George Orwell s Shooting An Elephant - 927 Words

Through reading and writing literature we use our brains to think abstractly about, and dive deeper into, common ideas. On the surface, George Orwell’s â€Å"Shooting an Elephant† tells the story of the struggle between those who rule and those who are ruled over, while personifying this struggle through the narrator and his internal struggle. I would argue that more can be taken from this essay and applied to make a lasting impact on the heart of a young person. We live in world where young adults are coming of age in a world where you express yourself in one-hundred-forty characters or less. Where peers are free to label each other as intolerant if they don’t share common views. Where the popular desire is not to be yourself, but to find a way to make yourself different. â€Å"Shooting an Elephant† has the power to give perspective on these destructive, and all too common, patterns of thought. In the light of the explosion of social media, we are witnessing a generation that is increasingly unable to focus. Social media is quickly retraining the brains of its users with constant notifications and its conversion of conversations to only comments. Orwell’s essay is perfect for presenting to young people because of decreasing attention span of our youth. This essay is concrete and concise. Much of the focus on teaching literature surrounds novels and poetry, while this essay allows readers to discover a story through a different way. The length of the essay also needs to be consideredShow MoreRelatedGeorge Orwell s Shooting An Elephant 1114 Words   |  5 PagesShooting an Elephant : George Orwell Since the publication of George Orwell s, Shooting an Elephant in 1936 many philosophers have engaged in conversation about humanity, violence, politics, power, dominance, race, culture and principles. Orwell was in fact a genius plain and simple, though in a very complicated way(Firchow 94). He brings you into the essay with his lucid and vivid details the entire way through from the setting I remember that it was a cloudy, stuffy morning at the beginningRead MoreGeorge Orwell s Shooting An Elephant And A Hanging 860 Words   |  4 PagesIn George Orwell’s Shooting an Elephant and A Hanging. The setting of both the spots was in Burma, a nation in Asia. In A Hanging the setting was principally in a correctional facility while in Shooting an Elephant was in a Moulmein, in lower Burma where an Elephant went quiet . The Characters in A Hanging were for the most part a Hindu who was little whit no hair and obscure fluid eyes, additionally he had a thick, mustache which was hu mongous for his body. Additionally George OrwellRead MoreAnalysis Of George Orwell s Shooting An Elephant 1265 Words   |  6 Pages  Shooting an Elephant is an essay by George Orwell, first published in the literary magazine New Writing in the autumn of 1936 and broadcast by the BBC Home Service on October 12, 1948. The essay describes the experience of the English narrator, possibly Orwell himself, called upon to shoot an aggressive elephant while working as a police officer in Burma. Because the locals expect him to do the job, he does so against his better judgment, his anguish increased by the elephant s slow and painfulRead MoreAnalysis Of George Orwell s Shooting An Elephant 1010 Words   |  5 Pagesforced to make can have long-lasting effects on them.†¯In Shooting an Elephant, by George Orwell, the author goes back to a situation in his life when he was a young adult where he had to make a choice between evil deeds. Many years later, the decision still haunted him. It takes place back when Orwell was a British police officer in Burma. He reevaluates his situation in life when he encounters a moral dilemma; to kill or save an elephant. Orwell is a confused and unhappy young policeman who lives inRead MoreAnalysis Of George Orwell s Shooting An Elephant 989 Words   |  4 PagesPride{1} Unanticipated choices one is forced to make can have long-lasting effects.{2} In Shooting an Elephant, by George Orwell, the author recounts an event from his life when he was about twenty years old during which he had to choose the lesser of two evils. Many years later, the episode seems to still haunt him. The story takes place at some time during the five unhappy years Orwell spends as a British police officer in Burma. He detests his situation in life, and when he is facedRead MoreAnalysis Of George Orwell s Shooting An Elephant 953 Words   |  4 PagesThe area of focus I chose was a work from the Innocence and Experience chapter. The work of fiction that I chose to analyze is â€Å"Shooting an Elephant† by George Orwell. The main question is whether what he did in the story was ethical. This story is about the inner fight between right and wrong, â€Å"if I do this†¦Ã¢â‚¬  or â€Å"if I do that†¦Ã¢â‚¬  or â€Å"what if I don’t do anythin g?† Bottom line is you’re damned if you do, and damned if you don’t. We all do this in some form or fashion, we all have that inner voice tellingRead MoreAnalysis Of George Orwell s Shooting An Elephant 985 Words   |  4 PagesUnanticipated choices one is forced to make can have long-lasting effects.{2} In Shooting an Elephant, by George Orwell, the author recounts an event from his life when he was about twenty years old during which he had to choose the lesser of two evils. Many years later, the episode seems to still haunt him. The story takes place at some time during the five unhappy years Orwell spends as a British police officer in Burma. He detests his situation in life, and when he is faced with a moral dilemmaRead MoreAnalysis Of George Orwell s Shooting An Elephant 1886 Words   |  8 PagesDisobedience† challenged its readers to â€Å"defy the law and the Constitution† of the United States (407). About eighty years later in 1936, George Orwell wrote â€Å"Shooting an Elephant† (307). In the essay, Orwell described a memorable experience of his time as an officer in imperialist Burma. â€Å"Shooting an Elephant† is a narrative account of Orwell’s encounter with a rogue elephant, acting as an extended metaphor for imperialistic England. Both of the essays revolve around governmental motifs. Based on the historicalRead MoreAnalysis Of George Orwell s Shooting An Elephant 1250 Words   |  5 Pagesbefore then. For example, in the essay â€Å"Shooting an Elephant† by George Orwell, Orwell himself is working as a British police officer in Burma in the 1920’s. He does not like his job because of his hate for the oppressive nature of the British government. However, he does take the job seriously. One day, he gets a report about an elephant tearing through the town. He quickly gets his gun and rides to the scene with his horse. Once Orwell arrives, the elephant is long gone, but he sees all the damageRead MoreAnalysis Of George Orwell s Shooting An Elephant 2165 Words à ‚  |  9 Pagesauthor of Shooting an Elephant, George Orwell, describes his moral troubles as a police officer in Moulmein in lower Burma (known as Myanmar in the twenty-first century) when encouraged by its citizens to kill a rogue elephant in town. Orwell details how nearly every citizen in Moulmein had a grudge against Europeans, and would, as a result, antagonize any European in the town. Orwell was a sub-divisional European police officer and had a particularly difficult time in Moulmein. Orwell explains one

Woman in Political Representation - 808 Words

Women in political representation In 2012, Only 12 women reached parliament that’s 2% of the whole parliament women do not represent only 2% of society (Daily news). Women are never placed in political representation in the Egyptian politics which is a sign of no democracy in Egypt. Democracy is a system of government by the whole population or all the eligible members of a state, typically through elected representatives. Although, the Egyptian constitution claims that Egypt is a democratic and developed society, women are not equal to men when it comes to political representations. Women have the right for equal representation in the governing bodies of Egypt. It’s also commonly believed that when it comes to multitasking women can do it better. Researchers proved that when women and men work on a number of simple tasks such as searching for a key or doing easy math problems at the same time, women significantly outperformed the men. Many theories prove that women have always been capable of scoring higher in IQ tests, which are the measurements of intelligence. However, because of discriminatory gender roles, women never realized their own potential. According to IQ expert James Flynn, women have closed the IQ gap and are in fact scoring higher than men. gender-based differences in education and social roles have historically set the bar lower for women. Women have always been capable of scoring higher in IQ but because of discriminatory gender socializing, neverShow MoreRelatedGender Roles And Gender Role Essay1385 Words   |  6 PagesMaasai community in Kenya it’s the role of the woman to build a house this is unlike many communities such as luos where it’s the duty of a man to build a house for the family. Gender role may be depicted in politics, religion, and culture. In politics gender role has been evidenced in the perception people have while choosing leaders, there have been some leadersh ip position mainly for particular sexes. This is cleared observed through representation in some roles in various countries such as AmericaRead MoreWomen Struggle Facing Equality : Women s Health, Economics, And Education1165 Words   |  5 Pagesvoices to be heard as political powers. Women perform just as well as men when it comes to running for office yet, women are still being overlooked in our political institutions. This paper will be talking about the continuous fight women face while running in politics, by introducing the NDI organization, women politicians and proposals for electoral change. Women around the world often face social, economic and political challenges, due to the bare minimum of representation of minorities in theRead MoreGender Representation - Boardwalk Empire809 Words   |  4 PagesGender Representation – Boardwalk Empire As a hybrid genre, the representations in Boardwalk Empire are complex, contradictory, unconventional, conventional and stereotypical, whilst challenge stereotypes. Set in the 1920’s during prohibition, Nucky is a corrupt Republican politician and gangster, who has risen to his position through bribery, corruption, and murder. The series begins as prohibition begins, with Nucky toasting the government who ban alcohol; â€Å"†¦to those beautiful ignorant bastardsRead MoreCritical Analysis Of Olivia Popes Scandal1158 Words   |  5 PagesShahidi), created by Shonda Rhimes for the US political drama television series, the Scandal. 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It was made while he was living and working in London, a time period of Ofili’s practice, beginning in 1996, in which he shifted fromRead MoreAustralia Has Gone Backwards On Women Politics1410 Words   |  6 Pagesnot be able to reach as high a rung on the corporate ladder? Laura Sims investigates. It might surprise you that while feminist rallies and peaceful protests are taking place worldwide, Australia has in fact retracted their level of female political representation in the last five years. While other nations are progressing in their level of gender equality, the drag in women with an interest in politics is largely to blame. When Julia Gillard was elected as Australia’s first female Prime MinisterRead MoreRhetorical Analysis Of Norman Rockwell s Breakfast Table Political Argument1342 Words   |  6 Pages ‘Breakfast Table Political Argument’ was painted in 1948 during the presidential elections in the United States. It is a narrative art, whereby it uses visual image to convey some truths. Its purpose is to show us reality by way of detail, by setting of scene and by representation of two characters in a certain situation. Rockwell was known for painting idyllic scenes of ordinary American life depicting a happily ever after scenario. However, ‘Breakfast Table Political Argument’ among othersRead MoreAnalysis Of The Poem The First Cities 1694 Words   |  7 Pagesliberalism and sexuality. She was a revolutionary lady who worked for a large scale change in the society and she was successful at many levels through her struggle. Miss Representation (2011): ​Miss representation is a documentary film directed, written and produced by Jennifer Siebel Newson. The film focus of the representation of women of mainstream media in such a way that if portrays a very wrong picture for the sake of desired results. The film was premiered at Sundance film festival of 2011Read MoreHow Women And Racial Minorities Are Marginalized1477 Words   |  6 Pagesforming unions to seek equality in regards to employment and pay equity as well as equal political, economic, personal and social rights for women. Nonetheless, women are still underrepresented in politics. In order to clearly depict the representation of women in policymaking, I shall discuss the evolution of women in politics. Women in Politics: In the Past To begin with, the fight for formal representation of women in politics was extensive and difficult. Before 1916, voting is a privilege mainlyRead MoreCritical Analysis of Film785 Words   |  4 PagesGive a critical analysis of the Western Holly Wood film High Noon. This essay will focus on the current representation of women and men in the classical Holly Wood western film High Noon, focusing on the gender roles of each character and the stereotypical roles that are given. 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Complainants And Court Process In Australia †Myassignmenthelp.Com

Question: Discuss About The Complainants And Court Process In Australia? Answer: Introducation In The Queen v BL [2015], the accused BL is alleged to have committed sexual intercourse without the complainant AX without her consent. He is said to have violated section 192(3) of the Criminal Code[1]. He is further charged for violating section 192(4) of the Criminal Code on the ground of gross indecency with AX without her consent. The accused pleaded for excluding a recorded conversation that the investigation officer conducted with BL on 9 January 2015[2]. The accused BL claimed that he refused to make certain admissions in the first interview and participated in a second interview that was held on 9 January 2015 with respect to the alleged offence. His grandfather GR accompanied with him as a support person on 18 November 2014 during the first interview conducted by the investigating officer. The Counsel for the Crown contended that the circumstances in which the accused made admissions does not intend to establish the fact that such admission was adversely affected. It implies that the several issues advanced by the accused do not suffice the justification to exclude the recorded interview under section 85 of the Evidence (National Uniform Legislation) Act. Positive aspect of the case When BL was prepared to open up about, the incident complained against him, GR accompanied him to the police station as a support person on 18 November 2014 and Officer Steve Hancock conducted an investigation. GR being the support person provided evidence of the fact that he has encouraged BL to speak the truth with a view to clear any form of misunderstandings. As was observed in Phung Huynh[2001], the role of a support person has been explicitly explained[3]. The support person plays a significant role in ensuring that the accused person is not being subject to any oppressive or unfair behavior. A support person usually accompanies a child, especially, who is immature, timid or inexperience with respect to the law enforcement matters and requires advice. In the given case, the accused, BL had his grandfather GR as his support person during his first interview that was conducted on 18 November. At the time of commission of the offense, BL was only 17 year and was inexperience in matters relating to lawful enforcement. Hence, he was entitled to nominate a support person during the interview. When the accused, BL, refused to speak to any female officer, on the second interview, which was held on 9 January, a male officer named, Officer Dwyer, informed BL that he would be required to participate in an interview on 9 January 2015. In Phungs case, an accused has a right to be informed about the subject matter regarding which he /she is being subject to questions and such questions must be conveyed to the accused in the language spoken or understood by the accused. GR was capable of speaking Tiwi and during the interview session held on 18 November, he had reformulated the questions in a language that was comprehensible by BL. According to section 128 of Law Enforcement Powers and Responsibilities, an accused is entitled to the right to obtain the services of an interpreter. During the interview, conducted on 18 November 2014, Officer Adams discussed with BL whether he needed an interpreter and GR, the support person for the accused, opined that the accused does not require any interpreter. Officer Adams further noticed that the accused was speaking in English with GR, which made the officer believe that BL did not require any interpreter as he was conversing very well. Moreover, BLs auntie EW has testified that they usually speak English and aboriginal English in their house and since the accused used to reside with them, it is obvious that the accused was capable of understanding English. Furthermore, his auntie contended that the accused attended Kormilda College, which re-establishes the fact the accused was capable of comprehending English language and was not in need of an interpreter. As per section 13 of the Children (criminal Proceedings) Act 1987 (NSW) any statement, information, confession and admission given or made to a police officer by a child who is a party to the criminal proceedings shall not be admitted as evidence in the criminal proceedings[4]. In the given case, it can be perceived that the police officers have complied with legislations with respect to the admissions made by the accused BL and that the circumstances in which the accused made admissions does not establishes the fact that such admission was adversely affected. Negative aspect of the case A support person cannot play its role unless the support person himself is not acquainted with the English language. In the given case, GR acted as BLs support person during his first interview that was conducted on 18 November, but the interview conducted by the investigating officers on 9 January 2015, did not involve a support person for the accused BL[5]. Here, BLs aunt EW acted as his support person for the interview conducted on 9 January. According to section 128 of the LEPRA, BL was entitled to an interpreter as he was unable to speak English fluently and his support person GR did not speak fluent English either[6]. In regards to the second interview, the BL should have been provided with an interpreter, as he did not have GR who was capable of comprehending the communication mode of BL. The accused person contended that belonging to the aboriginal group, when the interview was being conducted and he was unable to speak in English. Hence, he was entitled to an interpreter but the state did not provide him with an interpreter and the police caution that should have taken place before the commencement of the interview, was made after the interview[7]. The accused person was not informed about the allegations that were made against him. Further, he was not even provided with an appropriate support person for the interview conducted on 9 January, as GR who was an appropriate support person for the accused person was not even aware of his arrest, hence, the EW was appointed as a support person for BL in the second interview. Furthermore, several substantial responses were assumed by significant leading questions relevant to the offence charged. There were issues with respect to the matters pertinent to the Anunga Guidelines and Police General Orders such as whether the accused person was able to comprehend the caution contemplated by the police officers. It also includes issues related to the fact whether the accused person was able to understand the allegations that were made against him and the leading questions that were made during the recording of the interview. Critical analysis of the case The accused person, BL was reluctant to speak with any female officer about the charged offenses because of which Officer Adams asked Officer Dwyer to speak with BL during the interview[8]. However, BL was provided with a list of person who could accompany him as a support person as GR was becoming more of a witness than a support person. BS was selected as a support person from the Red Cross who was a female when BL persisted to talk with a female officer. Further, BS spoke only English, she did not belong to aboriginal background, and the concern regarding participation of female officers was not evident while selecting BS as support person. The way BL was speaking conversing in English with BS was not considered as a standard form of English by the court. His conversing manner signifies that BL was a partial English-speaking person. GR also contended before the court that with BL he and his wife mostly spoke Aboriginal English with considerable amount of Tiwi language with it. During the interview held on 18 November, when the accused person was asked whether he requited a interpreter, both GR and Officer Adams stated that there is no need to appoint an interpreter from BL as BL was capable of understanding English owing to the fact that he was speaking in English with GR. Given that GR was an appropriate support person for the accused person as he could comprehend his communication mode, it was acceptable that an interpreter was not appointed during the interview held on 18 November. However, with respect to the second interview that was conducted on 9 January, the support person appointed for the accused person was BS who only spoke English, hence, it was necessary to appoint an interpreter for BL[9]. Further, Officer Adams asserted that she did not appoint an interpreter for BL in the second interview mainly because GR said so during the first interview held on 18 November 2015. The police officer did not even ask the accused person about his first language and emphasized on the fact that since the accused person had attended Komilda College, he is capable of understanding and speaking English. EW, auntie of the accused person also agreed that aboriginal English was spoken in her house and was usually spoken with the accused person as well. Officer Dwyer did not ask the accused person either about his first language and stated that he and the accused both understood each other without misunderstanding. It can be argued here that the recordings of the interview indicate the discussion with BL about the appointment of interpreter, lacked clarity. In the first interview, GR stated no interpreter was required as he understood the communication mode of BL. However, with respect to the second interview, in the absence of GR as support person, it is apparent that there was high probability of miscommunication as the support person only spoke English and the first language of the accused person was Tiwi. Under such circumstances, the reliability of the admissions made by the accused person was adversely affected. Further, while the second interview was being held on 9 January, BL was neither arrested nor was he under custody, he was merely in the police station. On being questioned whether BL required an interpreter, his response long silence and monosyllabic answers. Such responses in an interview were not reliable. The police caution which states that the statements made by the accused person during the interview may be used against him as evidence and that he has a right to remain silent and not answer any questions asked by the investigating officer, must be made to the person in custody before the commencement of the interview[10]. However, in this case, the police officers did not mention about the police cautions to the accused person before conducting the interview. The responses given by the accused person, BL, indicate the fact that he did not have command over the English language, which implies that the court cannot rely on the interview conducted. In this context the circumstances under which the admissions made by the accused person, BL, were such that there is a high probability that the truth of the admissions made by the accused person were affected adversely. The reliability of the conversation during the second interview reduces owing to the failure of the state to appoint an interpreter for the accused person. The fact that the accused person speaks broken English is not sufficient evidence to establish that the interview with the police officers was completely reliable. In the given case, the court was of the opinion that Officer Dwyer did not ask BL about his first language otherwise Tiwi language interpreter could have been appointed for BL. The investigating officers emphasized on the fact that BL was a student of Kormilda College; hence, he was capable of comprehending and speaking English. Moreover, the Anunga Guidelines required the investigating officer to ensure that the caution is explained in the language spoken and understood by the accused person and such person is capable of participating in the conversation without an interpreter[11]. It implies high probability of miscommunication during the recorded conversation with the accused person. At the time of commencement of the interview, BL did not want to talk to the police officers, which indicated a gesture that he did not wish to participate in the interview. Further, during the interview held on 9 January, BL was unaware of the fact he was being investigated for committing a sexual offense against the child made him think that he providing information as a witness. Further, section 140 Police Administration Act procedures are conducted on post-arrest but BL was not arrested, hence it was not applicable to interview conducted prior to the arrest. Thus, although the admissions have significant probative value with respect to the offences charged, the interview held on 9 January are not reliable, hence, should be excluded under section 90 of the (Evidence National Uniform Legislation Act)[12]. Conclusion The communication issues faced by the participants arise when the English speakers are incapable of speaking fluent English that is used in the legal system. The problem enhances, especially for those participants who belong to the aboriginal group and speaks Aboriginal English like the accused person, BL, in the given case. In case, any person who is inexperienced in law enforcement matters must be accompanied with a support person while he is interviewed. The support person must be someone who is capable of understanding the language spoken by the accused. The accused must be informed about the reason for which he is being interviewed and be informed of the police cautions before the commencement of the interview. Thus, such persons should be explained in the language they comprehend and are comfortable to speak and express their contentions, therefore, addressing the issues related to communication within the justice legal system. Reference List Bartels, Lorana. "Police interviews with vulnerable adult suspects." (2011). Berk-Seligson, Susan. The bilingual courtroom: Court interpreters in the judicial process. University of Chicago Press, 2017. Children (criminal Proceedings) Act 1987 (NSW) Criminal Code Cunneen, Chris, and Rob White. Juvenile justice: Youth and crime in Australia. Oxford University Press, 2011. Daly, Kathleen. "Restorative justice and sexual assault: An archival study of court and conference cases." British Journal of Criminology 46.2 (2005): 334-356. Dixon, David. "A Window into the Interviewing Process? The Audio-visual Recording of Police Interrogation in New South Wales, Australia." Policing Society 16.4 (2006): 323-348. Eastwood, Christine Jane, and Wendy Patton. The experiences of child complainants of sexual abuse in the criminal justice system. Canberra, Australia: Criminology Research Council, 2002. Erez, Edna, Leigh Roeger, and Frank Morgan. "Victim harm, impact statements and victim satisfaction with justice: An Australian experience." International review of Victimology 5.1 (1997): 37-60. Evidence National Uniform legislation Act Gibbons, John. "Revising the language of New South Wales police procedures: Applied linguistics in action." Applied linguistics 22.4 (2001): 439-469. Gudjonsson, Gisli H. "Psychological vulnerabilities during police interviews. Why are they important?." Legal and criminological Psychology 15.2 (2010): 161-175. Heydon, Georgina. "The language of police interviewing." Hampshire: Palgrave Macmillan (2005). Law Enforcement Powers and Responsibilities Lee, Jieun. "Interpreting inexplicit language during courtroom examination." Applied Linguistics 30.1 (2009): 93-114. Marchetti, Elena, and Elena Marchetti. "Indigenous sentencing courts: Towards a theoretical and jurisprudential model." Sydney L. Rev. 29 (2007): 415. Mikkelson, Holly. Introduction to court interpreting. Taylor Francis, 2016. Phung Huynh[2001] NSWSC 115 (26 February 2001) Richards, Kelly. "Child complainants and the court process in Australia." Trends issues in crime and criminal justice 380 (2009): 1. Schmalleger, Frank, et al. Criminal justice today. Prentice Hall, 2014. Strang, Heather. Restorative justice programs in Australia. A Report to the Criminology Research Council. Canberra: Australian Institute of Criminology, 2001. The Queen v BL [2015] NTSC 85

What dramatic interest is achieved through the character of Juliet and how do the film directors, Zeffirelli and Luhrmann portray her Essay Example For Students

What dramatic interest is achieved through the character of Juliet and how do the film directors, Zeffirelli and Luhrmann portray her? Essay Juliet is an interesting character due to her changing character during the course of the play. At the beginning of the play, Shakespeare tries to portray Juliet as an innocent young girl, who is obedient and respectful to her parents. As she falls in love with Romeo and becomes more disobedient, she fakes her own death to her parents something she never would have done earlier in the play. There have been many different interpretations of Romeo and Juliet since it was written by William Shakespeare in the 17th century. The classic love story still remains popular to this day. Franco Zeffirelli directed a film version of Romeo and Juliet in 1968 and Baz Luhrmann directed a film of the play in 1996. I think that the story of Romeo and Juliet has remained so popular throughout the centuries because it shows how powerful love can be, as it brings the two feuding families together. We will write a custom essay on What dramatic interest is achieved through the character of Juliet and how do the film directors, Zeffirelli and Luhrmann portray her? specifically for you for only $16.38 $13.9/page Order now Despite being a main character, Juliet does not make an appearance in the play until Act 1 Scene 3. Shakespeare uses this scene to introduce Juliets character, to give the audience a very good idea of what her character is like before she meets Romeo. We discover that Juliet is very obedient towards her parents as soon as she comes into the play; as soon as she is called, she arrives. Her first words of the play tell us a lot about her character. The way she calls her mother, Lady Capulet, madam, shows us that she respects her parents. She asks her mother what is your will? suggesting that she is willing to do whatever her mother tells her. From this scene we can tell how Juliet respects her parents. This shows how young she is. Act 1 Scene 5 sees the first meeting of Romeo and Juliet, in Capulets mansion, at the party. Romeo is first attracted to her because of her beauty. He describes her as a snowy dove trooping with crows. This imagery, which implies that Juliet stands out from everybody else at the party, describes Juliet as a snowy dove. Shakespeare picks the contrast of white against black (white dove, black crows) for Juliet deliberately, as white symbolises goodness and purity. This idea of a connection between Juliet and the colour white occurs several times in the play. At this stage in the play, Juliet shows only a physical attraction towards Romeo, and uses religious imagery to show this attraction; saints have hands that pilgrims hands do touch, and palm to palm is holy palmers kiss. In Act 2 Scene 2 (the balcony scene), the relationship between Romeo and Juliet changes; their love is no longer based on a purely physical attraction. They arrange for a messenger to come and see Romeo the next day, to arrange a time and place for them to be married. It is unusual for a woman to behave as Juliet does in this scene as she is planning her own marriage behind her parents back, without consent. Normally, at the time that the play was written, the marriage would be arranged by the parents. It is especially unusual for Juliet, as at the beginning of the play, Juliet is a well-behaved, obedient girl. This is the biggest example so far in the play of Juliets changing character. In this part of the play, the dramatic interest is achieved through the fact that Juliet is being called from inside, and she has to rush. Imagery for speed and movement is used as Juliet is being called by the Nurse; for example, when Romeo says love goes toward love as schoolboys from their books, but love from love, toward school with heavy looks. This means that two lovers go towards each other as fast as a schoolboy goes away from school, but t wo lovers go away from each other as fast as a schoolboy goes to school (with heavy looks: the schoolboy would not want to go to school). In Act 2 Scene 5, Juliet is waiting, in Capulets mansion, for the Nurse to return with news of Romeo. Juliet is impatient, and mentions that love should make the Nurses return quicker. Romeo and Juliet get married in Act 2 Scene 6. The dramatic interest in this scene comes from the fact that the marriage is a secret, and Juliets parents are expecting her to marry Paris. Juliet finds out about Tybalts death and Romeos banishment from Verona in Act 3 Scene 2. When the Nurse arrives in Juliets room, she is very distressed, and is unable to give a clear answer when Juliet asks what the matter is. At first, Juliet believes that it is Romeo that has been killed. Juliet eventually finds out that it is Tybalt, not Romeo, who is dead. Although she is very upset at the news of her cousins death, she defends Romeo when the Nurse tries to criticise him (shame come to Romeo) for killing Tybalt. .u83c130707950aa6eec7a3a6bf378f859 , .u83c130707950aa6eec7a3a6bf378f859 .postImageUrl , .u83c130707950aa6eec7a3a6bf378f859 .centered-text-area { min-height: 80px; position: relative; } .u83c130707950aa6eec7a3a6bf378f859 , .u83c130707950aa6eec7a3a6bf378f859:hover , .u83c130707950aa6eec7a3a6bf378f859:visited , .u83c130707950aa6eec7a3a6bf378f859:active { border:0!important; } .u83c130707950aa6eec7a3a6bf378f859 .clearfix:after { content: ""; display: table; clear: both; } .u83c130707950aa6eec7a3a6bf378f859 { 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; } .u83c130707950aa6eec7a3a6bf378f859:active , .u83c130707950aa6eec7a3a6bf378f859:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u83c130707950aa6eec7a3a6bf378f859 .centered-text-area { width: 100%; position: relative ; } .u83c130707950aa6eec7a3a6bf378f859 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u83c130707950aa6eec7a3a6bf378f859 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u83c130707950aa6eec7a3a6bf378f859 .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; } .u83c130707950aa6eec7a3a6bf378f859:hover .ctaButton { background-color: #34495E!important; } .u83c130707950aa6eec7a3a6bf378f859 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u83c130707950aa6eec7a3a6bf378f859 .u83c130707950aa6eec7a3a6bf378f859-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u83c130707950aa6eec7a3a6bf378f859:after { content: ""; display: block; clear: both; } READ: Oliver Stone's Controversial Film - JFK EssayJuliet faces another problem in Act 3 Scene 5 when her parents tell her that they want her to marry Paris. Capulet, Juliets father, who has not noticed the change in his daughter since his party, is infuriated by this, telling her that if she does not marry Paris in two days time, he will disown her. As she turns to the Nurse for comfort, the Nurse betrays her, and says that she should marry Paris, at her parents will. The dramatic interest gained here is through the fact that Juliet is becoming more and more isolated and alone; the only person she can talk to is Friar Lawrence, as Romeo has been banished. Juliet goes to see Fri ar Lawrence (the only other person who knows about Romeo and Juliets marriage) in Act 4 Scene 1. When the Friar suggests a plan to Juliet, involving her dangerously faking her own death, she jumps at the chance; she feels that she has nothing left to lose. Juliet faking her own death adds to the drama and tension of this scene; and also shows how much she has changed since the start of the play, when she was so obedient to her parents. Juliets language in this scene is very desperate; she comments that she would rather jump from off the battlements of any tower than marry Paris; and goes on to list many other unimaginable things that she would rather do than marry Paris. Shakespeare uses dramatic irony in Act 4 Scene 2; the audience knows that Juliet will not marry Paris, whereas Capulet is led to believe that Juliet is willing to be married on Thursday. In Act 4 Scene 3, Juliet is about to take to the potion, but begins to have doubts, adding tension to the scene. She has fears that the potion that the Friar has given her really is poison, and that he is murdering her to protect his reputation. Once she has cast these doubts aside, she begins to have new doubts; fears of suffocation in the tomb and of going mad with fear when she awakes. She again has to face her fears in Act 5 Scene 3 (the death scene), when the Friar leaves her with the watch coming to find her. She faces her fears and stays at the tomb, where she kills herself using Romeos dagger. I feel that Juliet has to be admired in Act 3 Scene 5, as she shows no sign of fear in the face of death. Even though she is alone (she has lost the support of her parents, the Nurse, Friar Lawrence and Romeo has died), she makes the decision to commit suicide. This act of independence shows how Juliets character has changed throughout the course of the play; she decides to kill herself, even though she can take the easy way and just go back to her parents. Juliets death speech in Act 5 Scene 3 is much shorter than Romeos: ah dear Juliet, why art thou yet so fair? Romeo has the time to ask himself rhetorical questions to himself during his soliloquy, whereas Juliet has much less time. This is a technique of adding dramatic interest used by Shakespeare; Juliet has little time (adding tension to the scene) and so has to act quickly (the watch is coming), whereas Romeo had a lot of time after Paris death. I will now concentrate on the two films portrayal of Juliets character. The character of Juliet was played by Olivia Hussey in Franco Zeffirellis version of the play in 1968. She is depicted as very young in this film; she has long hair, which makes her look younger. She also dresses elaborately, to put emphasis on her wealthy background. At Juliets first appearance in the film (i.e. first impressions of her character) she is playing and laughing, like a child, to pit more emphasis on her youth. She frequently looks at the Nurse for reassurance in this scene, as at this part of the film, she finds it difficult to make independent decisions. She also sits on the Nurses lap at one point, which, as well as showing the close relationship between Juliet and the Nurse, emphasises her youth. She also giggles childishly a lot in the party scene, where she first meets Romeo. .u3fab66616e750d4aae3f2d3ccd5e9b4b , .u3fab66616e750d4aae3f2d3ccd5e9b4b .postImageUrl , .u3fab66616e750d4aae3f2d3ccd5e9b4b .centered-text-area { min-height: 80px; position: relative; } .u3fab66616e750d4aae3f2d3ccd5e9b4b , .u3fab66616e750d4aae3f2d3ccd5e9b4b:hover , .u3fab66616e750d4aae3f2d3ccd5e9b4b:visited , .u3fab66616e750d4aae3f2d3ccd5e9b4b:active { border:0!important; } .u3fab66616e750d4aae3f2d3ccd5e9b4b .clearfix:after { content: ""; display: table; clear: both; } .u3fab66616e750d4aae3f2d3ccd5e9b4b { 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; } .u3fab66616e750d4aae3f2d3ccd5e9b4b:active , .u3fab66616e750d4aae3f2d3ccd5e9b4b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3fab66616e750d4aae3f2d3ccd5e9b4b .centered-text-area { width: 100%; position: relative ; } .u3fab66616e750d4aae3f2d3ccd5e9b4b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3fab66616e750d4aae3f2d3ccd5e9b4b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3fab66616e750d4aae3f2d3ccd5e9b4b .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; } .u3fab66616e750d4aae3f2d3ccd5e9b4b:hover .ctaButton { background-color: #34495E!important; } .u3fab66616e750d4aae3f2d3ccd5e9b4b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3fab66616e750d4aae3f2d3ccd5e9b4b .u3fab66616e750d4aae3f2d3ccd5e9b4b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3fab66616e750d4aae3f2d3ccd5e9b4b:after { content: ""; display: block; clear: both; } READ: The Various Forms of Love in Twelfth Night EssayAt the balcony scene in Act 2, we see another side of Juliet; she is intimate and passionate with Romeo. In the marriage scene, she wears a veil, making her look older, and is holding white lilies, symbolising purity and innocence. The relationship between Juliet and the colour white is emphasised several times in the film; for example the morning she spends the night with Romeo, the sheets, curtains and her nightgown are all white. As she is betrayed by the Nurse, she remains calm, speaking with dignity. This shows how much she has matured; she does not get upset and makes her own decision, instead of taking the Nurses advic e. When she takes the Friars potion, she looks as if she is praying, and there is a light on her in the darkness, to symbolise hope. In Baz Luhrmanns 1996 version of the play, Juliet is played by Claire Danes. Luhrmanns, unlike Zeffirellis, was set in the late 20th century, so Juliet wore modern clothes; for example jeans and t-shirts. The party scene in this film was a fancy dress party, and Juliet is symbolically dressed as a heavenly angel, suggesting innocence, hope and purity, along with the idea, once more, of Juliet wearing white. In the balcony scene, she falls into the swimming pool below her window with Romeo, possibly suggesting baptism or new life. As she is getting married, she wears white again, and also has her hair up, to suggest independence and maturity. Juliet wears black when she goes to see the Friar, after the argument with her parents, as she is upset and mourning. When she takes the potion in this film, she wears pink, silk pyjamas, looking sophisticated. She also takes the potion without hesitation, showing that she is in control, and showing no signs of looking back. There are many differences between Luhrmanns and Zeffirellis films. In Luhrmanns version, Juliet looks much older (about the same age as Romeo) than in the Zeffirelli film. Zeffirellis Juliet acts childishly, and giggles a lot, whereas the Juliet in Luhrmanns film acts less like a child, although the change in character is still noticeable, if not as much as in Zeffirellis version. Zeffirelli chooses music to reflect the mood in each scene, whereas Luhrmann opts for popular hits, but the music is still powerful and intense. Of the two films, my personal favourite is Zeffirellis film. I think that Luhrmann tries to modernise the story too much, and ruins the film. As Zeffirelli keeps his version close to the original story, it is more authentic, and gives more of an insight into Shakespeares work, because of the close references to Shakespeares original text Also; the film is set in 17th century Verona, creating more authenticity for the film. Concluding my essay, I find Juliet to be a powerful character (as portrayed in both films). She seems to be a childish character at the beginning of the play, but maturing as the play goes on, most notably after meeting Romeo. I feel that Shakespeare makes this change in her character to make her interesting to the audience. Shakespeare does create dramatic interest for the character of Juliet, as her changing character will keep the audience interested and wanting to see how she develops and wanting to find out if she will find happiness.

USS Wasp World War II CV-7 Aircraft Carrier

USS Wasp World War II CV-7 Aircraft Carrier USS Wasp Overview Nation: United StatesType: Aircraft CarrierShipyard: Fore River ShipyardLaid Down: April 1, 1936Launched: April 4, 1939Commissioned: April 25, 1940Fate: Sunk September 15, 1942 Specifications Displacement: 19,423 tonsLength: 741 ft., 3 in.Beam: 109 ft.Draft: 20 ft.Propulsion: 2 Ãâ€" Parsons steam turbines, 6 Ãâ€" boilers at 565 psi, 2 Ãâ€" shaftsSpeed: 29.5 knotsRange: 14,000 nautical miles at 15 knotsComplement: 2,167 men Armament Guns 8 Ãâ€" 5 in./.38 cal guns16 Ãâ€" 1.1 in./.75 cal anti-aircraft guns 24 Ãâ€" .50 in. machine guns Aircraft up to 100 aircraft Design Construction In the wake of the 1922 Washington Naval Treaty, the worlds leading sea powers were restricted in the size and total tonnage of warships they were permitted to build and deploy. Under the treatys initial terms, the United States was allotted 135,000 for aircraft carriers. With the construction of USS Yorktown (CV-5) and USS Enterprise (CV-6), the US Navy found itself with 15,000 tons remaining in its allowance. Rather than permit this to go unused, they ordered a new carrier built that possessed approximately three-quarters the displacement of Enterprise. Though still a sizable ship, efforts were made to save weight to meet the treatys restrictions. As a result, the new ship, dubbed USS Wasp (CV-7), lacked much of its larger siblings armor and torpedo protection. Wasp also incorporated less powerful machinery which reduced the carriers displacement, but at a cost of around three knots of speed. Laid down at the Fore River Shipyard in Quincy, MA on April 1, 1936, Wasp was launched three years later on April 4, 1939. The first American carrier to possess a deck edge aircraft elevator, Wasp was commissioned on April 25, 1940, with Captain John W. Reeves in command. Prewar Service Departing Boston in June, Wasp conducted testing and carrier qualifications through the summer before finishing its last sea trials in September. Assigned to Carrier Division 3, in October 1940, Wasp embarked US Army Air Corps ,P-40 fighters for flight testing. These efforts showed that land-based fighters could fly from a carrier. Through the remainder of the year and into 1941, Wasp largely operated in the Caribbean where it participated in a variety of training exercises. Returning to Norfolk, VA in March, the carrier aided a sinking lumber schooner en route. While at Norfolk, Wasp was fitted with the new CXAM-1 radar. After a brief return to the Caribbean and service off Rhode Island, the carrier received orders to sail for Bermuda. With World War II raging, Wasp operated from Grassy Bay and conducted neutrality patrols in the western Atlantic Ocean. Returning to Norfolk in July, Wasp embarked US Army Air Forces fighters for delivery to Iceland. Delivering the aircraft on August 6, the carrier remained in the Atlantic conducting flight operations until arriving at Trinidad in early September. USS Wasp   Though the United States remained technically neutral, the US Navy was directed to destroy German and Italian warships that threatened Allied convoys. Aiding in convoy escort duties through the fall, Wasp was at Grassy Bay when news arrived of the Japanese attack on Pearl Harbor on December 7. With the United States formal entry into the conflict, Wasp conducted a patrol into the Caribbean before returning to Norfolk for a refit. Departing the yard on January 14, 1942, the carrier accidently collided with USS Stack forcing it to return to Norfolk. Sailing a week later, Wasp joined Task Force 39 en route to Britain. Arriving at Glasgow, the ship was tasked with ferrying Supermarine Spitfire fighters to the beleaguered island of Malta as part of Operation Calendar. Successfully delivering the aircraft in late April, Wasp carried another load of Spitfires to the island in May during Operation Bowery. For this second mission, it was accompanied by the carrier HMS Eagle. With the loss of USS Lexington at the Battle of the Coral Sea in early May, the US Navy decided to transfer Wasp to the Pacific to aid in combating the Japanese. World War II in the Pacific After a brief refit at Norfolk, Wasp sailed for the Panama Canal on May 31 with Captain Forrest Sherman in command. Pausing at San Diego, the carrier embarked an air group of F4F Wildcat fighters, SBD Dauntless dive bombers, and TBF Avenger torpedo bombers. In the wake of the victory at the Battle of Midway in early June, Allied forces elected to go on the offensive in early August by striking at Guadalcanal in the Solomon Islands. To aid this operation, Wasp sailed with Enterprise and USS Saratoga (CV-3) to provide air support for the invasion forces. As American troops went ashore on August 7, aircraft from Wasp struck targets around the Solomons including Tulagi, Gavutu, and Tanambogo. Attacking the seaplane base at Tanambogo, aviators from Wasp destroyed twenty-two Japanese aircraft. Fighters and bombers from Wasp continued to engage the enemy until late on August 8 when Vice Admiral Frank J. Fletcher ordered the carriers to withdraw. A controversial decision, it effectively stripped the invasion troops of their air cover. Later that month, Fletcher ordered Wasp south to refuel leading the carrier to miss the Battle of the Eastern Solomons. In the fighting, Enterprise was damaged leaving Wasp and USS Hornet (CV-8) as the US Navys only operational carriers in the Pacific. USS Wasp Sinking Mid-September found Wasp sailing with Hornet and the battleship USS North Carolina (BB-55) to provide an escort for transports carrying the 7th Marine Regiment to Guadalcanal. At 2:44 PM on September 15, Wasp was conducting flight operations when six torpedoes were spotted in the water. Fired by the Japanese submarine I-19, three struck Wasp despite the carrier turning hard to starboard. Lacking sufficient torpedo protection, the carrier took severe damage as all struck fuel tanks and ammunition supplies. Of the other three torpedoes, one hit the destroyer USS OBrien while another struck North Carolina. Aboard Wasp, the crew desperately attempted to control the spreading fires but damage to the ships water mains prevented them from having success. Additional explosions occurred twenty-four minutes after the attack making the situation worse. Seeing no alternative, Sherman ordered Wasp abandoned at 3:20 PM. The survivors were taken off by nearby destroyers and cruisers. In the course of the attack and attempts to fight the fires, 193 men were killed. A burning hulk, Wasp was finished off by torpedoes from the destroyer USS Lansdowne and sunk by the bow at 9:00 PM. Selected Sources DANFS: USS Wasp (CV-7)Military Factory: USS Wasp (CV-7)Hull Number: CV-7

Huck Finn Essay Example

Huck Finn Essay Example Huck Finn Essay Huck Finn Essay Essay Topic: The Adventures Of Huckleberry Finn The adventures Of Tom Sawyer A Journey of Growth The Old Souths way of life deformed the consciences of the people living there, convincing them of the humanity of slavery. Mark Twains Adventures of Huckleberry Finn tells the story of Hack Finn, a young rednecks boy, who finds friendship in a runaway slave named Jim, despite his own racist background. Though Hack and Jim bond throughout their Journey, Hack struggles to overcome the way he was raised and see Jim as a person capable of feelings and emotions. Throughout his Journey down the Mississippi, Hack is faced with challenges where he must decide Jims fate, UT as his bond with Jim grows stronger, he begins to unlearn the racist views he was taught. He begins to mature and follow his heart when he apologizes to Jim, decides not to turn him in, and when he finally has the epiphany that he would rather rot in Hell than turn in his best friend. Hack, who grew up playing tricks on others with Tom Sawyer, realizes for the first time that African-American slaves are capable of feeling pain, and he learns that true friends do not try to hurt each other. After being separated from Jim all night in the fog, Hack finally finds him asleep on the raft, and he decides that it would be funny to lay a trick on the less intelligent man. After making up a story and trying to convince Jim that the entire night was Just a dream, Hack Jokingly comes clean and tells Jim the truth, but he does not expect Jims serious reaction. Jim stares Hack right in the eye and says, When I wake up en fine you back aging, all safe en soon, De tears come en I could a got down on my knees en kiss you foot Xis so thankful. En all you wiz thinking bout wiz how you could make a fool up ole Jim wide a lie, (Twain 95). Jim storms off, leaving Hack to contemplate his decision. For the first time in his life, Hack has it brought to his attention that his actions can cause emotional pain to others, and he sees his first glimpse of how much Jim cares for him. Hack reflects to himself, It made me feel so mean I could almost kissed his foot to get him to take it back. It was fifteen minutes before I could work myself up to go and humble myself too Niger- but I done it, and I warrant ever sorry for it afterwards, neither. I didnt do him no more mean tricks, and I wouldnt done that one if Id owned it would make him feel that way (95). Hack sees the pain he has caused Jim, and he begins to understand that even black slaves have feelings. His friendship with Jim has grown, and though he was taught his whole life that slaves were inferior and incapable of real human emotions, he does something that no young white boy would imagine doing during this time; he apologizes too Niger. This action shows Husks first steps at unlearning the racist ideals he was taught growing up and how he is willing to accept the friendship off black man despite the southern way of life. In his criticism Introduction to Huckleberry Finn, T. S. Eliot writes, What I find still more stubbing, and still more unusual in literature, is the pathos and dignity of the boy, when reminded so humbly and humiliatingly, that his position in the world is not that of other boys, entitled from time to time to a practical Joke; but that he must bear, and bear alone, the responsibility off man (351). T. S. Eliot discusses how this is the event that opens his eyes to the fact that his reason for living is much greater than that of other boys his age. Though Hack learned a valuable lesson about friendship, he has trouble viewing Jim as a human worthy of being free because he is stuck in the mindset that African- Americans are only three fifths a person and that they are property of their white owners. His heart tells him that saving Jim is the right thing, but his conscience continues to convince him that he is breaking the law and committing a horrible sin. Husks conscience pesters him constantly and says, What had poor Miss Watson done to you, that you could see her Niger go off right under your eyes, and never say one single word? What did that poor old woman do to you, that you could treat her so mean (Twain 110)? Husks southern mentality dictates his life, and he honestly lives that Jim is not his own person but Just a piece of property that Hack has helped steal from Miss Watson. He tries to put these feelings out of his mind, but when Jim confides in him that once he is free he plans to buy his wife out of slavery and together they can steal their children, Hack is again faced with the challenge of deciding between right and wrong. He thinks to himself, Here was this Niger which I had as good as helped to run away, coming right out flat-footed and saying he would steal his children-children that belonged to a man I didnt even know; a man hat hadnt ever done me no harm (1 11). As well as viewing Jim as Miss Watson property, he sees Jims children as the property of their slave-owner. He has trouble handling the idea that Jims children are actually people Just like Hack who deserves to be with their family and live lives free from slavery. As Hack paddles away to meet the two men coming on a boat, Jim says, Xis a free man, en I couldnt ever Ben free fee it had Ben for Hack; Hack done it Yogas De bees free Jims ever had; en Yogas De only free ole Jims got now (1 11). At first, this seems to make Hack feel even guiltier for eloping a runaway slave, but when the two men begin asking about Jim and whether hes a white man or a runaway slave, Hack lies and saves Jim from being captured. Its obvious from this that Hack is starting to accept the fact that he and Jim are friends and that even if society says it is wrong, he will do whatever he needs to in order to protect his companion. When Hack learns that Jim has been captured and is being held at a local farm, he faces his biggest challenge- whether to fight to save Jim or to write a letter to Miss Watson and tell her Jims whereabouts. He honestly believes that if he does not turn Jim in, he is committing a vulgar sin and will be sent to Hell for eternity, so he decides to sit down and pray. He tries and tries, but he believes so strongly that helping Jim is a sin that he is unable to make himself say the words. He says, l endowed very well why they wouldnt come. It was because my heart warrant right; it was because I warrant square; it was because I was playing double (222). His fondness for Jim has grown so much that he knows he is unable to turn him in no matter how wrong he thinks it is. He continues to make an effort to do the right thing, so he writes out the letter to Miss Watson, but then he begins thinking of Jim and their Journey down the Mississippi River. He looks at the letter and says, l was trembling, because Id got to decide, forever, betwixt two things, and I endowed it. I studied a minute, sort of holding my breath, and then says to myself: All right, then, Ill go to hell- and tore it things he had learned about slaves and start living his way even if it meant that he would go to Hell. His chooses to follow his heart rather than let the deformed society dictate his thoughts and actions. Leo B. Levy states in his criticism, The triumph of agency is the shedding of conventional morality; immorality, paradoxically, is the source of virtue (388). This is ironically true because what society sees as right is wrong and what it sees as sinful is moral action. Hack is able to let his decency triumph and ignore society view of him. This final moment of realization ends Husks Journey because at this point he decides Jims and his own fate for good. The Journey down the river symbolizes Husks Journey to maturation, which he ultimately wins. He conquers societys idea of how he should be raised and chooses his own fate. Hack learns to see past the corrupt racist views of the South, and he moves out to the Indian Territory, which has not yet been corrupted with slavery. The maturation that Hack experiences far outreaches that of other people in the South because while Hack was battling to save a runaway slave, many people continued to take part in the practice of slavery. The Adventures of Huckleberry Finn shows a young, uneducated Husks Journey because only a boy, still untouched by the taint of the world, could learn what generations of people in the South could not: that even a black man deserves freedom.

Green Infrastructure Essay Example | Topics and Well Written Essays - 2500 words

Green Infrastructure - Essay Example Green infrastructure integrates set up green spaces and new places and must string through and enclose the constructed ecology and connect the metropolitan area to its extensive rural surroundings. Thus, it required to be distributed to all spatial scales from sub-regional to local vicinities levels, accepting both available natural green places inside local societies; it must also accommodate larger sites in the metropolitan periphery and wider hinterland. Green infrastructure is specifically pertinent to the housing and economic development, and to the reproduction of metropolitan hinterlands. Here green infrastructure is about expanding going hand in hand with the conservation and improvement of the current ecological assets and the construction of new ones. It is about placing the ecology right at the middle of the planning procedure and creating a tactical and connected multifunctional system of places with benefits for people and the natural world. This includes making it plian t to the impact of climate change and facilitating local authorities to accomplish their role to protect biodiversity while observing the decree of Natural Environment and Rural Communities Act2006. On the other hand, green infrastructure pertains to the rural ecology. In the extensive landscape, green infrastructure is regularly seen at a wider scope, encompassing bigger national or regional parks; wider aspects such as river conduits, and flood fields, and the establishment of wide green channels and environmental systems.