation and the construction of irrigation systems, which were designed to increase agricultural production. During the Leap, coarse self-sufficient communes were established in the Chinese countryside, and China proclaimed that it would choke England in the production of major products in 15 years. Chinese leaders thought that China was on the verge of establishing a Communist utopia, in which all people would work together to make China fat and totally self-sufficient.Over the next several years, production targets for communes grew continually larger, and officials competed against for each one other to see who could proclaim the highest yields. The CCP leadership believed the targets to be accurate and employ them, rather than actual production figures, as the basis for determining taxes, which were collected in metric grain rather than currency. As a result, the amount of grain available to the people of China dropped almost 25 percent. Between 1959 and 1962, more than 20 million people died during a massive famine caused by this practice.In 1958, as an immediate result of the massive peasant mobilization, industrial and agricultural output increased significantly. In 1959, however, agricultural production started to fall, stint its low in 1962, when it was only about two-thirds of the 1958 total. Industrial production bit by bit fell as well, only when less severely, always surpassing production totals for 1957. Socially, the Leap produced great enthusiasm among most Chinese in 1958, but as it became clear that the Leap programs were non working and that people were starving, commonplace dissatisfaction began to grow.During 1959 party leadership tried to correct some of the problems of the Leap. But these efforts were not sufficient for the Defense Minister, Peng Dehuai (Peng Te-huai), who in mid-1959 criticized Leap policies and argued strongl y for a more moderate stance. Mao Zedong took exception to Pengs ideas and had him removed from power. Maos harsh response to Pengs criticism essentially intimidated the party into giving up the idea of retrenchment, enable Mao to reassert the policies of the Leap.By the middle of 1960 it became clear to party leaders that the Leap could not be sustained. Emergency measures were taken to bring the economy under control, including importing grain from the West and decentralizing the communes. Professional management, which had been attacked as counterrevolutionary during the Leap, was actively encouraged. Originally Mao Zedong went along with these policies, but he increasingly felt that they betrayed his vision of socialism. He grew suspicious of other CCP leaders, such as Deng Xiaoping (Teng Hsiao-ping), who had advocated moderate policies. His differences with Deng and others drove Mao to launch the Cultural novelty in 1966 to purge his perceived opponents and to try to restore h is ideal of a Chinese revolution.

My Role Model-Suhas Gopinath Essay

Bangalore boy who launched his own firm at the vernal age of 14 years. Gopinath (born November 4, 1986) is the CEO and co-founder of orbicular Inc. -an up- advent IT partnership that produces tissue sites and softw ar, employs 400 people around the world and bring about a discipline icon. The Limca Book of Records the Indian version of the Guniess Book of Records lists him as the worlds Youngest CEO. Suhas Gopinath started a softw atomic number 18 phoner at the age 14 and since become one of the most remarkable success stories of the Indian IT boom.Now hes 22 and runs a world-class business with 400 employees. In 2005, an investing firm from Houston, Texas offered him $100 million for majority s getting even in Global. He refused, after several months of discussions, admittedly. The reason for his negative response Why should I sell my baby? The transformation During the mid-1990s, the commencement mesh cafes began opening up in Bangalore, with one vent into operation near door to Gopinaths house. My brother Shreyas took me there. I was fascinated. The Internet changed my life, he says. He spent every spare minute online.He larn himself how to realise weathervane sites. He spent every rupee he had in the internet cafe, says his mother. Gopinath admits, I had been a good student up until then. after I disc all overed the internet, I was an average student. Before finding cyberspace, he had dreams of becoming a veterinarian. His commencement exercise project In 1998, when he was 13, Gopinath launched his first website www. coolhindustan. com. I wanted to provide Indians all over the world with a forum to post public events, tips for eating out and everything else theyre evoke in, he recalls.The Web site became popular including with hackers in Pakistan. They attacked cool Hindustan and replaced the Web sites logo with Cool Pakistan. That was a terrible experience, Suhas says today. He abandoned the project. By then, talent scouts in Silicon Valley had already heard of Suhas Gopinath and the company Network Solutions invited the young Indian to its headquarters in San Jose, California. It was the first time he had ever boarded a plane and the first time he had been Outside Indias borders. They offered me a job.They also would learn paid for my education in the United States, he says. His answer, though, was no, why should I do for another company what I could do for my own? rough his company L to R -Suhas Gopinath, former president Abdul Kalam. Gopinath wasnt going to wait four years. He cheated Along with three friends, he registered his company in San Jose. Online, of course, he says. He wanted to name the company Global Solutions, but that name was already taken. He opted for Global. Today, he still declination that he wasnt able to start his company in Bangalore.Indias most all-important(a) politicians k straight off the young man. He was even allow a private conversation with President Abdul Kalam. I told him that the age leap for starting a company has to be removed, Gopinath says. Kalam promised him support, but so farther nothing has changed. The law wasnt the only obstacle, though. Potential customers cancelled their orders when they learned their business partner was barely 14. Many people didnt take him seriously he remembers. As soon as he began germinate facial air, he grew moustache, though he has, on the advice of friends, since shaved it off. Ultimately, Gopinath managed to catch every obstacle. World gradually spread about his companys abilities and Gopinath hired more than and more people and opened up more offices. He became the boss, employer and chief executive all in mid puberty. approximately of his employees are just young The average age is 21 with the oldest organism a ripe old 26 and the youngest 12. Gopinath is unable to give the last mentioned a full time job that would amount to child labor. exactly we gave him a computer with internet connection, Gopina th says, Now he works for us sometimes on Web design. 200 Customers the World Over Gopinaths company is into web-based and software solutions, mobile and e-commerce solutions besides making web sites for corporates, advertisers and educational institutions. Meanwhile Global has amassed 200 customers across the globe and now has offices in 11 countries with some 65 percentage of company turn over coming from Europe. The young Indians have become particularly good at identifying unfilled market niches.They developed a software product for schools, for example, allowing a teacher to easily enter grades and attendance and enabling parents to check that their children are showing up to class a kind of electronics class register. The Indian government was thrilled with the idea and recently contracted Global to entrap up the program in 1,000 schools. Now that he is 21, Gopinath is thinking of transferring the company headquarters to India even though some 125 people now work for Globa l in San Jose against only 25 in Bangalore. What would be happen to the employees in the United States?WeII see, Gopinath says. The new developments are coming mainly from Bangalore. Going to university on the side L to R M. R. Gopinath-Suhas father, Shri. M V Rajashekaran-Minister, Suhas Gopinath, Kala Gopinath-Suhas mother) Gopinaths father, M. R Gopinath, once a scientist at the excuse Ministry, now acknowledges that his son made the right choices during the last seven years. They are proud parents, but they still havent let him go. To us, its important that he gets a degree, the father says. Education is the most important thing in India.

Productive and Counterproductive Behavior

Productive and Counter creative sorts An organization will stool employees with star of two sort types. They butt either be productive or reproductionproductive. The root cause of harmful behavior green goddess be grow in employee turnover, at bunkance issues, or lack of training. It is up to the organization to fill an attempt to identify what the causes of their employees counterproductive behavior and attempt to find a cash in ones chipsable solution. Productive Behavior and its Impact on an OrganizationEmployers penury productive behavior out of their employees because productive employees create receipts for the organization. However, employees decaded to think just because they atomic number 18 doing something and not idle they atomic number 18 macrocosm productive. Their way of thinking would be incorrect. Productive behavior is employee behavior that contributes positivisticly to the goals and objectives of the organization (Jex & Britt, 2008). As we end se e merely doing something to occupy ones clip is not being productive.Whether or not an employee is being productive whoremaster be measured by the cost associated with the employees answerance and how efficacious they are. For example, there are two employees in a shoe chime in with similar sales figures and they sell the aforementioned(prenominal) number of shoes sever every last(predi vagabonde)y month. The only difference in these two employees is that employee A works ten hours per day and employee B works a six-hour day. Employee B is the more productive employee because employee B accomplishes the same goal in fewer hours. There is a lower cost associated with employee B making him the more productive employee. economical employees are productive because they complete large amount of work in a short period of time. When employees are being productive they are concentrating on performing core tasks (Jex & Britt, 2008) and are bringing in revenue for the organization. An organization with productive employees will see less employee absences and in their turnover rate. Counterproductive Behavior Counterproductive behavior is behavior that explicitly runs counter to the goals of an organization (Jex & Britt, 2008).Employees who are counterprodtive may be employees who create issues with absenteeism or much tardy, substance abuse, they may steal from the employer, or simply have unable business enterprise work (Jex & Britt, 2008). Any behavior that prevents an employee from conducting their job and producing for the employer is considered counterproductive. An Employee who take whole day to complete a task because they are there all day and getting paid by the hour is an employee that is counterproductive.Another behavior that is counterproductive is an employee that uses unsafe practices at work. By not lineing gumshoe rules employees can cause an injury to themselves or to another causing the employee to female child work. As previously stat ed, absenteeism is a counterproductive behavior. Strategies to Increase Productive Behavior To increase productive behavior in an organization and decrease counterproductive behavior an organization must investigate the cause. Sometimes the reason an employee is counterproductive are out of the employees control.For situations that are at heart the employees control, the organization must clearly outline their expectations for their employees. An organization must in any case outline the consequences for such oppose behavior. Drug and alcohol testing and an attendance guidelines policy can be established. These policies will let the employee know what is expected of them and the consequences for not complying. The organization should also make efforts to understand why their employees are not coming to work (Associated Content, 2007).There are times when a personal issue can have its affect on an employees behavior. An organization can begin an employee avail program that would offer counseling to employees if such a program were within the organizations budget. Lack of training and the appropriate tools for performing unavoidable job functions are factors that are out of the employees control. The organization needs to ensure all of their employees have all the proper tools. They can easily do a opthalmic survey and question employees asking them what tools they could use to better perform their job function.Organizations must also ensure all of their employees have the proper training. If employees are not adequately trained they do not know how to perform their job functions. Organizations must adequately train or retrain if necessary any and all employees that require training. At times performing follow up training with all employees ensures employees are all on the same page as far as what their specific job functions are. surgery appraisals also need to be performed on all employees in allege for them to know how they are performing in accordin g with their job expectations.These performance appraisals will also serve as a tool to divine service the employee improve their performance and productivity. A performance appraisal should also be used to praise employees and let them know what they are doing that makes a positive impact on the organization (hrVillage, n. d. ). Both of productive and counterproductive behaviors have their impact on an organization. There are a number of reasons an employee can be counterproductive. Once the root cause has been identified an organization can begin to turn the counterproductive behavior into productive behavior.References Associated Content. (2007). Call Centers 6 Steps to Improving Employee Attendance and Performance. Retrieved, March 29, 2010, from http//www. associatedcontent. com/article/189770/call_centers_6_steps_to_improving_employee. html? cat=31 hrVillage. (n. d. ). Employee Productivity. Retrieved, March 29, 2010, from http//www. hrvillage. com/human-resources/employee-pr oductivity. htm Jex, S. M. &Britt, T. W. (2008). Organizational psychology A scientist-practitioner approach, 2nd ed. unseasoned Jersey John Wiley and sons.

Dumpster Diving Literary Analysis Essay

How much food do consumers waste? non much, a lot, you wear upont know, or you dont aid? It doesnt seem that many consumers do care. In the article, On Dumpster Diving (1993), Lars Eighner uses exposition, description, and narration to criticize consumer wastefulness.Exposition is the literary whatsis that Eighner uses the most throughout this article. Exposition is when the author conveys his story through explanation. Eighner explains trusted things rather than telling a news for word story close his experiences. Eighner uses this device often in this article such as when he says, I have heard people, evidentially meaning to be polite, use the word foraging, but I prefer to use that word for gathering loopy and berries and such, which I do also according to season and the opportunity. Eighner does non simply say he disproves of using the word foraging in that way, he explains why he disproves of it. This is the manner in which a mass of the article is told in.Description is another literary device used in this article. When an author writes descriptively they describe what they are discussing in great full point to help the reader better picture what they are saying. There is a bit of descriptive writing in Eighners article such as when he says, Some students, and others, approach defrosting a freezer by chucking out the whole lot. The mass of rimed goods stays cold for a long time and items may be found still frozen or freshly thawed. Describing this process, Eighner tells us that consumers waste food because of ignorance. Not knowing a proper procedure or simply not preparing causes more avoidable wastefulness.The third device Eighner uses in this article is narration. tarradiddle is simply telling a story the way it happened. There is no stopping to explain or describe what you are discussing. Eighner practices this device when he says, I began scavenging by pulling pizzas out of the dumpster behind a pizza delivery shop. While it lasted I had a steady supply of fresh, sometimes warm pizza. Eighner tells us this to let us know that sooner of donating the good pizza to the needy, the pizza shop just throws it in thetrash.Eighners purpose in this essay is to criticize consumer wastefulness. Eighner gives proof of consumer wastefulness in order to open the eyes of consumers so people will care more rough what they throw out, and focus more on salve what they can.Eighners tone in this article is starchy. Eighner writes in a formal tone to let the consumers whom he is addressing know that just because he is unsettled does not mean his opinion is unknowledgeable. If anything he should know more about the subject because he has seen it from both sides. Eighner uses a formal tone because the intermediate consumer would mobilize more highly of his opinion if it is written formally, as contend to informally.The article leaves me wondering whether or not consumers will see and fancy what Eighner is trying to convey. Will pe ople see how much food is existence pinched? Are people going to start to stop and think about what they are throwing in the trash? Will the amount of wasted food decline, stay the same, or even increase?