The Breakfast Club Essay Example For Students

The Breakfast Club Essay Neima Prabhakar English 8 CP Period 2 5/19/05 A Misleading Exterior In the film, The Breakfast Club (1985), John Bender, the slovenly rebel at Shermer High School in Chicago, is serving a Saturday detention with four very different students. Right from the beginning, Bender exhibits the qualities of a destructive and thoughtless criminal, i.e., he taunts everyone else in order to hide his personal inadequacies. Whenever Bender is questioned by his peers about a personal issue, or whenever he cannot provide a clear answer to a question, healbeit defensively responds in a facetious and irritated manner. We will write a custom essay on The Breakfast Club specifically for you for only $16.38 $13.9/page Order now Bender demonstrated this when Andrew Clark, the sporto, told him that he did not count, and that if he disappeared forever it wouldnt make any difference. Distraught from Andrews blunt comment, Bender sarcastically retorted, Well, Ill just run right out and join the wrestling team As time goes on, Bender slowly sheds his rough attitude and starts opening up his true self to the other students. At first, Bender is a crude ruffian, who no one respects, particularly Mr. Richard Vernon, the disciplinarian at the high school. When all of the students arrive in the library for their detention, Bendershowing no respect for Vernons rulesis the first to communicate with the rest of them. Bender continually proposes tempting, yet unlawful things to do. However, the other students, who dislike Bender, refuse to listen. As soon as Mr. Vernon leaves the gives the students an essay assignment and departs, Bender becomes very obnoxious. He exhibits his envy and lack of respect towards Claire Standish, a popular girl from a rich family, by referring to her in a profane manner, Hey Brian, why dont you close that door well get the prom queen impregnated! In addition, when Mr. Vernon dashes into the room and accuses Bender of vandalism, he denies everything, and indignantly responds Eat my shorts. Infuriated, Vernon assigns Bender numerous detentions; he does not care, and is more concerned with impressing the other students. In spite the many caveats and punishments, Bender attempts to uphold his invincible image by deliberately disobeying Mr. Vernons rules. Bender had casually invited the other students to accompany him to his locker, where he collected his illegal stash of marijuana. Upon their return to the library, all of the kids were trapped by a barred exit. Surprisingly, Bender risked getting himself into more trouble by darting sonorously through the corridors, to distract Mr. Vernon; thus allowing the other students to surreptitiously return to the libraryshowing an interest in the well being of the other students. Consequently, when Bender was caught and forced back to the designated area, Mr. Vernon angrily remarked to the other students You think hes funny? Look at him, hes a bum! This was the first situation in which Bender pondered Vernons words, and showed compunction for his actions. Having undermined Mr. Vernons authority, Bender is placed in a small storage closet for the remainder of the detention, where he becomes very vulnerable after being verbally assaulted by Mr. Vernon. Bender appeared to be significantly influenced by Mr. Vernons threats of violenceinfluenced by his indoctrination, by his rage, and influenced by his final statement: Thats what I thought, youre a gutless td. Although Bender may present himself as strong and undefeatable to everyone, Mr. Vernons comments certainly have a degrading effect on him. Prior to being challenged by Vernon, Bender was a boisterous anarchist who dominated every conversation he had with both Mr. Vernon and his peers. Nevertheless, when Mr. Vernon ruthlessly calls him out, Bender realizes he is no longer in power. Toward the end of the film, when Bender scrupulously escapes from the locked closet and blithely smokes marijuana in the company of the other students, he begins to share things with the other students. Thus, they too begin to share their emotions and problems with each other. .u18d95a7a642637f1a736f672157e9ae2 , .u18d95a7a642637f1a736f672157e9ae2 .postImageUrl , .u18d95a7a642637f1a736f672157e9ae2 .centered-text-area { min-height: 80px; position: relative; } .u18d95a7a642637f1a736f672157e9ae2 , .u18d95a7a642637f1a736f672157e9ae2:hover , .u18d95a7a642637f1a736f672157e9ae2:visited , .u18d95a7a642637f1a736f672157e9ae2:active { border:0!important; } .u18d95a7a642637f1a736f672157e9ae2 .clearfix:after { content: ""; display: table; clear: both; } .u18d95a7a642637f1a736f672157e9ae2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u18d95a7a642637f1a736f672157e9ae2:active , .u18d95a7a642637f1a736f672157e9ae2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u18d95a7a642637f1a736f672157e9ae2 .centered-text-area { width: 100%; position: relative ; } .u18d95a7a642637f1a736f672157e9ae2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u18d95a7a642637f1a736f672157e9ae2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u18d95a7a642637f1a736f672157e9ae2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u18d95a7a642637f1a736f672157e9ae2:hover .ctaButton { background-color: #34495E!important; } .u18d95a7a642637f1a736f672157e9ae2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u18d95a7a642637f1a736f672157e9ae2 .u18d95a7a642637f1a736f672157e9ae2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u18d95a7a642637f1a736f672157e9ae2:after { content: ""; display: block; clear: both; } READ: Looking out for the state of the public's satisfac Essay Bender has put things into perspective. For instance, he showed his true melancholy when he told Claire, that she could never compare herself to him: You got everything and I got st. Bender also identified with Andrew when he was explaining the reason he is in detention and how his dad and coach constantly pressure him, Bender had a rather puzzled look . The Breakfast Club Essay Example For Students The Breakfast Club Essay The Breakfast Club Essay Five teenagers who dont know each other spend a Saturday in detention at the suburban school library. At first they squirm, fret and pick on each other. Then after sampling some marijuana, a real encounter session gets underway. The stresses and strains of adolescence have turned their inner lives into a minefield of disappointment, anger and despair. The catalyst of the group is Bender (Judd Nelson), a rebellious working-class punk who seethes with rage and attacks his peers with sarcasm. We will write a custom essay on The Breakfast Club specifically for you for only $16.38 $13.9/page Order now A cigar burn on his arm is a sign of the abuse he receives at home. Andrew (Emilio Estevez) is a Varsity letterman in wrestling. Hes spent most of his youth trying to measure up to his fathers machismo image of him. This entails winning in athletic competition and preying upon weaker peers. He and Bender clash. Brian (Anthony Michael Hall) is an unhappy honors student who wishes he could be accepted as a person and not valued just as a brain. Upset over a poor grade in shop, Brian has contemplated suicide rather than live with the ire of his disappointed parents. Allison (Ally Sheedy) is the eccentric of the group. My home life is unsatisfactory, she confides. Living in her own fantasy world, Allison cant really tell the difference between the truth and the lies she fabricates. These teenagers dont like or respect their parents very much. One asks: My God, are we gonna be like our parents? Another in the group replies: When you grow up, your heart dies. But the storm clouds over their lives are really the result of rigid high school caste systems. Despite an inappropriate music-video sequence and a phony up-tempo finale, The Breakfast Club offers a breakthrough portrait of the pain and misunderstanding which result from the social hierarchy created by youth themselves. The lookers and the jocks are popular and can do whatever they want except relate to those outside their social circle of winners. Eggheads, rebels and eccentrics have no choice but to create their own piddling worlds on the periphery. In this closed society, everyone knows his or her place and accepts it. No wonder so many kids look baffled when adults babble on about the sunny side of adolescence as a blooming season. The youth in The Breakfast Club are serving more time than just a Saturday. . The Breakfast Club Essay Example For Students The Breakfast Club Essay The Breakfast Club Essay was to say the least a boring 80s movie. But it was a good movie for the purpose of analysis. Simply put, it will not be on my list of movies to rent next time that I am at the rental store. I chose to explain the points of view of Andrew, the jock, and Allison the loner/quite person. I will also be making use of the key terms Clique Groups, and Identity Crisis. At the start of the movie, Allison was a person off in a corner by herself. She didnt talk to anyone, she knew that she had a place; in the society of school. This society of school, also know as clique groups, takes place at many schools, the one in the movie and most of all Richland High School. Like our school, this one has very many clique groups. In fact in the group of students in Saturday school, each clique group had a representative if you will. Allison knew that in the minds of others she was a loser because she was not popular and not pretty. We will write a custom essay on The Breakfast Club specifically for you for only $16.38 $13.9/page Order now So, we have here a girl who doesnt think that she is pretty, and rates herself lower because of that. They dont look at her personality or her inner being, but her outward appearance. She thinks that she is ugly because of what everyone else thinks. She has a low self-image and self-esteem simply because of what others think. In order to overcome this, she has to not let the opinions of others interfere with her thinking. This is very much easier said than done. In the middle of the movie, Andrew began to notice that she was in need and want of attention. She went so far as to make up stories, and say that she was a pathological lier, just to get people to pay more attention to her. She also did some very different things that I have never seen any normal girl do. Usually, a girls purse is a private object that carries personal items. Ive never seen any girl just literally dump all of the contents out of her purse and onto the couch. To me, she needed some attention. I believe before this scene, Allison told us that her family life was a mess. Obviously Andrew answered her subliminal cries for attention. He came down to her level, and saw that she was a normal girl, but that she let everyone else judge her, and he took the opinions of others before he went and spent time with her and saw what she really was like. Lets switch our view to Andrew. This is a guy who in the eyes of others was a stud. He was considered to be cool, hip, and handsome. More than likely he had every girl all over him. He thought that he was the total reverse of the afore mentioned Allison. He had friends, but what everyone didnt know was that his family life was as bad as Allisons. However, it was in other ways. His dad pushed him to be the best and not to lose a single game, match or whatever sport he was participating in. This in my opinion drove him almost to the edge. When he saw that Allison was in the same situation that he was in, he was amazed because he thought oh, shes much more different than I am. He had peer pressure to succeed, he was in a clique with tons of other popular people just because of his success as an athlete. What they didnt know was that he was really unhappy, just as Allison was. He could have had all the friends in the world, but it would have never filled this void in his heart. The moral of the story? Well, obviously dont judge a book by its cover to use and old cliche. These concepts have been discussed by leading researchers all around the world for ages. .uf72b19ca273464f82d5328bbb5cd79c5 , .uf72b19ca273464f82d5328bbb5cd79c5 .postImageUrl , .uf72b19ca273464f82d5328bbb5cd79c5 .centered-text-area { min-height: 80px; position: relative; } .uf72b19ca273464f82d5328bbb5cd79c5 , .uf72b19ca273464f82d5328bbb5cd79c5:hover , .uf72b19ca273464f82d5328bbb5cd79c5:visited , .uf72b19ca273464f82d5328bbb5cd79c5:active { border:0!important; } .uf72b19ca273464f82d5328bbb5cd79c5 .clearfix:after { content: ""; display: table; clear: both; } .uf72b19ca273464f82d5328bbb5cd79c5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf72b19ca273464f82d5328bbb5cd79c5:active , .uf72b19ca273464f82d5328bbb5cd79c5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf72b19ca273464f82d5328bbb5cd79c5 .centered-text-area { width: 100%; position: relative ; } .uf72b19ca273464f82d5328bbb5cd79c5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf72b19ca273464f82d5328bbb5cd79c5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf72b19ca273464f82d5328bbb5cd79c5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf72b19ca273464f82d5328bbb5cd79c5:hover .ctaButton { background-color: #34495E!important; } .uf72b19ca273464f82d5328bbb5cd79c5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf72b19ca273464f82d5328bbb5cd79c5 .uf72b19ca273464f82d5328bbb5cd79c5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf72b19ca273464f82d5328bbb5cd79c5:after { content: ""; display: block; clear: both; } READ: Is academic performance the best indicator of sucess in life? Essay Philosophers, Psychologists and Psychiatrists have analyzed just about everything. In my opinion sometimes they have gone too far. In this case of the Breakfast Club, not just the two characters that I pointed . The Breakfast Club Essay Example For Students The Breakfast Club Essay The Breakfast Club Essay The Breakfast Club is a movie about five totally different students in high school who are forced to spend a Saturday in detention in their school library. The students come from completely different social classes which make it very difficult for any of them to get along. They learn more about each other and their problems that each of them have at home and at school. This movie plays their different personality types against each other. In this essay I will go into detail about each of the students and the principal individually. We will write a custom essay on The Breakfast Club specifically for you for only $16.38 $13.9/page Order now The first student I will talk about is the first one to be seen in the movie. This is Claire Standish. Claire is one of the popular girls in the school. Through her social learning she seems to feel that she is socially above everybody who is not in her group of friends, who I envision as being like the snobbish rich kids who went to my school. Claire comes from a nuclear family. Her parents are clearly the epitome of indulgent parenting. Her father pretty much tells her that it wasnt that wrong of her to skip school to go shopping and that he will make it up to her. Throughout the movie, Claire seems to have an attitude that shows that she holds herself above the other kids who are serving detention with her. She even goes as far as to ask them Do you know how popular I am? Everybody loves me so much! She clearly shows that there are no types of risk taking in her life other than skipping school one time to go shopping. He has never had sex, she shows that she never has drunk alcohol or smoked, and she had never smoked pot. You could tell by her choking when she inhaled the smoke. She follows the leader in her little group she hangs out with at school and tries to constantly fit in. I can imagine that her parents support her in everything that she does and this fits her personality just fine because she strives so hard for people to like her. The second person that we see in the film is Brian Johnson. He is one of the very intelligent students in the school whom is virtually invisible. He has really good grades and he is excellent in everything that he does, but at the same time he is very hard on himself. At one point he talks about how he feels that he doesnt like what he sees when he looks at himself. He was in woodshop and got an F on his project. Because of this F he would be getting a B in woodshop and because of this he sees himself as a total failure. He admits that the reason that he was in detention was because he was going to commit suicide and he brought the gun to school. He said that he attempted to kill himself but he couldnt pull the trigger. His (flair) gun went off in his locker. He has suicidal ideation. He thought that suicide was the logical thing to do and he went one step beyond thinking about it and attempted. He just couldnt pull the trigger. He has the ultimate when it comes to parental monitoring. His parents are probably really intelligent and this is why the push him so hard academically. The reason I think this is because his mothers license plate was EMC2 and she made sure that he knew that this (detention) was a one time thing and he should use his time wisely to study. Much like Claire, I feel that Brian is not much of a risk taker. He is a very jumpy kid and is easily told what to do by just about everybody in the movie. .u34f8775d997916c5d5a33304f4901c2d , .u34f8775d997916c5d5a33304f4901c2d .postImageUrl , .u34f8775d997916c5d5a33304f4901c2d .centered-text-area { min-height: 80px; position: relative; } .u34f8775d997916c5d5a33304f4901c2d , .u34f8775d997916c5d5a33304f4901c2d:hover , .u34f8775d997916c5d5a33304f4901c2d:visited , .u34f8775d997916c5d5a33304f4901c2d:active { border:0!important; } .u34f8775d997916c5d5a33304f4901c2d .clearfix:after { content: ""; display: table; clear: both; } .u34f8775d997916c5d5a33304f4901c2d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u34f8775d997916c5d5a33304f4901c2d:active , .u34f8775d997916c5d5a33304f4901c2d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u34f8775d997916c5d5a33304f4901c2d .centered-text-area { width: 100%; position: relative ; } .u34f8775d997916c5d5a33304f4901c2d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u34f8775d997916c5d5a33304f4901c2d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u34f8775d997916c5d5a33304f4901c2d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u34f8775d997916c5d5a33304f4901c2d:hover .ctaButton { background-color: #34495E!important; } .u34f8775d997916c5d5a33304f4901c2d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u34f8775d997916c5d5a33304f4901c2d .u34f8775d997916c5d5a33304f4901c2d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u34f8775d997916c5d5a33304f4901c2d:after { content: ""; display: block; clear: both; } READ: Brazilian hatiian slavery Essay The third student in the movie is Andrew Clark. He is a jock. His father drives p in a blazer to drop him off for detention and he gets out with a letterman jacket on (with several letters on it). You can see from the very beginning that his father only cares about one thing and that is, how successful his . The Breakfast Club Essay Example For Students The Breakfast Club Essay The Breakfast Club Essay was to say the least a boring 80s movie. But it was a good movie for the purpose of analysis. Simply put, it will not be on my list of movies to rent next time that I am at the rental store. I chose to explain the points of view of Andrew, the jock, and Allison the loner/quite person. I will also be making use of the key terms Clique Groups, and Identity Crisis. ;#9;At the start of the movie, Allison was a person off in a corner by herself. She didnt talk to anyone, she knew that she had a quot;placequot; in the society of school. This society of school, also know as clique groups, takes place at many schools, the one in the movie and most of all Richland High School. Like our school, this one has very many clique groups. In fact in the group of students in Saturday school, each clique group had a representative if you will. Allison knew that in the minds of others she was a loser because she was not popular and not pretty. We will write a custom essay on The Breakfast Club specifically for you for only $16.38 $13.9/page Order now So, we have here a girl who doesnt think that she is pretty, and rates herself lower because of that. They dont look at her personality or her inner being, but her outward appearance. She thinks that she is ugly because of what everyone else thinks. She has a low self-image and self-esteem simply because of what others think. In order to overcome this, she has to not let the opinions of others interfere with her thinking. This is very much easier said than done. In the middle of the movie, Andrew began to notice that she was in need and want of attention. She went so far as to make up stories, and say that she was a pathological lier, just to get people to pay more attention to her. She also did some very different things that I have never seen any normal girl do. Usually, a girls purse is a private object that carries personal items. Ive never seen any girl just literally dump all of the contents out of her purse and onto the couch. To me, she needed some attention. I believe before this scene, Allison told us that her family life was a mess. Obviously Andrew answered her subliminal cries for attention. He came down to her level, and saw that she was a normal girl, but that she let everyone else judge her, and he took the opinions of others before he went and spent time with her and saw what she really was like. ;#9; ;#9;Lets switch our view to Andrew. This is a guy who in the eyes of others was a stud. He was considered to be cool, hip, and handsome. More than likely he had every girl all over him. He thought that he was the total reverse of the afore mentioned Allison. He had friends, but what everyone didnt know was that his family life was as bad as Allisons. However, it was in other ways. His dad pushed him to be the best and not to lose a single game, match or whatever sport he was participating in. This in my opinion drove him almost to the edge. When he saw that Allison was in the same situation that he was in, he was amazed because he thought oh, shes much more different than I am. He had peer pressure to succeed, he was in a clique with tons of other popular people just because of his success as an athlete. What they didnt know was that he was really unhappy, just as Allison was. He could have had all the friends in the world, but it would have never filled this void in his heart. .u6dfbb7a5eda6a0a49fc57a453833d521 , .u6dfbb7a5eda6a0a49fc57a453833d521 .postImageUrl , .u6dfbb7a5eda6a0a49fc57a453833d521 .centered-text-area { min-height: 80px; position: relative; } .u6dfbb7a5eda6a0a49fc57a453833d521 , .u6dfbb7a5eda6a0a49fc57a453833d521:hover , .u6dfbb7a5eda6a0a49fc57a453833d521:visited , .u6dfbb7a5eda6a0a49fc57a453833d521:active { border:0!important; } .u6dfbb7a5eda6a0a49fc57a453833d521 .clearfix:after { content: ""; display: table; clear: both; } .u6dfbb7a5eda6a0a49fc57a453833d521 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6dfbb7a5eda6a0a49fc57a453833d521:active , .u6dfbb7a5eda6a0a49fc57a453833d521:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6dfbb7a5eda6a0a49fc57a453833d521 .centered-text-area { width: 100%; position: relative ; } .u6dfbb7a5eda6a0a49fc57a453833d521 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6dfbb7a5eda6a0a49fc57a453833d521 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6dfbb7a5eda6a0a49fc57a453833d521 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6dfbb7a5eda6a0a49fc57a453833d521:hover .ctaButton { background-color: #34495E!important; } .u6dfbb7a5eda6a0a49fc57a453833d521 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6dfbb7a5eda6a0a49fc57a453833d521 .u6dfbb7a5eda6a0a49fc57a453833d521-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6dfbb7a5eda6a0a49fc57a453833d521:after { content: ""; display: block; clear: both; } READ: A Lesson Before Dying Essay#9;The moral of the story? Well, obviously dont judge a book by its cover to use and old clich;eacute;. These concepts have been discussed by leading researchers all around the world for ages. Philosophers, Psychologists and Psychiatrists have analyzed just about everything. In my opinion sometimes they have gone too far. In this case of the Breakfast Club, not just the two characters that I pointed .

Free Essays on Candle History

CANDLE HISTORY Early Candles Candlepower Modern Candles EARLY CANDLES Necessity is the mother of invention and early candles sometimes took rather bizarre forms to utilize available resources. The use of, and improvements to candles has parallelled mans ascent from the stone age. There is no historical record of the first candles used by man, however clay candle holders dating from the fourth century B.C. have been found in Egypt. Early Chinese and Japanese candles were made with wax derived from insects and seeds molded in paper tubes. Wax skimmed from boiling cinnamon was the basis of tapers for temple use in India. The first known candle in America dates to the first century A.D. Native Americans burned oily fish (candlefish) wedged into a forked stick. Early missionaries in the southwestern United States boiled the bark of the Cerio tree and skimmed the wax. Settlers in New England used the same technique to obtain wax from Bayberries. To this day Bayberry candles are made the same way, although cost is prohibitive since it takes one and a half qua rts of Bayberries to make an 8 inch taper candle. Tallow, made by rendering animal fat was another common candle making material. Because of its odor, beeswax was preferred although more expensive. The advent of paraffin in the 1800's made tallow obsolete, and it is rarely used in candles anymore. Return to top of page MODERN CANDLES Candle making as we know it began in the 13th. century when traveling chandlers went door to door making dipped tapers from their clients tallow or beeswax (wealthier clients). The first use of molds for candle making was in 15th. century Paris. The Renaissance of candle crafting was during the 19th. century. Candle molding machines were developed in the first half of the century. In 1811 pioneer work lead to the development of stearin. The braided wick was introduced in 1825. This year also saw the manufacture of stearic acid (a candle ad... Free Essays on Candle History Free Essays on Candle History CANDLE HISTORY Early Candles Candlepower Modern Candles EARLY CANDLES Necessity is the mother of invention and early candles sometimes took rather bizarre forms to utilize available resources. The use of, and improvements to candles has parallelled mans ascent from the stone age. There is no historical record of the first candles used by man, however clay candle holders dating from the fourth century B.C. have been found in Egypt. Early Chinese and Japanese candles were made with wax derived from insects and seeds molded in paper tubes. Wax skimmed from boiling cinnamon was the basis of tapers for temple use in India. The first known candle in America dates to the first century A.D. Native Americans burned oily fish (candlefish) wedged into a forked stick. Early missionaries in the southwestern United States boiled the bark of the Cerio tree and skimmed the wax. Settlers in New England used the same technique to obtain wax from Bayberries. To this day Bayberry candles are made the same way, although cost is prohibitive since it takes one and a half qua rts of Bayberries to make an 8 inch taper candle. Tallow, made by rendering animal fat was another common candle making material. Because of its odor, beeswax was preferred although more expensive. The advent of paraffin in the 1800's made tallow obsolete, and it is rarely used in candles anymore. Return to top of page MODERN CANDLES Candle making as we know it began in the 13th. century when traveling chandlers went door to door making dipped tapers from their clients tallow or beeswax (wealthier clients). The first use of molds for candle making was in 15th. century Paris. The Renaissance of candle crafting was during the 19th. century. Candle molding machines were developed in the first half of the century. In 1811 pioneer work lead to the development of stearin. The braided wick was introduced in 1825. This year also saw the manufacture of stearic acid (a candle ad...

Science and politics Term Paper Example | Topics and Well Written Essays - 2000 words

Science and politics - Term Paper Example Undeniably, world leaders and industry managers still very much depend on oil for their major industries. In the end, oil is hardly something they can do away with; and the oil companies know this. For which reason, most oil companies and other interest groups contend that government authorities must oversee and must be involved in cleaning up oil spills. They further contend that the government also has a responsibility to the environment to assist in the clean-up and to use its resources in order to speed up these clean-up processes. However, most taxpayers disagree with this argument. They believe that the oil companies alone should bear the cost and responsibility of cleanup and that taxpayer’s money should not be spent in order to clear-out these oil spills. This is an issue which has yet to be resolved. In an attempt to establish some resolution to this issue, this paper shall research materials which support the argument that, the government must oversee and be involved in the cleanup of oil spills. Discussion As soon as oil spills into the ocean, it first spreads on the water’s surface and the speed and the density by which is spreads depends also on the density and composition of the oil spilled (Water Encyclopedia, 2011). The oil spilled may be cohesive or it may break up depending on the movement of the water. Rougher water movements tend to break the oil slick and cause it to cover a larger territory of ocean, including coastal areas, and some marine and terrestrial habitats (Water Encyclopedia, 2011). Oil containing volatile organic compounds partially evaporates and it leaves about 20 % or 40% of the mass denser and more resistant to flow. A small amount of oil dissolves in water and it can then disperse undetected or form a thick mousse with the water (Water Encyclopedia, 2011). A portion of the oil may then sink with particulates and the rest may congeal into sticky tar balls. Eventually, oil waste deteriorates and breaks down thro ugh photolysis and biodegradation. Once oil reaches shorelines, it then interacts with the beach sand, rocks, gravel, and vegetation. It causes contamination and erosion of these shorelines and sediments (Water Encyclopedia, 2011). Once the beach sand becomes contaminated, it is then unable to protect and support normal vegetation in the shorelines. Rocks with oil residues can also be toxic to coastal wildlife as it can poison the coastline and organic substrates, thereby interrupting the food chain upon which fishes and coastal creatures depend and upon which their reproduction is based (Water Encyclopedia, 2011). Wildlife and other sea creatures, as well as mammals, reptiles, amphibians, and birds can also be poisoned by oil residues. In fact, the Exxon Valdez oil spill caused the death of an estimated number of 100,000 to 300,000 birds in the area of Prince William Sound Alaska (Piatt, et.al., 1990). Mere ingestion of oil can be poisonous to animals; it can smother these creature s and destroy their thermal insulation (Wells, Butler, and Hughes, 1995). Oil can also damage their reproductive systems and disrupt the pattern of their usual behaviors. In the long-term setting, such damage can cause such species and populations to change or to totally disappear. Even when oil spills have â€Å"dissipated† over miles of ocean and coastlines, their impact on the environment often remains.

Academic Integrity & Plagiarism Research Paper Example | Topics and Well Written Essays - 750 words

Academic Integrity & Plagiarism - Research Paper Example Some of the fundamental values of academic integrity include fairness, honesty, trust, respect, and responsibility. When a student fails to meet the standards of academic integrity, he cannot develop these values which are the major elements influencing his personality. According to the Code of Conduct of Walden University, a student’s academic integrity is inevitable for tutors/professors to evaluate whether or not a student has met the standards of academic excellence. In other words, teachers cannot assess a student’s progress in the specific area of study if he practices academic dishonesty. Undoubtedly, this situation would adversely affect the academic performance of students. As experts point out, academic integrity would assist students to be genuine in their studies and to develop their long term career through quality innovations. According to the Code of Conduct of Walden University, academic integrity also contributes to an individual’s professional d evelopment and long term career growth. In an academic environment, it is inevitable for students to demonstrate respect for others’ ideas being professional and honest.... It is to be noted that plagiarism not only refers to the world-for-word copying of another piece of work, but also a close reproduction of the original work (Code of conduct). The second step for students to avoid plagiarism is to be familiar with the topic that they are talking about. Students can write more in their own words if they have in-depth knowledge about the topic. It is particularly advisable for students to restate the subject a number of times as this practice would enable them to express a borrowed idea in their own style and without any resemblance to the original one. By including a bibliography or works cited section in the paper, students can properly cite the quotes and sources they used for the work. If the student is doubtful regarding the use of any quoted idea, it is better to give credit to the author so as to avoid plagiarism issues. It is identified that most of the students become prone to plagiarism charges while paraphrasing others’ ideas. It is a dvisable for students not to paraphrase in a way that would closely resemble the original sentences. Finally, students must have good understanding of some basics of copyright so as to avoid plagiarism. Self-plagiarism Self-plagiarism happens if a student replicates any portion of his previous works for obtaining credit in another course, or an author reproduces some parts of his previous writings in his/her subsequent papers. However, it must be noted that self-plagiarism does not constitute intellectual theft although it represents an act of academic dishonesty. The concept of self-plagiarism has been a hot debated topic because many scholars argue that this

Strategies to Build Culture Essay Example | Topics and Well Written Essays - 750 words

Strategies to Build Culture - Essay Example Lastly, a discussion on how this strategy benefits culture within a workplace or school shall be critically analyzed. Teaching becomes monotonous in a learning setup especially in the mid semester. Effective communication is an essential tool to learning and teaching. Inappropriate communication makes listeners to be confused, disinterested, and frustrated (Barnard, 2008, p. 5). Communication in the effective manner helps and guide teachers to engage students in the learning process. Effective communication in a classroom set up involves the use of, group discussion, feedback, and visual aids. Visual aids are used by instructors to drive a point to the learners. Verbal communication is a proper way to articulate ideas and thoughts and educates, nevertheless, devoid of visual aids, learners may not get the whole information. Visual aids capture the attention of the audience who then is capable to keep the information taught. As well stated, through seeing, one is able to believe the i nformation on vision. Group discussion implementation helps learner to own information being instructed upon. In class, the instructor can preserve some 15 minutes to divide students into small groups where they choose a leader, and provide a hand out to each group with questions to be discussed. Feedback is when learners are given powers to put across their opinions. Feedback enables students to effectively process the information, and interact among themselves during the process of learning. Instructors use provoking questions to allow a feedback session continuation. Instructor asks questions that steer up the conversation among learners so as to arrive at conclusions to be taught (Schneeberger, 2008, p 6). Effective communication is a strategy applied at work place to compliment a person for a job well done. This can be done through non verbal communication. In school, effective communication strategy provides students with morale to work hard. For instance, a manager may compli ment the junior staff by use of gestures. Such gestures can be either a handshake or patting on the back for a task well completed. Nonverbal and verbal communications apply in the working setup to emphasize or accent a responsibility. Nonverbally, it is manifested through powerful actions, and verbally through the voice of the tone. In school, the manager can compliment instructors for their hard work. This enables a teacher to work hand in hand with students for the sake of excellence in the school, thus meeting the educational foundation goals. Effective communication strategy benefits cultures within workplace or learning institutions to improve instructions. Cultures are traditions guiding actions of individuals, or the adaptive way of living of folks. Rules and regulations are policies formulated within any institution. In a school set up, rules govern the behavior of learners and ethics among instructors and learners. In order to familiarize learners on such rules and regulat ions, effective communication should take a centre stage. Learners should be informed on what is bad or good in accordance to the school policies. At work place, effective communication benefits culture and improves the working environment. Effective communication builds trusts in the work place. Employees feel motivated if the team leader communicates on any

The Human Rights Regime Human Rights Essay

The Human Rights Regime Human Rights Essay While the idea of human rights may have a discernible homogeneity, perhaps derived from some kind of natural law theory or social theory, it is nonetheless clear that the implementation of these rights by states lacks a corresponding identity. Davidsons (1993, p.89) analysis of the concept of human rights highlights the chief difficulty that has faced the past generation of human rights regime, namely that it is an international problem that cannot be efficiently policed and guarded against by state law alone. The ubiquitous problem of definition only makes it easier for offending companies or nations to claim that their crimes do not officially come within the official realm of human rights. The current statecentric definition of human rights therefore facilitates evasive tactics and succeeds only in diminishing the significance of the issue on the eyes of statesmen and policy makers. To best tackle the dual problem within the title of this essay we first need to attempt to define the modern human rights regime, place it in its contemporary political context and evaluate its primary obstacles. Then we need to analyse the role of multinational corporations to evaluate in what ways these pose a problem to the human rights regime, posing the question of how these ubiquitous forces can be made accountable for their overseas empires. And finally we will examine the question of whether or not a new generation of human rights activity and organisation is required. The United Nations Charter (1948) is the vehicle for the international ideal of human rights, law and democracy. Article 1 of the Universal Declaration of Human Rights (2000, p.82) sets out a modern definition and has served as the blueprint by which all subsequent interpretations have been measured. All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood. The phraseology is famous for its humanitariancentric ideology but herein lays the problem of the human rights issue within the broader international agenda. In political philosophy, the spirit of the Universal Declaration and subsequent treaties such as the Vienna Convention (1993) are inherently left of centre and imply a cooperative understanding and information exchange between modern states, east and west, north and south that is modelled on broadly socialist ideals. Yet, inevitably, the feeling of responsibility towards all oppressed people of the world, that was a legacy of the horrors of World War II, quickly dissipated. As history has taught us time and again, domestic economic and political concerns soon superseded human rights at the top of the international relations agenda and it is within such an environment that the modern human rights regime must currently work. The postwar international political situation has been exacerbated in recent times by the advent of globalisation as a political and economic reality. The Maastricht Guidelines on Violations of Economic, Social and Cultural Rights (1997) details the enormous change that globalisation has meant to the lives of millions of people across the globe. Since the Limburg Principles were adopted in 1986, the economic and social conditions have declined at alarming rates for over 1.6 billion people, while they have advanced also at a dramatic pace for more than a quarter of the worlds population. The gap between rich and poor has doubled in the last three decades, with the poorest fifth of the worlds population receiving 1.4% of the global income and the richest 85%. The impact of these disparities on the lives of people especially the poor is dramatic and renders the enjoyment of economic, social and cultural rights illusory for a significant portion of humanity. It naturally follows that many human rights lobbyists are also opponents of globalisation, in which they see the conduit through which further human rights abuses will be facilitated as the gulf between the rich and poor of the world continues to widen. And because the concept of globalisation relies heavily on the dynamics of transnational corporations it does not take a great leap in deduction to imagine that human rights abuses will slip further away from the top of the western political agenda if the west continues on its current economic and political course of action. The issue of the increased social and political role of transnational corporations (TNCs), as Jochnick (1999, pp.5679) testifies, is a major problem for the enforcement of the human rights agenda. Most developing countries face TNCs with revenues many times larger than their domestic economies. TNCs account for almost half of the top one hundred economies in the world, and a mere two hundred of them are estimated to control a quarter of the worlds productive assets. Grouped together in trade associations with the active support of their home countries, TNCs exercise an inordinate influence over local law and policies. Their impact on human rights ranges from a direct role in violations, such as abuses of employees or the environment, to indirect support of governments guilty of widespread oppression. The argument to limit the scope of TNCs has been prevalent for the past thirty years. In 1974 the Charter of Economic Rights and Duties of States declared in Article 2 (b) that, each state has the right to regulate and supervise the activities of transnational corporations within its national jurisdiction and take measures to ensure that such activities comply with its law, rules and regulations and conform with its economic and social policies. While the political reality of human rights abuses has altered little due to the above statement and indeed the increased focus on human rights in general, its existence as an ideal and a manifestation of consensus amongst the generation of drafters makes it an important and relevant document for the next generation of human rights activists. In 2003, for instance, the Norms on the Responsibilities of Transnational Corporations and Other Business Enterprises with Regards to Human Rights defined human rights and transnational companies in a bi d to clarify the ambiguities that have existed since 1945. It also specified areas of negligence such as the treatment of children and the provision for providing adequate food and drink for the workforce. This document underscores the continuing strive to hold multinationals to account but it likewise poses as many questions as it answers. Although the accountability of transnational corporations is a commendable course of action it is fraught with problems of perspective. The main theory posited against the legal extension of human rights violations to include TNCs is that multinational corporations are private entities and should not have the same restrictions such as those imposed upon states. TNCs should, from this viewpoint, be responsible only for the proper conduct of their business and should not have to interfere in broader social issues, which ought to come within the jurisdiction of the local national government or the UN. At this point we need to examine the intricacies of the traditional multinational corporation so as to determine the necessity for an increased net of surveillance. Nike is probably the incarnation of a major multinational corporation within the bounds of this discussion. Since the Reagan administration there has been consistent questioning of the role of Nike in Third World countries with particular emphasis on the growing divide between the companys turnover and the lifestyle of the workers in countries such as Indonesia, where many of the firms manufacturing plants are in operation. The specific problem of corporate responsibility for multinationals such as Nike is explained in detail by Daniel Litvin (2003, p.228). The American multinational does not actually own the facilities producing its sports gear around the world; rather, it contracts out its manufacturing to other firms. And it has tried to respond to western criticism over its alleged sweatshop production by setting up numerous systems for monitoring labour practices in these factories, largely involving visit and inspections by outsiders. But just as Cecil Rhodes British South Africa Company seriously misunderstood the cultural dynamics of the indigenous societies of South Africa, and just as Aramco, for all its efforts, found it difficult to predict changes within Saudi society, so Nike has been struggling to track the conditions in its factories. Within the case study of Nike is a problem that affects the entire human rights corporate agenda. Although multinational companies are registered in western countries, much of the grass roots level abuses occur outside of the scope of the executive branch. Clearly human rights lobbyists will state that Nike and other TNCs in its position ought to ensure a more durable form of internal communication but, legally speaking, the fact that the manufacturing is subcontracted shifts corporate responsibility away from the multinational and only creates more legal and political issues for the human rights regime. There clearly is a need for a new generation of human rights regime, one that is not so inherently statecentric in its analysis of the issue. Because of the economic and political climate of dominant western powers, which we have already outlined, much of the work of human rights bodies must take place within the confines of nongovernmental organisations (NGOs). Unlike national governments, who have to deal with a perpetually shifting social agenda, NGOs can dedicate their time and resources to the achievement of individual, secular goals. The work done by human rights NGOs is various and diverse. Much of their remit involves carrying out some form of information gathering and fact finding activities. Furthermore, nonstate parties have learnt, from the conflicts in Africa and Central and Southern America, that networking between organisations is the best way to achieve homogeneity against statesponsored and corporate oppression. As a result, NGOs have helped bring to the attention of the world media human rights abuses that might otherwise have continued undetected. But this is not an end in itself; it is merely a means to an as yet undecipherable end, as highlighted by Hegarty and Leonard (1999, p.283). There is some evidence that overt monitoring by NGOs deters states from committing abuses. But, there are many places in the world where overt monitoring is not possible, and there are many governments that seem able to dismiss easily United Nations criticism of their human rights record. The influence of nongovernmental organisations therefore remains cultural rather than institutional or organisational and there are definite limits to the reach that they have in international relations. Conclusion Human rights, as a creed, are inexorably tied with the political and economic concerns of the west and its programme of globalisation. It thus follows naturally that many of the arguments for and against the role of multinational corporations within the ongoing debate are politically motivated. For example, many of the voices of dissent against TNCs contain the same voices of opposition against globalisation; ditto for supporters of globalisation who seek to cover up the core business excesses of multinationals. We must therefore be aware of hidden agendas and political rhetoric and recognise this as a major obstacle to the advancement of human rights at the beginning of the twentyfirst century. The statecentricity of the contemporary human rights regime has resulted in the suffocation of a social force that would otherwise surely have made more strident inroads into curtailing the power of multinational companies. However, the increased communication and network strategies of nonstate actors has resulted in a more united human rights regime with greater authority in the state political sphere. The future challenge is for the next generation of human rights regime to resist the inevitable challenge of the worlds economic elite, who will naturally fight against all attempts to narrow perceptions of human rights, and to bring multinational corporations to account for their overseas capitalist practices. BIBLIOGRAPHY S. Davidson, Human Rights: First Edition (Open University Press; Buckingham, 1993) D. Forsyth, Human Rights in International Relations (Cambridge University Press; Cambridge, 2000) C. Gearty, Principles of Human Rights Adjudication (Oxford University Press; Oxford, 2004) A. Hegarty S. Leonard (Edtd.), Human Rights: an Agenda for the TwentyFirst Century (Cavendish; London, 1999) M.T. Kamminga F. Coomans (Edtd.), Extraterritorial Application of Human Rights Treaties (Intersentia; Antwerp Oxford, 2004) D. Litvin, Empires of Profit: Commerce, Conquest and Corporate Responsibility (Texere; New York London, 2003) J.W. Nickel, Making Sense of Human Rights: Philosophical Reflections on the Universal Declaration of Human Rights (University of California; Berkeley, 1987) C. Ovey R.C.A. White, Jacobs and White: European Convention on Human Rights: Third Edition (Oxford University Press; Oxford, 2002) P. Plowden K. Kerrigan, Advocacy and Human Rights: Using the Convention in Courts and Tribunals (Cavendish; London, 2002) G. Teubner (Edtd.), Global Law without a State (Dartmouth; Aldershot, 1997) Human Rights in International Law, Collected Texts: Second Edition (Council of Europe Publishing; Strasbourg, 2000) International Treaties and Documents Charter of Economic Rights and Duties of States; GA Res. 3281(xxix), UN GAOR, 29th Sess., Supp. No. 31 (1974) 50 The Maastricht Guidelines on Violations of Economic, Social and Cultural Rights (Maastricht; January 2226, 1997) Universal Declaration of Human Rights (1948), in, Human Rights in International Law, Collected Texts: Second Edition (Council of Europe Publishing; Strasbourg, 2000) Selected Articles and Journals C. Jochnick, Confronting the Impunity of NonState Actors: New Fields for the Promotion of Human Rights, in, Human Rights Quarterly, Volume 21, Number 1 (February 1999) L. Wiseberg, Protecting Human Rights Activists and NGOs, in, Human Rights Quarterly, Volume 13, Number 525 (November 1999)

Writings in Henry James’s The Turn of the Screw :: Henry James Turn Screw Essays

Writings in Henry James’s The Turn of the Screw Leon Edel, in his biography of Henry James, tells of an instance after Alice James’ death when Henry James discovered a collection of letters he had written to her.   James, aware that researchers would be all too interested in the details revealed in the correspondences to his sister, destroyed them.   Writers who gain notoriety within their own lifetime become aware that every written word will be inspected. James knew that documents relating to an author can be important to prove intention in the author’s work, as well as to look at personal relationships, friendships, or simply to acquire the details of a specific event.   He was fully informed that letters can reveal as much or as little as he chose to let them.   This knowledge explains why he used papers, diaries, notes, documents, plans, letters, manuscripts, wills, messages, decrees, telegrams, and other written communications as tools to advance his stories. For ease of reading, I will call these, coll ectively,   "writings." The frequency with which James utilizes these writings is surprising.   A few examples of these in his texts are: the telegrams from In the Cage, the messages and papers in The Aspern Papers, the letters (obviously) from A Bundle of Letters,   and the diary from The Visits.   Evaluation of these writings, within James’s literature has, until now, been ignored.   Within The Turn of the Screw, especially, writings tell a story about their own lives and deaths, about their readers, intended and unintended, and give clues to James’s own intentions and the intentions of the authors of the writings.   Ã‚  Ã‚   Many valid questions about these letters have been left unanswered by previous scholarship on this work.   For example, what do these writings in The Turn of the Screw reveal about the traumas at Bly?   What can they tell us about the past, about the ghosts, and about their unnatural deaths?   How does James use the story as a letter to his readers with other letters inside it, to characters in the text?   What can they reveal about their authors, and ours?   What do they say about their readers?   How do these letters hide each other, and the secret of their own importance?   Ã‚  Ã‚   Turn’s similitude to The Purloined Letter by Edgar Allen Poe is explicit.   Poe and James use the same device: they hide secrets, in a letter, by placing that letter in an obvious place.

A Christmas Carol (English Coursework)

During 1843 Charles Dickens wrote a novel ‘A Christmas Carol'. The novel was influences by the experience Charles Dickens had of the social divide of the rich and the poor during the Victorian times. Charles Dickens had a terrible childhood, his family spent several years in increasing poverty. Dickens was sent to work long hours in a blacking factory. This was because his father was imprisoned for debt in 1824. Dickens spent ten hours a day sticking labels on pots of boot blacking. His life was miserable and he was determined to improve the quality of his and those of other poor people. Crime rates increased dramatically due to poverty and destitution. The memories of these hard times haunted dickens for the rest of his life. He felt bad about the neglect of the poor. In a lot of his work he describes the issues with poverty and the social and physical conditions of Victorian London. He compares these conditions to the wealthy, luxurious lifestyles of the upper class to bring awareness of the disgusting standards of living at the lower end of society, so that everyone could be educated on this subject, he even gave public reading of his own work. London's industrial age helped the UK to become rich and successful. However, this era had affected the country physically, socially, and culturally, because of the establishment of the factory system. Many people began moving to cities in search of a secure job, this lead to a huge growth in the population. This caused there to be three times more people living in Great Britain at the end of the century than the beginning. The overcrowding resulted in conditions that were dangerous and caused an increase in crime and poverty. In London the river Thames was full of sewage and the air was full of soot and pollution. Young children and adults were forced to work 14 hours a day and were paid rock bottom wages even though they were working in life threatening conditions. The poor had no jobs, not enough food and had a low life expectancy of twenty nine. This was because most people in the bottom end of society were malnourished which was caused by starvation they also couldn't afford healthcare. However, the higher classes made increasing profits at the expense of the poor. The rich took advantage of the poor by forcing them to work long hours in life threatening conditions for little pay. The rich thought the poor were poor because they were lazy and couldn't be bothered to do anything. At the beginning of the novel the reader is immediately given a negative impression of scrooge being a stingy old man. Dickens emphasises the point by describing Scrooge with many words that all mean nearly the same: â€Å"Oh but he was a tight-fisted hand at the grindstone, Scrooge! A squeezing, wrenching, grasping, scraping, clutching, covetous old sinner! This is effective in showing the reader that his desire for money comes before anything else. It shows that his number one priority is making as much profit as possible. This makes the reader get the impression that Scrooge is extremely horrible and greedy. When Dickens uses weather to describe Scrooge he makes him sound as horrible as possible, a man who has no feelings. â€Å"External heat and cold has little influence on Scrooge. No warmth could warm, no wintry weather chill him. † Dickens suggests that no weather has an affect on him whether it's cold or hot. Scrooge is much too cold hearted to be affected by anything or anyone, no matter what time of year. Scrooge is presented as being unattractive and having no emotions. â€Å"The cold within him froze his old features,† this makes the reader think the cold from inside him has made him ugly on the outside. This description of Scrooge is made even more unpleasant when it is compared to that of Scrooges cheerful nephew. When Scrooges nephew, Fred comes to wish Scrooge a merry Christmas Scrooge replies by saying, â€Å"what reason do you have to be merry? This shows the reader that Scrooge has no respect for his nephew. It is also ironic as he thinks no poor person has anything to be merry about, But he is rich and miserable. He, like many of the rich at that time believed the poor are poor because they are lazy. When two men come to Scrooge to ask for money to give to charity he replies, â€Å"I don't make merry myself at Christmas, and I can't afford to make idle people merry. † This shows that scrooge is hard-hearted and doesn't see the poor as people but sees them as a problem. Scrooge thinks that the poor should be left to die to decrease the population as there was overcrowding in London at the time this novel was written. ‘If they would rather die' Said Scrooge, ‘they had better do it, ‘and decrease the surplus population. The miserable and gloomy mood of Scrooge is further emphasised by Dickens use of pathetic fallacy. â€Å"The fog comes pouring in at every chink and keyhole†¦ â€Å"The houses opposite were mere phantoms. † The use of pathetic fallacy creates a dull atmosphere which matches the atmosphere created by Scrooge. The use of the word ‘Phantoms' creates an even spookier atmosphere. It is almost as if what ever Scrooge is feeling he will make the same atmosphere and weather as he is feeling. In stave three Dickens describes the Market Place and the poor part of town: both give a different impression to the reader. â€Å"There were great round potbellied baskets of chest nuts, shaped like the waistcoats of jolly old gentleman,† By Dickens using this simile it makes the reader think of father Christmas because he is often described as being happy and joyful. This is effective in showing that people don't have to be rich to be joyful. This description of the market place is made even more cheerful when compared to the miserable and unpleasant, poor part of town which is shown to be a depressing and disheartening place to live. The description of the poor part of town is shown as being even more unattractive, â€Å"The people half naked, drunken, slipshod, ugly. † The comparison between the cheerful market place and the poor part of town is really important because it shows how the rich people live and how depressing the lives of poor people are. This is effective in showing people how lucky they are compared to the poor people's lifestyles. Victorian society is reflected as being greedy and non-caring and also shows the massive social divide between the rich and the poor. By the end of the novel Scrooge has completely transformed from being a bitter and miserable old sinner into a more cheerful and energetic youthful man. He used to be, â€Å"A squeezing, wrenching, clutching, covetous, old sinner! † whereas at the end of the novel he describes himself as, â€Å"I am as light as a feather. I am as happy as a school boy, I am as giddy as a drunken man. A merry Christmas to everybody! † This description of Scrooge shows that he is no longer a grumpy old man and now has changed into a much more youthful and jolly man. He no longer thinks that he is better than all poor people and that poor people can't be merry. In this section of the novel there is a lot of exclamation marks and short sentences used to show that he is peaking excitedly, this enhances the fact that he is in a happy and enthusiastic mood. This use of short sentences and exclamation marks almost makes Scrooge sound younger. In my opinion ‘A Christmas Carol' is really effective in informing the reader of the social divide between the rich and the poor during Victorian times. I think that the book would have been good at informing the rich about the appalling living standards of the poor par of town. There was no other way for the rich people to find out about this because they had never been to this part of the town. I think that Charles Dickens was trying to make everyone aware of the poverty and overcrowding the poor people were going through, he was emotionally attached because he had been through this for most of his childhood and early adulthood.

High School Social Studies Courses Needed for College

High School Social Studies Courses Needed for College Choosing the high school courses that will best prepare you for success in college can be a difficult process, and social studies, though an important subject for a strong college application, is easily overlooked, particularly if you arent planning to enter a liberal arts program. Many students are much more concerned about their math, science, and foreign language requirements. Requirements for high school preparation in social studies vary significantly among different colleges and universities, and the term social studies can mean something different to different schools. What Courses Count as Social Studies? Social studies is a broad term that encompasses fields of study related to culture, government, civics, and the general interactions of people within a complex national and global context. War, technology, law, religion, and immigration all have a place within the category of social studies. High school classes in social studies typically include United States History, European History, World History, U.S. Government, Human Geography, and Psychology. Keep in mind, however, that colleges are free to define social studies as broadly or narrowly as they choose. What Social Studies Classes Do Colleges Require? Most competitive colleges recommend at least two to three years of high school social studies, which generally includes history as well as courses in government or civics. Here are some specific recommendations for high school social studies coursework from several different institutions: Carleton College, one of the top liberal arts colleges in the country, requires three or more years of social science. The college does not specify what courses it prefers students to take under the label of social science.Harvard University, the prestigious Ivy League school, is more specific in its recommendation. The university wants to see that students have taken at least two, and preferably three years of courses that include American history, European history, and one other advanced history course.Stanford University, another prestigious and highly selective university,  wants to three or more years of history/social studies. The university wants these courses to include a meaningful essay writing requirement so that applicants are prepared for the rigors of university humanities and social science classes.Pomona College, an excellent liberal arts college and member of the Claremont Colleges, wants to see a minimum of two years of social sciences (the term the school uses fo r social studies), and the college recommends three years. Clearly when a highly selective school recommends something, applicants should take that recommendation very seriously. UCLA, one of the countrys top  public universities, requires two years of study. The university is more specific about this requirement than many other institutions. UCLA wants to see one year of world history, cultures, and geography; and or one year U.S. history or one half year U.S. history and one half year of civics or American government.  Williams College, another top-ranked liberal arts college, does not have any specific academic requirements for admission, but the schools admissions website notes that they look for the strongest program of study offered at a students school, and that competitive applicants have typically taken a four-year sequence of courses in social studies. The table below gives you a quick glimpse of typical social studies requirements for different types of colleges and universities. School Social Studies Requirement Auburn University 3 years required Carleton College 2 years required, 3 or more years recommended Centre College 2 years recommended Georgia Tech 3 years required Harvard University 2-3 years recommended (American, European, one additional advanced) MIT 2 years required NYU 3-4 years required Pomona College 2 years required, 3 years recommended Smith College 2 years required Stanford University 3 or more years recommended (should include essay writing) UCLA 2 years required (1 year world, 1 year US or 1/2 year US+1/2 year civics or government) University of Illinois 2 years required, 4 years recommended University of Michigan 3 years required; 2 years for engineering/nursing Williams College 3 years recommended What Social Studies Classes Do the Strongest Applicants Take? You can see from the selective colleges above that all schools require two or more social studies classes, and many require three. The reality is that your application will be strongest with four classes, for its important to remember that colleges look more favorably upon applicants who have done more than meet the minimum requirements.What you take will largely depend on what your school offers. A student who takes a course in U.S. history followed by courses in African American history and America at war shows depth of knowledge and intellectual curiosity, but courses beyond basic American history arent offered in many school systems.   In general, however, you should take the most challenging courses available to you. An IB curriculum will certainly impress the admissions officers, as will AP classes in history and government. If you have the option of taking classes through a local college, those dual-enrollment classes in history, politics, sociology, psychology, government, and other social sciences will also make a good impression and help demonstrate your college readiness. College admissions officers are looking for students who have challenged themselves throughout high school, taking on advanced coursework in multiple subjects. Because social studies is an area in which most schools only require two or three years of study, you have an opportunity to present yourself as a well-rounded and dedicated student by taking additional courses. This is particularly true if you are applying for a college program in history, civics, or any of the liberal arts.

Onlive vs. Traditional Education Essays

Onlive vs. Traditional Education Essays Onlive vs. Traditional Education Essay Onlive vs. Traditional Education Essay Compare and Contrast: Online Vs. Traditional Education LaKrisha Lawson ENG 121 Instructor Peter Kunze November 19, 2010 Compare and Contrast: Online Vs. Traditional Education Whether I’m going to school online are going to school in a traditional setting; the main objective is to obtain a degree. The internet has brought us a new way of obtaining a degree that is convenient for many people in the world today. Many might argue whether online or traditional education is more acceptable in today’s world. With technology growing the way it is many Americans go to work and school in the comfort of their home, while others commute to work and school. Regardless if you are enrolled at a traditional college or with a university online there are some similarities and differences, it mainly depends on the individual and what suits that person needs. I’m going to discuss online education first. â€Å"Adult students are more likely to succeed in online education than a traditional college student because adult students have more maturity and responsibility. A lot of older adults have full time jobs or families and look at college as an education only not a social life† (Online Learning vs. The Traditional College, 2006). One of the benefits of online education is that it provides flexibility especially for the working adult with families; Because of the flexibility you don’t have to rush to work to make it to class on time. You have the flexibility to decide when to schedule school work, but you will still have a deadline. The flexibility can save money as well; you save on gas because you do not have to commute back and forth to school. Another way of saving money is not paying someone to watch your children while you attend school. One last note on flexibility is, your school work can be accessed at any time where there is a computer with internet. â€Å"Students who take classes online have not shown any sign of retaining less information than in class students. In fact, now nearly all traditional chools offer some kind of online option in their curriculum and have found it to be a very productive teaching medium. A 2006 study by the Sloan Consortium discovered that around 62% of chief education advisors thought online education helped students learn as good or better than traditional learning† (Education for Less Online, 2007). The disadvantages of online education are the lack of face to face interaction; this could be great for some and not so great for others. If you are a student that requires the face to face interaction from your instructors then online learning could be difficult for you. If you are looking to transfer credits to another institution to further your education, research is needed to make sure that you will get full credit. Lastly is being computer literate and always having access to a computer. Not being computer literate and not having access to a computer with the internet could put a strain on your online education. I’m going to talk about the traditional way of learning second. Traditional college students are between the ages of 18-21 and benefit from the social atmosphere that a normal college campus provides. For young students, college means newfound freedom because they can live on campus or with friends away from parents† (Online Learning vs. The Traditional College, 2006). In a traditional classroom you have to follow a schedule, and have to be in class on that schedule day; if you miss class the n you will miss that day’s lesson. Some traditional schools will offer night classes for students that work during the day. One of the benefits of traditional schools is the face to face interaction; you can have a question answered right away versus waiting 24 to 48 hours for a respond. Some students prefer the face to face interaction over emails because of misunderstanding; the student can leave the classroom making sure that he or she understands. If you are looking to have a college experience then traditional education may fit you better. Some would rather get their education the traditional way while others prefer the online learning. Regardless how you receive your education what matters the most is that you get your education. Deciding what school to attend can be a lot, but now having to decide whether to go the traditional route or the online learning route depends on the individual student; and what route fits them better. The bottom line is no matter how you received your education the outcome will still be the same. References New York University (2006). Online learning vs. the traditional college. Retrieved from http://nyu. edu/classes/ Fldcu. org (2007). Education for less. Retrieved from http://fldcu. org/online-traditional/

Data Envelopment Analysis Essay Example | Topics and Well Written Essays - 1250 words

Data Envelopment Analysis - Essay Example This paper would use the DEA method to measure the technical allocative efficiency. IT start-ups in China in particular and the rest of the world in general are faced with the same problem of initiating DEA methods to measure effectiveness of resource allocation processes and related outcomes. For instance according to Xu and Zhang (2008) the optimum resource input-output ratios are regarded as the best indicators of efficient resource allocation processes in the IT start-up firms that depend on strategic resource utilization and mobility between sectors to achieve positive organizational outcomes. Gomes, de Mello and Meza (2008) use a hybrid approach based on DEA efficiency measurement thus highlighting the importance of large discreet resource allocation processes. This is a paradigm shift from the non-discreet statistical processes that were previously adopted by researchers to measure the optimum resource input-output ratios. In addition to these DEA methods there are other more advanced DEA models. Among them the most popular two models are known as the CCR model and the BCC model. CCR has been named after its three discoverers Charnes, Cooper and Rhodes (1978) while BCC has been named after its discoverers Banker, Charnes and Cooper (1984). ... The significance of each Decision Making Unit (DMU) in the resource allocation process is emphasized by the two models.However CCR makes the assumption that each DMU is capable of operating only at constant returns to scale while BCC assumes that there are variable returns to scale. This paper would use these two models for the analysis of the resource allocation efficiency in IT start-up firms (Graaf & Washida, 2006). Though the paper would basically focus attention on Chinese IT firms there would be some analytical perspectives on other IT firms in the rest of the world as well. Actually this dichotomy between the two models has led to internal conflicts within firms as to which model has more merits than the other (Kaynak & Karakaya, 1994).The DMU consists of personnel who are Human Resource Management (HRM) specialists and production engineers and therefore are expected to work out the best or most efficient resource allocation process so that output would be maximized and cost m inimized (Davenport, 1999). The current literature on the subject actually generalizes the impact of this conflict on the DMU's own efficiency and impartiality. This outcome is further worsened by the fact that individual decision makers are much less inclined to coordinate efforts at each level of decision making though such decisions weigh heavily on the final organizational outcomes (Phillips, 2005).The negotiation process between and among the members of the DMU of each organization such as the new IT firm in China can be more specifically referred to as a culture-specific ritual in which rules are openly flouted in order to preserve one's own interests (Pour, 2006). In fact IT industry analysts and experts agree that attitudes and

The Importance of Being Earnest, Oscar Wilde honest relationships in Essay

The Importance of Being Earnest, Oscar Wilde honest relationships in the play - Essay Example Honesty was lacking in the social system and as Oscar Wildes The Importance of Being Earnest shows us, the lack of honesty even extended to the portrayed relationships between individuals which is evident in reworked versions of the play today (Feingold. 2004). Wilde attained popularity and notoriety because of his works and the manner in which he lived his life. However, his plays contained a lot more than simple comedy since they can also be viewed as social commentary (Ellmann, 1988). The biting tone presented in The Importance of Being Earnest only highlights the idea that while individuals seek to be honest and even present themselves as being honest and upright, the honesty exists in name only and not in spirit (Chafe, 2008). Perhaps that is exactly what society demanded of the characters that is they should appear to be earnest and honest while doing nothing which actually showed that were exactly so in reality. The Importance of Being Earnest gives us a satirical look at how characters can create elaborate deceptions to try and fool others. The deception even extends to how the characters relate to each other within the power structures defined by society where the man is supposed to be dominant and the woman is supposed to be subservient. However, dominant women can overturn the relationships and the social hierarchy as done by Lady Bracknell (Costa, 2008). While the rules are meant to be obeyed, they can be bent and altered by individuals in the same manner that the entire society is doing on a larger scale (Hawkins, 2006). For example, Jack is interviewed by Lady Bracknell but this interview was a role that had traditionally been reserved for the father in the Victorian age which is noted by Styan and Gentleman (1975, Pg. 44) as being â€Å"an extreme contrast well suited to the quality of farcical comedy found in this play†. Even Jack himself wishes to present the