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The Storming of the Bastille

The 14th of July 178 was the day when a very important event took place playing a large part in the history of France. This was the day that the common people of France attacked a fortress that had been used as a prison for 400 years by past Kings of France and was then still occupied by prisoners.

Just under a month ago, Louis XVI had given in to the people and allowed the forming of the National Assembly. The assembly was very precious to them as it was evidence of their victory and they were ready to protect it. Riots were occurring in nearby Paris and opposed a threat to Louis and his control of his capital. Therefore, with the support of the people closest to him, he ordered 0,000 royal troops to guard areas around Paris claiming that they were there to keep order. The people however, did not trust him and believed the troops were there to take away their precious parliament. Soon after ordering the troops, the King had fired his finance minister, Necker who had advised Louis to tax the more privileged people making him very popular among the Third Estate. Necker was replaced by a man who opposed the Third Estate, causing uneasiness and anger amongst the common people.

People who were supporters of revolution started to become suspicious of the King and his actions and started to search for weapons that they could defend themselves with in case something happened. It was somewhat chaotic as people raided arms stores in the attempt to get themselves better equipped to fight King's troops. Then, there were rumours that a large amount of gunpowder was stored in the old fortress, the Bastille.

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These people wanted weapons and gun powder, but there was also anger burning inside of them as they approached the great symbol of the King's power and their own lack of rights and privileges. It resembled cruelty and the many stories of the horrible conditions and torture of the prisoners who were kept in there remained in their minds as they stormed in.

A man known as de Launay governed the Bastille and there were approximately 110 men guarding the prison. De Launay was expecting a small attack so he had prepared some extra Swiss guards, but his expectations were nothing compared to what approached the fortress that day. A huge number of enraged people were willing to give their lives to fight for a revolution but when they arrived, they hesitated at the sight of cannons. They heard that they were aiming one of the cannons to be fire at the street of St. Antoine. This put the people of Paris at risk and the mob of besiegers became furious, ordering that the cannon be pointed elsewhere. They also demanded that they have access to the gunpowder and ammunition. Launay refused to surrender and when they were told that the cannons were unloaded, they pushed on. The army became scared.

The common people easily broke through the Arsenal and charged into the courtyard, cut the drawbridge down, and got through the wooden door behind that. They then demanded that de Launay let down the bridges but he refused. Launay came up with the conditions that he would surrender to them if they could withdraw from the fortress peacefully but the people would not work under the conditions of the governor insisting on a fight.

This was when the mob got hold of some cannons and aimed them at the gates of the prison. The members of the army started persuading to surrender. Instead, de Launay sent a note to the leader of the mob, Hulin, informing him that he possessed 0,000 pounds of gun powder and if they did not accept his offer, he would completely destroy the Bastille, together with the garrison, and all the people inside it. Hulin refused the offer and de Launay eventually surrendered, commanding the lowering of the bridges for the besiegers to capture the fortress. The people defending the Bastille were dragged along the dirty streets of Paris as the winners paraded victoriously slicing the heads off their captives as they went. De Launay and two others were considered as being more involved than the rest and had a brief trial before the tribunal at the Hotel de Ville. De Launay was beheaded in extremely barbaric circumstances.

About 100 people were killed, and in the prison they only found seven prisoners but this event meant much more than the death of these men and release of others. It was a symbol of the end to the King's great power. It was the first violent event of the French Revolution. Their great victory proved that the under privileged people of the Third Estate could defeat the wealthy and the people with the benefits.

This was the event that started to give the feeling that violence would be necessary in order for the revolution to be a success. The common people became angry and began to have conviction that they would fight for what they wanted. They were enraged about the fact that the King neglected their hardships, the high prices of bread.

The storming of the Bastille was the event that caused anger and troubles to truly boil up. They started to become suspicious of the King and his movements, while the Nobles and privileged people became angry with the revolution supporters for killing their people. People also began to realise that the King could not stay in the same position he was before the storming of the Bastille if they did not regain their trust in him.

The storming of the Bastille was a very important event during the process of the French Revolution. It was the beginning of violence, distrust, hate, and anger among the people. The King began to lose a large amount of power and really got the Revolution under way for the years to come. Without the storming of the Bastille, the French Revolution could have been completely different to what we read as history today.

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If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Computer Copyright. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Computer Copyright paper right on time.

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Copyright is a universal law created to protect authors' of original creations'.It promotes the progress of science and useful arts, by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries'.( U.S Constitution, Article 1, Section 8). It grants the authors' exclusive ownership and legally allows them to deny others the privilege of using their works. Copyright can be placed on anything in tangible medium such as; literary, artistic, dramatic or architectual works, however, it doesn't cover material in the public domain. It was first introduced in 170, although most creations before the twentieth century were not copyrighted. The basic length of copyright is determined by adding seventy years onto the lifespan of the author. It cannot be renewed. This essay will focus on three main aspects of Internet Copyright. Firstly, it will discuss existing copyright laws, secondly it will analyse copyright infringements on these laws and finally it will discuss the importance of knowing and understanding copyright.

Copyright laws on the Internet differ in each country but they tend to cover the same principles. The act of Fair Dealing allows people to use a part of an original document without the permission of the author, however, the author of the original work and the source from which it originated must be cited. It must be a reasonable amount used only for research, teaching, critisicm or comment with no financial gain. In the case of copying pictures or photographs, permission from the owner must always be sought with the exception of four things; it is owned by the government, was published before 1 and registered at a Copyright office, advertised as free or in the public domain. The failure to comply by these regulations is known as plagairism. Laws relating to software are very simple. One copy of the program is allowed to be stored on a computer and one back up disc can be made, any more copies made or distributed are illegal and referred to as software piracy. Profit made by registering other peoples' trademarks as one's own is called Cyber squatting and although not as easy or as common anymore, it is still illegal. These laws protect original work and present businesses with the opportunity of advancement. They allow the public to use or view works within limits and are a small requirement for the vast amount of information available on the internet.

Infringements on Copyright, although being a federal offence, are common practices on the internet Software piracy is a worldwide problem. "Software companies are launching more and more lawsuits against major infractors".( Webopedia, 00, p. 1) Software is easy to duplicate therefore making it vunerable to infringement. Share ware attempts to lower piracy by encouraging users to supply others' with copies in the hope that they will enjoy it enough to buy the full version or pay a small monthly fee directly to the author. Illegally copying software doesn't just affect the company but the user aswell as they recieve no documentation, customer support or update information on products. Piracy diminishes the worth of a program and proves difficult for small companies to stay in business. Cyber squatting is in illegal practice, common around the time of the birth of the Internet. Businesses were unaware of the Internets' potential so people thought registering a well known trademark and waiting until the rightful owner realized the internets power would be profitable as they could sell the domain name back to the rightful owner . Panasonic, Avon and Hertz were all victims of cyber squatting. Today, the importance of having a domain name is common knowledge thus diminishing the number of cyber squatters rapidly. Plagairism is the most common illegal practice on the internet. Plagairism is very easy to do but doesn't come without its' consequences. Plagairisers are easily found on the internet with search engines, enabling authors to locate improper copies of their work and rightly prosecuting the offender/s. Plagairism also includes forwarding an email in which the intnded use has been altered.Students found to commit any of these face lowered marks, failure and even expulsion from schools. Infringement on Copyright is a violation of the law and property rights of the authors and deprives them of due credit of their hard work and efforts and can evolve into a costly court case.

It is of paramount importance to know and understand the laws of copyright. Abiding by the rules can literally save people millions of dollars. Copyright is a protection act and to defy it is to defy others the right to display their work and to receive credit on their achievements. As mentioned earlier, knowing these laws can be the difference beween passing a course or being diqualified. It is an incentive for students and the general population to create something original and share it with the rest of the world.

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Most importantly knowing and understanding these laws enables the system to run smoother and creates space for people to better their work.

Internet Copyright is a valued law which is not taken seriously enough. Infringing Copyright is unfair on everybody. It inhibits innovation, diminishes the value of an artists'work, makes it harder on businesses and dissolves the credit to artists for their hard work, time and effort to produce work which is there for everyone to enjoy. Stronger laws and penalties will have to be introduced if Copyright infringement is going to lower or stop. Cd and DVD burners on the market and in computers contradict the regulations of copyright, almost making it legal to defy it. Why buy a product when it can be produced for a tenth of the cost? Why not copy information from the internet- who is going to find out? The internet is the biggest threat to copyright and with these unresolved issues its' future appears unsuccessful.

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If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on High School. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality High School paper right on time.

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As I walked into Lake View High School, I felt like I stepped back in time 10 years ago when I roamed the halls as a high school student. However, instead of being the student this time, I am now observing the students experiences at Lake View. Currently, I am a student observer in the special education program. My role as a student observer versus that of a social work intern has its benefits and limitations. As a student observer, I am able to gather data and reflect on student experiences. However, the limitations include, that I am not able to obtain the experiences of a school social worker at this point.

Lake View High School is located in the city of Chicago under district . The school district has a total enrollment of 46,7 students and ,58 teachers. The racial/ethnic composition of Lake View High Schools student body is 1.7% White, 1.% Black, 60% Hispanic, 5.4% Asian/Pacific Islander, and 0.6% Native American (Illinois School Report Card, 00). The total number of students enrolled at Lake View was 1,11 for 00 and there are currently 8 teachers. The student to teacher ratio is 8 students to 1 teacher. For special education the student to teacher ratio is 10-1 students to 1 teacher. Although the student to teacher ratio is 8 to 1, I have observed situations in the school where this is not the case. For example, in the special education classroom which I am observing, the student to teacher ratio is 17 to 1.

The special education services offered at Lake View include special education classes for the course subjects and inclusion in all subjects except for music and art. There are currently 10 students at Lake View with Individualized Education Programs. Students are offered social work,counseling and psychological services as needed.

The style of administration at Lake View is site based due to the district policy that each school must be managed by the local school council. Local School Councils are the site-based management team of each school. Their primary responsibility is to select the schools principal, renew the principals contract, approve the School Improvement Plan for Advancing Academic Achievement and approving the schools budget for the school year ( CPS Website www.cps.k1.il.us). Although Chicago Public Schools are site based managed, it is still somewhat hierarchical because at each school, the teachers and staff report to the principal.

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The supports available at Lake View include the counselors, the casemanager, the psychologist and the social worker. Whenever a teacher may need help with a case s/he goes to the casemanager or a counselor. If the social worker is already seeing the student, then the teacher may consult with the social worker for help. The school has a crisis plan outlined with the steps needed to take if any traumatic event should occur. In case of a crisis or an emergency in the school, the school policy mandates that security should be contacted first, and then the school social worker.

The school social worker is aware of the legal and ethical principles of maintaining confidentiality. At Lake View,

the school social worker strictly adheres to rules of confidentiality. The social worker will only share information with teachers or other pertinent staff members only if it is in the best interest of the student. The role of the social worker is to deal with students that are identified as needing social services due to emotional or behavior problems. The role of the social worker at Lake View best fits the social interaction model of school social work. In this model, the social worker plays the role of a mediator, a clarifier, a facilitator of better understanding between parties in order to reach a common ground (Allen-Meares, 004). Although the social interaction model best fits the role of the school social worker, her role can also fit the other school social work models based on each individual case. Depending on the students situation, the social worker can use the traditional clinical model, the school change model or the community school model. (Allen-Meares, 004).

The Pupil Personnel Services available to students in the school are a school social worker, a psychologist, guidance counselors and a nurse. The school social worker participates in the following functions attends to crisis situations, serves as a liason bewteen schools, families and comunity agencies, provides group-work services to students, and participates in case conferences with other school specialists (Puppil Personnel Services Manual, 1). Lake View also has a school-based health center which provides a variety of health services to the students. These services include general health assesments, school physicals, laboratory and diagnostic screenings, pregnancy prevention, and gynecology services.

Lake View High School is located in an affluent, predominantly white Chicago neighborhood. The community is called Lake View and the school is located within the 6061 zipcode. Over the past years, I have seen how this community has been gentrified. See attached Appendix A for Profile of General Demographic Characteristics and Appedix B for Profile of Selected Economic Characteristics. The community is a very safe community with a liberal/democrat political atmosphere. The high school has a strict dress code to prevent students from displaying any gang related colors. In addition, the school is equipped with metal detectors and security officers. Students may face security issues outside of the school with neighborhood gang affiliations. However, high security implented in the school and the strict dress code keeps security issues within the school at a minimum.

One of the hospitals that students have been placed in for psychiatric hospitalizations is Hartgrove Hospital located on 50 N. Ridgeway Chicago, IL 6064, (77) 7-11. Community agencies that could be used for counseling and youth services are Casa Central Social Services, 1401 N. California Chicago, IL, (77) 76-8647, and Metropolitan Family Services, 445 North Central Chicago, IL 6064, (77) 8-55.

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If you order your research paper from our custom writing service you will receive a perfectly written assignment on Incidents in the life of a Slave Girl. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Incidents in the life of a Slave Girl paper right on time.

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Incidents in the Life of a Slave Girl.

In the Incidents in the Life of a Slave Girl, Harriet Ann Jacobs, describes her experiences as a slave girl in the Southern part of America. In her narration we see the effect that her narration has on white American women, and also the effect Jacobs achieve by writing as a Christian to Christians.

Her story started from her sheltered life as a child to her subordination to her mistress and her continuing struggle to live a dignified and virtuous life despite being a slave. Her struggle involves the constant abuses from her master; the danger of being sexually exploited by her mistress' husband, Dr. Flint; her broken relationship with a free colored man; her pregnancy to a man named Mr. Sands; and her fight for her and her children's freedom from slavery. Most important is the courage that Jacobs had to keep fighting for her freedom and the freedom of her children. She was being sexually harassed by the respectable physician who owned her. She was forbidden to marry another slave with whom she had fallen in love. To avoid being the sexual property of her master, her only hope was to enter in a relationship with a white man. From her relationship with this white man, Jacobs had two children.

Jacobs' purpose for writing her book specially directed towards white Northern women is to arouse sympathy from them. By causing sympathy, it will encourage abolition of slavery. The reason for what Jacobs' narration appealed to women is because it highlighted uniquely female issues of slavery like sexual abuse and motherhood. This issues are something that any women can relate to. The importance and the reality of family separation within slavery created a solid and special bond with the female audience.

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Motherhood was a woman's primary role in this period. When Jacobs is narrating how she was separated from her children and when her children were sold, she wants to let white American women know that they also have maternal sensibilities like any white woman. White women are mothers and motherhood is sacred; slave women are also mothers and the fact that they are slaves doesn't mean that they don't suffer when they are separated from their children.

Another important effect that this narration has is the fact that Jacobs is writing as a Christian to Christians. In her book we see many of the Christian rules violated by white Americans and we see some examples of hypocrisy being played during our reading.

Simply the fact that they own a human being and consider them property, violates any Christian principle. The Bible teaches every Christian to love one another, and to respect each other, yet, black Americans are considered property just because of the color of their skin. The greatest hypocrisy displayed by whites throughout Jacobs' essay is that they teach the ways of Christianity, yet they do not live as Christians. One place this is evident is in the time of Jacobs' young adulthood. Dr. Flint wants her to submit to him, and tries very hard on a number of occasions to convince her to have sexual relations with him. This violates his Christian teaching very clearly in that it is adultery. If not according to the law, the Bible deems this adultery. It is also completely disrespectful in all ways, and would be violating Jacobs' person. It is true that she is a slave, but the fact that she is a slave doesn't mean that she is not a human being, therefore it is still considered adultery. Jacob manages to avoid submitting to him, but is put through great trouble and misery by doing so.

Another important violation of the accepted Christian way of living is when Jacobs is punished because she is in love with a free black man. Dr. Flint asks her if she loves him and when she responds honestly he hits her. He doesn't like what he hears, and therefore he feels the necessity to inflict her harm. She has been punished for telling the truth and being honest, and honesty is one of the most important principles of Christianity. Dr. Flint doesn't let her marry with the black man, and one of the Christian's principles is also the idea of love.

Even though, we see in Jacobs' story many violations on the Christian accepted way of living by the white Americans, Jacobs being slave, still holds her principles very high.

An example of this is when her mistress is questioning her about the master's intentions towards Jacobs. Her mistress asks her if she is innocent of what she is accusing her, and Jacobs simply says, I am. Even though she was scared of her mistress reaction and she probably was embarrassed also, she did not lie. In the middle of her confession to her mistress, she says, As I went on with my account her color changed frequently, she wept, and sometimes groaned. She spoke in tones so sad, that I was touched by her grief. The tears came to my eyes; but I was soon convinced that her emotions arose from anger and wounded pride… We can tell that this was a very difficult and uncomfortable situation for Jacobs, yet she did not lie. She was convinced that saying the truth was the best approach, even though later she will probably be a victim of her mistress jealousy.

Jacobs' narration is a great inspiration for any women, she being a black slave she never got discouraged, she kept fighting for her freedom and her children's freedom. She wrote this story with a purpose. She wanted to let the American people know what it was like to be a black slave. She specially wanted to touch the white American women's hearts. She wanted them to realize that even though she was a slave, she was still a woman and she had feelings and emotions like them. That motherhood was a very important role in their lives, and that it was very difficult to be separated from their children. She wanted to gain sympathy from the white women, so that they would help with the abolition of slavery.

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If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on The significance of Solon's reforms for Athenian democracy. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality The significance of Solon's reforms for Athenian democracy paper right on time.

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Rebecca Barnes

Solon first came to prominence around 54BC when he was awarded archon for his patriotism when the Athenians were fighting a war with Megara for possession of Salamis. It was later that he was elected eponymous archon in response to the civil unrest of the times. Solon used the legislative power that accompanied this position to institute a number of economic and political reforms that would abolish exclusive aristocratic control of the government, substitute a system of control by the wealthy, and introduce a new and more humane law code. It was these reforms, that Bury claims that he 'not only laid the foundations, he shaped the framework' of Athenian democracy.

In Athens, monarchy had been succeeded by the rule of the eupatridae or aristocracy, who oppressed the farmers until they threatened a revolution. The eupatridae were the large landowners in Athens and held the important offices of state. According to Ehrenberg, the eupatridai 'formed a more or less united front of the wealthy and powerful against those who had no political rights, the free peasants and the landless.'

The conflict between the two 'parties' rose until the aristos realised that they would lose more in a revolution than if they voluntarily gave up some of their privileges. Thus was Solon instituted as a mediator and was easily accepted by both parties due to his aristocratic birth and sympathy towards the poor. Solon himself claimed to have saved 'those who held power and were admired for their wealth' from the consequences of a revolution. As Solon believed in moderation and in an ordered society in which each class had its proper place and function, his solution was not revolution but reform.

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Despite, however, Solon being given sole power, he was not a tyrant. The orthodox Greek tyrant was associated with redistribution of land and cancellation of debts. Solon did cancel debts although he did not redistribute all the land, and left the rich in possession of the land the hektemoroi had previously worked for them. In this respect Solons rule differed from tyranny. Solon's own poems refer directly to his disapproval of tyranny, claiming that he did not wish to dishonour his 'good repute by laying hands on a tyranny of cruel violence' and expressing his opinion that' people through their ignorance fall into the servitude of rule by one man'.

It is said of Solon by Andrews, that 'in the crisis which called him to power, there is no doubt that he stands on the side of the poor'. Indeed, Solon's first concern was to relieve the immediate distress caused by debt, which he did through his main economic policy called 'seisachtheia' or the 'shaking of the burdens'. By this policy he cancelled the debts of the poor and prohibited for the future all loans secured on the borrowers person. He refused however, to go to the length demanded by the poor and redistribute the land. As stated by Bury, the measures of the seisachtheia 'hit the rich hard, and created discontent with the reformer, while, on the other hand, he was far from satisfying the desires and hopes of the masses.' His actions did however create freedom for all peoples, rich and poor and place the needed value on wealth that would redefine Athenian government and citizenship so as to create the foundations of democracy.

Solon's new political constitution 'broke the aristocratic monopoly in a peaceful manner' (Andrews) and implemented an aristocracy based on wealth. In this new system he divided the citizens into four income groups, each being eligible for the ecclesia and heliaea. Henceforth, political privilege was allotted on the basis of these divisions rather than birth, which allowed less-established families to work their way up economically and achieve positions of political leadership.

It is thought that Solon was the first to admit the thetes to the ecclesia, which was entitled to pass laws, elect officials, and hear appeals and he also raised the value of their vote. In allowing the thetes to be involved in the Assembly and the Courts, Solon was effectively providing them with a political education that would serve them in the future, particularly regarding developments to a democratic government. Although the higher powers of government remained in the hands of the aristos, the establishment of a representative government involving each class in Athens encompassed the basic ideals underlying the future democracy.

Solons next great contribution to the future of Athenian democracy was the installment of his new code of laws. The first written code at Athens, that of Draco was still in force and was so severe that his laws were said to have been written in blood rather than ink. Solon revised every statute of Draco's laws, except that on homicide and made Athenian law altogether more humane. These laws were the basis of the reforms of Solon and developed the moral values needed in a democratic society. Solon's code, however supplemented and modified, remained the foundation of Athenian statute law until the end of the fifth century, and parts of it were embodied in the new codification made at that time.

Solon's reforms bear great significance for Athenian democracy. Through his laws, the development of representative government involving the entire demos and his economic reforms, which produced the criteria of political involvement, allowing movement among the class groups, Solon set up a class and government system that was partial to the development of a democracy as he infused them with the founding principles on which a democratic government could be based. In this way Solon is aptly named the 'father of Athenian democracy'.

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If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on S/BAD Heritage. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality S/BAD Heritage paper right on time.

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Imagine that you are sitting in a room, not knowing what to expect or even if to expect anything at all. It is dark and there is a mystical smoke visible in the air around you. All that you know is what you can deduct by the atmosphere that is around you. You are sitting in a seat on the isle in the second row. Around you see scattered bodies occupying seats sporadically behind you, as well as completely in the row in front of you. Straight ahead of you is a flat black stage with an aurous fog misting within close proximity. To the right of you is a rather impromptu lobby that people enter and exchange a ticket for a program. Behind, glowing in a soft hue of crimson is a backdrop. Above you are randomly scattered white lights that light up solitude bodies amongst the crowd. Looking around you see that they are a majority female. Come to think of it you can gather up all the gentlemen and count them upon one hand. Looking back amongst the mass of occupants you gather that it is about half African American in decent. The other half is mixed amongst various nationalities. The majority was around college age with a few who were reaching upon their later years. They are briefly talking to one another and then returning to solitude. All of the sudden there is a change in music from a casual beat to an obvious culturally entranced beat. Two heads pop in and out from behind different curtains on the stage. Within minutes they are dancing around and interacting with the crowd. One of them came up and toyed with me a little by gesturing me to reach in her bag. She pulled back a couple of times and then reached in herself and grabbed some candy and gave it to me. What a way to get your attention quickly.

I an over all summery I absolutely loved this production because it was a random set of lively dancing with a solemn cultural glimpse. S/BAD was an awesome performing company and given the chance I would attend it again. Although the Dance Space Theater in the CSUS campus gave a distinctive and different approach to the concert, it's lack of a separated lobby detracted from the center of attention upon the stage. However, the company and their indulging styles of dance covered up this distraction.

The first act took a jazz approach with two dancers that didn't seem to have a set dance, but rather attended to the audience and brought their attention into the piece. It took the solemn setting of the environment and broke it into a fun and enlightening little spark of life. Each dancer went off and did their own personal little routine to a common rhythm. This was rather pleasing because it showed a variable of different moves that could be done in one style of dance.

The second act took on a solemn approach. Its style escapes me because I do not have a base of knowledge to tell the differences between each style of dance. I know that its slow movements showed power and solitude. I liked this performance because it was one person's struggles in life. It seemed to show how life could twist you and contort the body into uncomfortable and unpleasing positions. The dancer seemed to tell the audience that they needed to take time to come back to their original positions and center themselves again, before they let life contort them into another difficult position.

From this came a change to a man and a woman in their pursuit of life together. It was appealing to see because it showed a couple entranced in themselves and making every movement smoothly glide with each other's motions. This style complemented the previous one because it had those solemn movements but them gave the idea of a calm chase to hold love in close proximity to the body.

The following act had a sort of Broadway hint to the music. What I liked about it was that the dancers made the music attain to the needs of their cultural dance. They did not take their own style of dance and try to put it into the confines of a typical old-fashioned Broadway production. They did it with heart and enthusiasm in their own cultural roots. There were about five dancers that played the stage and set a lively direction to the stage right before intermission.

After the intermission the stage took life with three different groups dancing in a jazz style to one set of music simultaneously. One group seemed to have a soft style of rhythmatic dance. The second seemed to have a livelier version of the same dance style. And the third style was purely cultural. This was the best style to watch. The first style, although in sync with the act, did not seem to belong with the other two more lively styles. It did however show a mixture of dance styles that without it probably would have looked like a battle between the two remaining styles for the attention of the audience.

The next act seemed to be a demonstration of smooth continuous arts of cultural self-defense. Each group seemed to be followed by a hunter of sorts, which was rather appealing to see that these two different actions were intermingled together to tell a story about a chase and how to elude the hunter. The ending that occurred with the hunted being on stage for a prolonged amount of time performing finished off the number on a rather excitable note. The final solemn hunter crossing the stage showed the hunter that it was over and that the hunted seemed to be escaping from the grasps of the hunter.

The final act started with one vocalist with five performers around her. She sang elegantly through the plight of the African American and then proceeded through to the uplifting of the community to an even playing field. I think that the five performers detracted from this part because they took the attention away from the vocalist. The act then proceeded on to a lively dancing finale that pursued some cultural dancing and ended on a pleasing note.

Overall this performance was one that was memorable and entertaining. I will be coming to view the productions next year of S/BAD. Their cultural show of diversity enthralled the audience while making it known that they were in fact teaching us about a culture that they belong to. An awesome production and one that I am glad that I did not miss

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High School Heartaches

It seems like today whenever I read about public schools I see the same exact questions or statements. ?What exactly are our children learning in school?? ?Are public schools the right answer?? Finally, the ever popular, ?Low test scores in public schools.? Well I guess you can add two more writers to the list. Casey Banas and Mary Sherry have both written stories about our high schools and the education they provide to their students. Banas wrote an article called, ?Why Are Students Turned Off?? This article is mainly about a woman named Ellen Glanz who became a student for a little while to see how it is like in a high school class. Glanz later reported to Banas on her experience. The other writer, Sherry, entitled her essay ?In Praise of the F Word.? This is mainly about how teachers should start failing students if they do not deserve to pass the course they are enrolled in. The arguments that these two writers bring to the table are interesting, and do need to be taken into some consideration. The two essays agree on three arguments. These arguments consist of problems with the educational system, teachers who need to get the students? attention and the students? future after high school.

First and foremost, both essays agree that the educational system has problems. According to Glanz, a high school social studies teacher posing as a student, students did not do that much in order to pass classes or get good grades on tests. Also she found many classes dull and assignments were avoidable. One example on how to maneuver around assignments that Glanz gave was to give an excuse to the teacher for not doing homework assignments and the teacher accepted the excuse with no questions asked. The only option Glanz saw when returning back to work was to expect and demand more out of her students. Glanz is now preaching, ?You are responsible for learning,? (p. 660) to her students. In Sherry?s essay she talks about how high school students were ?cheated? by their teachers. According to Sherry many students that she has had in the past were upset at the educational system because they were passed to the next grade even though they did not learn the course fully. As you can see Sherry has found a weakness in the armor of our educational system, but she does have a cure for this weakness, she suggests failing the student. If the student does not learn what they need to know to succeed in the next step of their educational career, then they should not take that next step in their educational career.

Also, Banas and Sherry agree that teachers need to get the attention of their students. One of Glanz disappointments while posing as a student was how boring classes were. Once again Banas had Glanz comment on this problem, and she many suggestions for the teachers to make their classes more active for the students. She suggests that teachers need to find the best and easiest way to present a new topic. Also, to know whom to ask for answers and whom to try to keep silent, when to be comical and when to let the students know that it?s business time. So she is saying that teachers need to be clear cut on the subject, and be well informed but at the same time entertaining to the students in order to get their attention. Sherry once again points to that horrible letter ?F?. The most feared letter for any student, this letter can destroy an entire grade point average, and Sherry says that it can be used as a shell shock to some students who are going through the motions in order to pass. Sherry tells a very compelling story about her son slacking off in class, then the teacher threaten to fail him, and of course he straightened up and was a ?straight arrow?, concentrating very hard on this subject and ending up with an ?A?. There is no doubt about it, hearing that I am going to fail something will grab my attention very quickly. So maybe Sherry is right about having a rude awakening for all those slackers out there and just speak the truth to them, lay it all out on the table and tell the truth. If they are not going to pass tell them that they are going to fail. A shock like that will grab attention from the student.

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Finally, both writers worry about the students? futures after leaving high school. Banas says that certain students are infatuated on getting those good grades in order to get into that dream college of theirs, but the students blame the teachers for not teaching a certain course well enough. Glanz is worried about the high school students? future since many admit to cheating on tests or on papers and feel that they have done nothing wrong. If students graduate thinking that they can skate through life by leeching off another person, then they are going to learn a quick lesson when they graduate high school. Sadly many students believe that being honest and doing what is right plays second fiddle to getting the higher grader in the class. Sherry believes in the same thing as Banas, but Sherry takes it a step further by saying that employers of the graduates are going to suffer due to lack of actual education of the employee.

Once again both Banas and Sherry make good points on how we can change our schools for the better, but I must digress for a moment and say something about failing as an eye opener for students. It is pure ignorance to think that just because you tell someone that they are going to fail they will wake up and succeed without any motivation from anyone else. Everyone, not just students, needs someone behind them to encourage them to complete that last obstacle whether it is that extra mile to run, that one more question for the quiz, or writing that last sentence in an essay.

Work Cited

Banas, Casey. ?Why Are Students Turned Off?? Chicago 5 Aug. 17. Rpt. in College Writing Skills with Readings. 5th ed. John Langan. Boston McGraw-Hill, 001. 658-60.

Sherry, Mary. ?In Praise of the F Word.? Newsweek. Rpt. in College Writing Skills with Readings. 5th ed. John Langan. Boston McGraw-Hill, 001. 78-

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Childhood obesity levels are increasing at disturbing rates in Australia and many other countries. Childhood and adolescent obesity occurs when a child has too much body fat. Obesity is usually caused by eating too much and not getting enough exercise whatever the genetic background. It is almost always blamed on the child's genes but genes are responsible for 5 to 40 percent of all cases of obesity. The rest is chiefly influenced by environmental factors. The Body mass index (BMI) can determine if a child is obese

Growth charts, such as weight-for-age and weight-for-height, are most commonly used to find out if children are overweight or obese. The BMI can be calculated by dividing a child or adolescents weight (kilograms) by their height (m). The suggested international cut-off points for when a child is considered obese are

years and over - 0.0 for boys and 1.81 for girls

5 years - 1.0 for boys and 1.17 for girls

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10 years - 4.00 for boys and 4.11 for girls

15 years - 8.0 for boys and .11 for girls

18 years and over - 0 for both males and females.

Overweight or obese children are most likely to remain obese as adolescents than slimmer children. Adolescence appears to be a particularly sensitive period for the development of obesity. About 80 per cent of obese adolescents will become obese adults. This is why we need to target the problem while they are young.

Potential problems for obese children include; Respiratory disorders such as upper airway obstruction and chest wall restriction, along with worsening of asthma; Cardiomyopathy; Pancreatitis; and Orthopaedic (bone) disorders. These that I have mentioned are more of a problem to the severely obese and are not common. Although The increasing problem of asthma is definitely an exception.

In adolescents, obesity can multiply cardiovascular risks, abnormal glucose tolerance (leading to diabetes), hypertension, and cholesterol abnormalities.

The most immediate consequences of being overweight during childhood and adolescence are psychosocial. Obese children have low self-esteem due to teasing and name calling from other children of a healthier weight. Due to this it has been found that obese children are more likely to

Not do very well in school,

Have poor job prospects, and

Be socially isolated.

Obesity is usually caused by

Overeating - many obese children overeat, mainly from boredom and depression. The food they eat tends to be high in dietary fat. Most of this fat is stored in the body rather than being used for energy because they aren't active. Weight gain will occur if excess energy is consumed as fat, protein or carbohydrate.

Binge eating - some overweight people eat normally and healthily most of the time but binge eat now and then. This means that they eat a lot of food in a very short period of time.

Low activity levels - children are much less active these days. This is probably because of the number of hours they spend watching television, playing on the computer and other electronic-based sedentary activities. Children who watch more than 10 hours of television a week are more likely to be overweight. Many reports have found that most young people aged seven and above were inactive and that girls were even less active than boys. This needs to be cut down, and more outdoor sports and leisure needs to be encouraged.

Many social factors such as low income, and a low level of education have also been linked to obesity. Binge eating is common in people who are dealing with emotional stress. A prime example of binge eating due to emotional stress is the following case; You just get dumped by your boyfriend and you feel like the world is crumbling around you. What do you do? What else except reach for the spoon and the huge tub of chocky ice-cream in the freezer and eat till your hearts content (or at least till its empty and you have to go to the store and buy another).

So how are we going to manage the problem? Children with obesity should be given nutrition advice and most importantly encouraged to increase their activity levels. Some helpful things are the following

Nutritional advice - weight loss programs or diets are not effective amongst children. Instead, they should be given nutritional advice and they need help to change their behaviour patterns towards food. However, this is not effective unless combined with exercise. Restricting food intake, in particular fat, is not suggested for young children as they need it because it is an important part in their growth. Snacking often makes up half of a childs energy intake, it may delay or prevent extreme hunger and possible binge eating. The important thing is to make sure that snacks are not always junk foods.

Increased activity - children should be encouraged to choose physical activities over inactive activities. Low intensity exercise such as walking is good but vigorous activity is desirable and should be encouraged where possible. Strengthening exercises can regulate and enhance the bodys metabolism by building muscle.

Prevention - seminars and educational activities provided by teachers can improve childrens and parents knowledge about obesity and how it can be prevented.

Parents play an important role in preventing childhood obesity as they are important food providers and role models. They should provide healthy meals and snacks, encourage regular exercise, and keep junk foods as a special and occasional treat to add excitement and variety. Restricting the amount of time that children spend in front of the television and the Internet can also help. Remember to keep them happy and maintain a healthy yet fun and array of exciting things to do and eat during their weightless, We just have to remember to keep everything balanced, after all they are kids and a little fun every now and then doesn't hurt.

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In this course, we used a common non-processor dependant programming language known as Java. This was the main language which all of our programs were written in. A lot of time was spent to learn the language so we could go forth and complete the assignments. The syntax, the structure and the general feel of java were picked up individually as we started the class. With quite a bit of experience in other languages, such as Basic, programming in Java was an easy transition.

When writing any program, regardless of the language, there are a few steps involved in the software development cycle. The first is to identify the problem you need to solve. You want to have a good idea of what you're trying to accomplish, before you start. The second is to determine what is going to be involved in writing the program, whether it's going to be a console program, have a GUI, what kind of people are going to use it, etc. This gives you a general idea of where you're heading and then the design process begins. The entire layout of the problem is either written out or designed in a flow chart. This helps to reduce confusion while writing code and also gives the programmers a better idea of where they're headed with the software. Once the design of the software is complete, the coding can begin. The previous steps exist as a way to maybe identify problems to solve early on or increase the efficiency of the software beforehand. While and after the software has been coded, it is constantly tested to make sure there are no errors in the code or that the code that is written works properly. In Java, when compiling an application it gives you very basic debugging in the console. This includes the line number and a description of the error. Getting the syntax correct is an essential part of programming and after so much coding, it begins to come naturally. The amount of testing involved in the software cycle completely depends on the programmer, but it is still an essential part. Buggy software often results in non-function aspects of a program or just a completely useless program altogether. The final step involved in the software cycle is maintenance. Although nothing we created in class actually required constant maintenance, it's present in the form of feedback. As we get other programmer or just common users to use and test the software, they could expose flaws or potential problems that would have to be fixed.

In computers, everything is stored in combinations of bits. For programming languages, there can be specific combinations of bits being used to represent different types of numbers, letters or just true and false. These different combinations of bits make up what is known as data types. They are manipulated as decimal numbers when writing the code, but when the program is being run they are in binary form. The methods that exist in Java to manipulate these numbers are numerous. There are the basic addition (+), subtraction (-), multiplication (), and division (/). Then there's functions like modulus (%) which take two numbers, compare how many times the first goes in the second and then returns the remainder. These can be used to save to other data types, or they can be used in if blocks, for blocks, and do loops. Then there is also the comparison functions in Java such as greater than(), less then(), equal to(==), not equal to(!=) and many more. These are just a few of the processing algorithms that you have available to you when writing Java code, and they do pop up a lot when writing software.

When writing java, there are a few things to be wary of. When compiling a java program, it doesn't provide you with a finished piece of software; it gives you a byte code file with a .class extension. This is to allow the program to be executed on different processor types (X86, PPC, Alpha, SPARC, and IA64). This main reason this exists is because different processor architectures use different amounts of bits for certain data types. The fact that java is interchangeable is great, except that it provides a problem with complex and large programs. This problem exists because the byte code has to be compiled on the spot, decreasing performance of the application and sometimes causing considerable slowdown on certain machines. The only real way to get around this is to try and make the software you write simpler and more efficient. This allows the software to be used on different types of computers and still be usable.

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Now is the time we would like to add some comments about this course thus far. It hasn't been exceptional for various reasons. The decision to use java came suddenly as the computer lab didn't have the potential to run VB.net. We see it as a good thing because it allowed everyone who had the initiative to really sit down and learn the language entirely on their own. Not everyone picked it up as fast, and some didn't at all. For next years students, they should all learn the same language and not be given a choice. It doesn't create different groups of people writing different kind of code and allows the people to help each other more readily. This language will obviously be VB.net since the instructor has a better grasp of it than other languages. There should be a stricter outline of the course, which should be handed out on the first day. This should explain to the students exactly what will be expected of them. There should be multiple exercises throughout the term, to allow the students to constantly shift ideas and try to solve new problems. We feel satisfied with only working on one assignment (Chess) term long as it has given us a chance to think of different aspects we could add to the game and allowed us to achieve a final product we are satisfied with. This course has turned out to be a completely independent effort, and the fact that we have achieved such success with the programming aspect shows how determined and motivated we were.

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It is the habit of man to associate good with white (light), and all that is evil with black (dark). As believed, when the sun sets, all the malicious beasts and iniquitous spirits will come out of their hidings and misbehave; whereas when the first beacon of light cuts through the morning sky, all evil will be diminished. Since people's fear of darkness is so great, for centuries people have been inventing new ways to light the evening sky; likewise, through teaching, they try to resist the power of evil that has been planted within them. Bit by bit, by the development of technology, the flourishing of teaching, and the growth of consciences, man can now both light the midnight sky and bury their evil nature. However, just like the unalterable circulation of day and night cannot be denied, the evil inside a man can be concealed, but not eliminated. In J.R.R. Tolkien The Hobbit, the color black ignites a common fear in different races, but as the panicking people react differently to darkness and evil, they reveal different aspects of human nature concerning light and dark, good and the inextinguishable evil.

First of all, the dark side of human natured is shown when the party has reached the Misty Mountains in the beginning of Tolkien's story. When the party has finally escaped from the claws of the goblins in the Misty Mountains, the fear of darkness and evil grows immense. At the same time, the party of dwarves irritates Gandalf as written, ¡§Gandalf was arguing with the dwarves¡K and Gandalf was saying that they could not possibly go on with their journey leaving Mr. Bilbo Baggins in the hands of the goblins¡¨ (87). By studying this quotation, readers can predict that if Gandalf isn't there leading the group, the dwarves will turn their backs on Bilbo. Also, the dwarves show their tendencies to abandon Bilbo by saying, ¡§ ¡¥He has been more trouble than use so far' said one. ¡¥If we have got to go back now into those abominable tunnels to look for him, then drat him, I say'¡¨ (87). Although the dwarves are actually kind and loving people (but a little selfish), their courage is defeated by the fright of facing the darkness and the evil creatures in the Misty Mountains. In this circumstance, morality conflicts with fear and personal benefits, but the dwarves, and most humans will abandon their conscience and choose to survive. By running away from evil and fear and abandoning Bilbo, the dwarves are revealing the hidden evilness of their nature. To conclude the paragraph, when hostile situations and formidable inner conflicts come at hand, people will think for themselves more than considering their consciences and the goodness of others. (On contrast, when people react differently to hostile situations, they show the different side of nature.)

¡§Suddenly a darkness came on with dreadful swiftness¡Kwinter thunder on a wild wind rolled roaring up the rumble in the mountain.¡¨ In chapter XVII of The Hobbit, the clouds of darkness created by crows and bats have ignited panic in the groups of elves, man, and dwarves. However, everyone manages to fight against their fears and at the same time they show the bright side of their nature. Soon, after the clouds have completely covered the sky, there arrive the tide of the evil goblins that have burnt the flame of fear to its extreme. Unlike the dwarves in the beginning of the book, even though most people's hearts are occupied with great fear, none escapes and all is determined to face their fear and the darkness. Consequently, the end result of the determination in fighting the darkness and evil is a bright victory over the dark goblins. Even though the goblins are not eliminated, by confronting evil and darkness, the Four Armies have shown their strength in mind and bright side of their nature. In reality, when humans are determined to fight against the dark side of their nature, they're showing the courage and the

There's an ancient Chinese saying, that ¡§humans are born with evil nature, and teaching is merely a tool to restrain people's behaviors and make humans more hypocritical.¡¨ (Moi Tze) This quotation may seem radical, but it expresses an idea that even the greatest teachers cannot eliminate the dark and evil part of human nature. To prove the idea, in the midst of many violent riots and radical rebellions, no matter how high a person's been educated, he/she will do anything to secure his/her own security. During these occasions, as the originally ¡§good¡¨ people collide with the ¡§evil¡¨ people and circumstances, the ¡§good¡¨ people will act even more frantically and more savagely in order to secure their own lives. The stressful fact is that even with years and years of learning and teaching, the dark and evil side of humans cannot be eradicated.

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Despite the fact that education can never extinguish the dark side of human nature, it is still beneficial to humans when the world is peaceful. For example, in many natural and artificial catastrophes, a lot of people volunteer to join the rescuing even if their actions may out themselves in danger. In these occasions, we see the success in education that empowered the virtues and intergrity of humans. Thankfully, with the teaching that's been cultivation the seeds of goodness inside every man, humans are able to control their most original lust and evil when the world is peaceful. However, when true crisis enter people's doors, and the hypocritical masks of humans are taken off, the ugliest and the most brutal faces of humans will be uncovered.

Light and dark, good and evil represent the irony in life that will always conflict each other. No matter how much effort humans put into the development of technology and education, the fact of the day and night circulation, and the fact that evil does exist in humans are undeniable. By examining human reactions during hostile situations that effect their benefits and lives, different sides of human nature are revealed. In conclusion, when another morning sun rises, the black sky will fade away, the dark and evil nature of humans will only be compressed and concealed, but they will never be eliminated.

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Throughout history, many have struggled with answers to 'the great questions of human experience'. Many have pondered the reasons for birth, life and death, or quested to discover the origins of the universe. Christianity, Buddhism and Humanism all attempt to provide answers to these questions and give reasons behind death, suffering and evil's existence. But perhaps their most challenging question to answer is simply, 'Is there a greater power than me?'

Philosophers have forever struggled with the ambiguous answer to the meaning of birth, life and death. Buddhism teaches that life is an ongoing cycle of birth, life, death and then rebirth, so that you are on a continuing spiritual journey with the final purpose being to attain enlightenment and lead all other beings to enlightenment. They define enlightenment as a state of being that goes beyond suffering. Once they have reached this, the journey has ended and they achieve freedom from this ongoing cycle of reincarnation by reaching Nirvana.

Christianity however has different views and believes that people only get one life. They believe that the purpose of this life is to discover and be with God, as he has died for their sins. Christianity also teaches to love and serve others as much as one does to themselves. They have a belief in charity and service to God and others with the knowledge that post death, they will be reunited with their God in heaven.

Contrarily, Humanists rely more on proof and therefore think that the meaning of our birth is due to the fact that we are the biological descendants at this point in evolution. Despite this disturbingly realist viewpoint, they state that instead of believing in a god as other religions do, their fundamentalist belief is in society and humanity. So therefore, as they do not trust in the existence of an afterlife, they regard life on earth as particularly precious and hence feel that the meaning of life is to further their society and endeavour to help people.

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The universe's origins also remain a constant mystery. Buddhism does not really provide a clear belief as to where they think the universe originates. They simply state that it has always been here and is never-ending. They say that it 'came from within itself'.

Christianity is similar to Buddhism in the sense that Christians consider the world to have been here forever; however it displays differences in its symbolic story of 'Creation', which is found in Genesis. It states that God created the world in six days, finishing with a man and a woman, whom he named Adam and Eve.

Humanism differs from Christianity and Buddhism greatly, in that it does not opt for belief in the intangible, but again, relies on proven fact. This quest for proof originates from the beliefs of Voltaire, an eighteenth century rationalist whom felt that reason was a way to solve mans problems. Hence, they deem scientific theories such as the 'Big Bang' theory or the idea that we have originated from blue-green algae's development.

Adversaries' such as death, suffering and evil will exist in our world forever and this is something that perplexes philosophers greatly as they struggle to answer the question if there is a god, then why do bad things happen to good people?

Buddhists attempt to answer the question with their Four Noble Truths. These state that suffering exists due to an attachment to cravings. These cravings for societal success, known as Trsna, are the nature of existence, but they delude and distract the mind from the correct 'path'. They say that the cure from these delusions is to observe the regulations of the Eight Fold Path.

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Similarly to Buddhists, Christians believe that the negatives of our world are consequences of the neglect of the right way, or God in favour of satisfying cravings and desire. Christianity teaches the belief in the existence of good and evil, God and the devil. They too believe that God gave humans free choice to choose him or not. When they do not choose him, they are indirectly choosing the devil, which creates evil in our world. Suffering and death occur as a consequence of this evil and the evasion of God.

On the contrary, Humanism does not believe in any outside forces such as a God. However, like Christianity, they feel that suffering exists in the world as a consequence of evil. For example, greed and the striving for materialistic pleasure is an evil which leads to the poor becoming poorer, which results in suffering. Death they justify as a part of nature, that science is yet to correct.

Perhaps the controversial, highly debated, so often pondered and most important issue that a religion attempts to answer is whether or not there is someone 'out there' that is higher, greater, more powerful and more supreme than us. Buddhists reject this idea, and while there are myths of particular gods and goddesses, Buddhists are not particularly fussed, and believe that we as humans choose our own destiny. Humanists too reject the idea of a personal god as they believe man to be the most important existing element in life. In addition, they wish to exclude all ideals of 'super naturals' as they believe that religion was invented when the world was undiscovered and man needed reassurance. In contrast, Christians feel very differently and definitely believe in the great power of God.

Buddhism, Christianity and Humanism all attempt to answer 'the great questions of human experience' through different means, based on their own belief systems. Many people have turned to Christianity and Buddhism as it provides a religious link, which they feel give their lives purpose. Religions' provide people with a set of beliefs that people can adopt, which offer them with a way of thinking and a way of life. Religious systems have existed for thousands of years, as they provide people with faith, which many feel to be a need. This need stems from the undying, universal curiosity that many posses as to what is the ultimate meaning and purpose to life.

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A cloud of death hangs heavy in the air as Nazi soldiers stride harshly, ominously past frail frightened figures. The figures are those of the Jews in Schindler's Factory and they shutter in terror, while standing without breathing or allowing the slightest sign of motion, haulted at only their hearts pounding furiously within. As each third person a shot rings out and another Jew falls to the ground. This abhorrent, cruel, inhumane treatment was just one of the many everyday occurrences for Jews during World War Two. The movie Schindlers list is a graphic description of the ungodly things that happened in Germany during the Holocaust. It focuses on Nazi transgressions to Jews and shows how merciless and inhumane people can be when they fall prey to a centered ideal and are blinded beyond their capacity to make judgments. This inability crosses the line between civility and savagery. In the same manor, William Golding In the novel, Lord of The Flies, illustrates the battle between civilization and savagery throughout humanity in many ways.

Using Characterization, Golding depicts the boy's struggle between civilization and savagery. First, Ralph, the protagonist, uses order to try and maintain a healthy society. For example, "He laid the conch against his lips, took a deep breath band blew once more" boys from all parts of the Island gathered for the first tribe meeting (17). By calling the meeting Ralph brings a sense of refined leadership to the Island. Roger, on the other hand takes pleasure in others pain, yet to some extent is held back by invisible chains of society. His hunger for power over others unleashes itself at times; however some measure of restraint holds it from consuming Roger entirely. This is exhibited when "Roger, took up a small stone and flung it between the twins, aiming to miss. (175). Throughout the novel Roger remains the truly sadistic character. While Golding shows several characters struggles against primitiveness, he also relates symbols to their human struggle.

Through much symbolism Golding depicts the struggle of society verses the urge to regress back to the primitive state. First, Piggy's glasses symbolize civilization. Piggy's glasses were the key to the boy's survival on the Island and when Jack hit piggy and "Piggy's glasses flew off and tinkled on the rocks" and broke chaos broke loose on the island and the boys grew apart (71). After Jack says he doesn't need civilization he steels Piggy's glasses, showing the reader that everyone in the novel has or needs some link back to civilization. Also, the conch is a symbol of power and order. Piggy and Ralph use the conch in the beginning to gather the boys but near the end of the book the conch has no importance because all order and power have been destroyed. Last, the Lord of the Flies represents all evil on the island. The Lord of the Flies says to Simon, "You're not wanted. Understand? We are going to have fun on this island...so don't try it on, my poor misguided boy, or else-" (144). The Lord of the Flies tries to tempt Simon into becoming savage like the rest of the boys, but Simon is to Christian to turn evil. However, The forces of good and evil are still apparent, throughout conflict, on the island.

Golding exemplifies the pressure of civilization and savagery by conflict. Foremost, Golding explicates the clash between Ralph and Jack get the theme, across to the reader. Jack and Ralph are opposites, Ralph represents order and democracy and Jack represents disorder and dictatorship, which explains why they do not get along throughout the novel. The conflict between Ralph and Jack becomes so tense that Ralph says, "Why do you hate me?" and things begin to fall apart between Jack and Ralph (118). Last, Golding shows the war within each boy to remain civilized and not to turn to Savagery. Many of the boys do become savage and only realize when they are rescued exactly how primitive they have become. For example, Ralph gazes into the fire, "The knowledge and the awe made him savage" but Ralph fights this urge to become savage defeats his inner demon.

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In Lord of the Flies, Golding demonstrates the war between civilization and savagery throughout characterization, symbolism, and conflict. First Golding uses strong characters such as Ralph and Roger to depict innocence and evil. Also, he uses symbols such as the conch, Piggy's glasses, and the Lord of the Flies to show how objects bring the children of the island closer together, but tear them apart because of evil. Last, Golding uses conflict between Ralph and Jack and also conflicts within the boys to get his main theme across. Just as Golding shows how savagery can be apart of everyday lives, Steven Spielberg also show that evil and primitiveness are apart of every human in his movie Schindler's list.

Please note that this sample paper on Lord of the Flies (Thesis:william golding in the novel, lord of the flies, illustrates the battle between civilization and savagery throughout humanity in many ways.) is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Lord of the Flies (Thesis:william golding in the novel, lord of the flies, illustrates the battle between civilization and savagery throughout humanity in many ways.), we are here to assist you. Your cheap custom research papers on Lord of the Flies (Thesis:william golding in the novel, lord of the flies, illustrates the battle between civilization and savagery throughout humanity in many ways.) will be written from scratch, so you do not have to worry about its originality.

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December 7, 141 will be remembered in history as one of the most phenomenal days ever to take place in the United States. The attack on Pearl Harbor came as no surprise to President Franklin D. Roosevelt and his military advisors. It was a key element in drawing the United States to fight in World War II. This day will forever be incredibly significant, especially because our President at the time was keeping secrets from the supposed democratic American public. Pearl Harbor was just what the President needed to have a reason to get our country involved in the war. I support this theory of President Roosevelt having the knowledge of the attack on Pearl Harbor. Sufficient evidence shows that Franklin D. Roosevelt knew he was in control of the situation and went behind the backs of the American people in getting the nation involved in one of the mass destruction of World War II. President Roosevelt was planning all along to use Pearl Harbor as the element pulling the United States into fighting in the war. Speaking with "[…] Admiral Richardson, President Roosevelt explained that the Fleet was being kept in the mid-Pacific because its presence helped to deter Japanese aggression in the Far East. This statement must have been made to help the President [because] he could not tell the Admiral the real reason for retaining the Fleet in Hawaii" (Theobald ). The President obviously had his plans for becoming involved in the war. Unfortunately, he had to deceive many people to do so.

Sixty years have passed since Pearl Harbor, and extensive research has been done on trying to figure out the truth behind Japans sudden attack. Author of Pearl Harbor The Facts Behind The Fiction, James Perloff states that "research has not only shown Washington knew in advance of the attack, but deliberately withheld its foreknowledge from our commanders in Hawaii in the hope that the 'surprise' attack would catapult the U.S. into World War II."

There is an opposition to my argument in which they say that Franklin D. Roosevelt was a good president and never kept any secrets about Pearl Harbor from the American public. This is a strong argument because it would make sense that the President would be loyal to the people of the United States. He did not have good intentions in keeping a secret about Pearl Harbor from the people. There is a good argument for the opposition made in a library journal saying that "Roosevelt knew the war was coming, but he wanted to fight Germany, not Japan, and it is not credible that he would have allowed his Pacific fleet to be ravaged" (Itkin). This is understandable that Roosevelt would not want to fight with Japan. If he did know about their attack, he would not have had so many people at Pearl Harbor. The Americans stationed there were not prepared for battle, and President Roosevelt would not have let Japan get away with that.

Another strong argument for my opposition shows that Franklin D. Roosevelt did not know about the attack of Pearl Harbor. This is our own country's racism. This argument states that our racism to Japan blinded us to the reality that they could attack us. The leaders and strategists of our nation did not believe that Japan had the brains, willpower, or strength to carry out an attack against us. These beliefs did not help us in preventing the attack on Pearl Harbor. The President was along with the rest of the people in believing that Japan could never dream of attacking the United States.

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In a rebuttal to my opposition's argument, it can be argued that Franklin D. Roosevelt did in fact know about the attack on Pearl Harbor before it happened. The President needed something to happen that would pull the United States into fighting in the war. Even though he did not care about fighting with Japan, he just saw this as an excuse to get involved in war. Roosevelt was willing to sacrifice his Pacific fleets at Pearl Harbor in order to become involved. There is strong evidence supporting the fact that President Roosevelt knew about the attack before it happened. Perloff states in his article "The Facts Behind the Fiction," that "on October , 141, the War Department decoded a Tokyo-to-Honolulu dispatch instructing the Consul General to divide Pearl Harbor into five specified areas and to report the exact locations of American ships therein." This event helps support the fact that the United States government knew about Pearl Harbor before it happened. For some reason, Franklin D. Roosevelt became aware of the planned attacks and decided to keep them a secret from the American people.

Evidence has also been found that supports the idea that Franklin D. Roosevelt tried to provoke Japan into attacking the United States at Pearl Harbor. It was obviously the easiest place for Japan to attack. They would know that nobody would be prepared for a sudden attack out at Pearl Harbor. Here was an easy location for the Japanese to attack the Pacific fleets of the United States. It is stated in an article by James Perloff that "Oliver Lyttleton, British Minister of Production, stated in 144 'Japan was provoked into attacking America at Pearl Harbor. It is a travesty of history to say that America was forced into the war'" (Perloff). This was a high possibility considering how badly Roosevelt wanted to get involved in war. He was a good president, and needed an excuse to get what he wanted because it was not what the American public wanted.

This argument of whether President Franklin D. Roosevelt knew about the attack or not is an extremely controversial issue, of which will be studied and researched throughout the future. It has been sixty years since the famous attack, yet there is still research being performed to find reasons as to why it happened. Roosevelt used the attack by the Japanese on Pearl Harbor as his excuse to become involved in fighting in World War II. He strived to be loyal to his people, and actually ended up deceiving them by not preparing Pearl Harbor for the sudden attack. His Pacific fleets were sitting targets for the Japanese fighters. All the American battleships were at Pearl Harbor as well, and these are the best fighting ships to have. They were destroyed. Evidence strongly supports the notion that President Roosevelt knew about the attack on Pearl Harbor before it happened.

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