hero paper

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Jared Storstad

English 4

McKenzie

8/0/0

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Hero Paper

I believe there are heroes among us today. The brave souls in everyday life; just average people who will go that extra step to help others in time of need. They have certain qualities that define their character; such as courage, determination, and compassion toward fellow man or animal in dangerous and or compromising situations. Heroes in my mind are never selfish, have respect for others, and will always be there for their loved ones as well as sacrifice themselves for total strangers.

I consider the heroes of today to be as of the people who helped during the tragic terrorism attack that took place in our country during September 11th, 000. Every person from the firefighters and officers along with many others including the medical communities, to the people who donated funds for relief support to the cities, also families of the innocent victims; as well as emotional and spiritual support.

Not every individual is of heroic nature. Many would choose not to get involved through lack of caring or of the conviction that society will remedy the situation as it is not their problem. I do not believe it is easy or necessarily a learned behavior, rather more so an inherent trait to stand out among others in that fashion. Although times have changed and technology advanced so have the challenges in proportion. In summation it is never too late to ask oneself if the qualities and attributes are the making of heroism.

Jared Storstad

McKenzie

English 4

/10/0

The Mead-Hall

Im a muscular giant, with the strength of twelve seniors. I have the ability to jump clear over six foot fences with a single leap. The sight of a hawk and hearing of a leopard. I, Jared am an astounding specimen but some day I will meet my match. In every new year comes new armies of Junior and Sophomore classes. The past couple of years I, Jared was intimidated by the beastly senior class. But this is my year to take charge, I have first choice in the lunch lines, and the lines of water fountains, as the seniors did the previous year. It was my turn to have someone look up to me as having a greater knowledge and power. I get great respect for my years of seniority in school. The less experienced students look at me as a role model, just as the next year students will look unto to them as the same. I will crush all that oppose my seniority in the great halls. I will also give the stragglers and opposers of my rule an unsteady burning look of warning before I crush them. I caution all of those who think they are great and mighty to stop and think for a minute that there is always someone with more years of seniority than you around the corner always looking to meet their match.

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how many youth have to die?

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How Many Youth Have To Die?



Just turn on the news any night of the week and I’m sure you will you will hear at least one story about teen violence. Maybe a school shooting where they killed 1 students and a teacher, or a 15 year old raping a year old in a Las Vegas hotel, what about the 1 year old gang bangers in Los Angeles fighting in front of a mini market and no one will stop them because they are too afraid because it is common for teens to carry a knife or a gun. Over million crimes are committed in our school systems every year. Out of every ten schools one will experience some kind of violent attack (murder, rape, sexual battery, suicide, or fight with a weapon). Are metal detectors, panic buttons, the ban of book bags, wearing of certain colors, the use of lookers in schools, and better gun control laws going to prevent some of the killings and violence? Four percent of students have missed a day of school out of fear and fourteen percent do not feel safe at school. One elementary school even installed bulletproof windows. Everyday 15,000 weapons are brought into schools. Over 0 percent of suburban students say if some one stole an item from them they would kill them and 8 percent say they would also kill, if someone looked at them funny or was “dissing” them. As you can see teen violence is a major issue in today’s society, and I think the parents of these out of control and rebellious teens need to step it up, a as well as the elementary and high school systems need to do all then can to prevent some of the violence.

So many teens are killing their classmates and peers as well as their own loving parents. There have been so many acts of teen violence in the past few years; it makes me sick to my stomach. Violence is usually defined as the use of physical force to injure or abuse another person or verbal acts that seek to cause physical or emotional harm to a person or object. In Dallas Texas three young boys rob a house for a purse and some whiskey, and kill the fifty-two-year-old homemaker by slitting her throat. In Lone Oaks Kentucky a high school senior is arrested for threatening to kill a baseball coach who did not put him on the team. In Pocatello Idaho a fourteen-year-old boy at a school for troubled youth pulled a gun on the principal, and proceeds to rash and entire school building. One example that everybody knows about is the school shooting at Columbine High school. On “April 0, 1 there was a massacre of 1 students and a teacher by fellow Columbine High students Eric Harris and Dylan Klebold…” (Dose Violence 1). The main question it why do these teens commit such serious crimes? Joseph Conrad said it best. “To study violence is to journey deeper and deeper into the heart of darkness”(Flannery 1). A lot of student’s believe if they don’t pull the trigger they would be coincided weaker or inferior. “ The three main reasons for killing other teens are stealing, jealousy (usually over an ex), or if they felt they where given disrespect” (Does Violence 1). The added problem is that some students bring weapons because they are worried about their own safety and think they need to protect themselves. In 14, a student in a Valley high school brought a hang gun to school because he was worried about his safety and the handgun dropped and killed any innocent teen. In the past four years there has been fifteen rural school shootings with Columbine causing the most damage. Of the fifteen schools thirty-seven people have been killed and fifty-seven wounded. Based on 1,00 public schools, in 18 the Department of Education reported that in one year there were 11,000 fights in which weapons were used, 4,000 rapes and sexual assaults, 7,000 robberies, and over 6,000 guns were confiscated from students.

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Media representatives defend the entertainment industry and deny any direct link between violent media and violent behavior. Would there even be a need for media representatives if there were not a link in teens killing everyday and violent video games such as Grand Theft Auto and Doom, or movies and television programs such as CSI and NYPD Blue. There has been a lot of research that shows why the “glowing box” and the action that takes place within it mesmerize children. It is definitely a major source of violent behavior in children. “ The statistics prove time and time again that aggression and television viewing do go hand in hand (Does Violence 1). The more technology grow the more children and teens are staying inside then rooms watching there plasma TV’s with the built in DVD players and playing there X-Boxes and Playstations

An 18-year-old boy locks himself in his room, mesmerized for hours by the corpse-filled video game Doom, while shock-rocker Marilyn Manson screams obscenities from the stereo. Shelved nearby are video collections, including the graphically violent film Natural Born Killers… (Pike 1)

Natural Born Killers is about “two victims of traumatized childhoods who become lovers and psychopathic serial murderers irresponsibly glorified by the mass media” (Natural Born Killers). Video games have been accused of causing more aggressive behaviors in teen boys; the reason behind that is because the teen boys involved in the recent school shooting were also video game players. The FTC report shows that they are doing a poor job of keeping the content away from children that has already been deemed to be too violent for them. Witch overall shows the rating system for movies and video games is partly useless since nobody seems to stick to it.

“Parents have to be responsible for the actions of there children. I’m not talking about the law or compensation, I’m talking about responsibility in prevention” (Zettelmier 1). I think the majority of the problem is because of neglect to a child or teenager by either a parent or teacher. A child and even teen’s still do not know the true meaning of right and wrong, there for they do not understand what the full consequences of their actions could be. There needs to be strong support from a parent to figure out and help teen’s with there day to day problems so they can learn positive ways to deal with there common teenage problems. Teachers also need to look out for a teen or child with problems. Teachers see how teens interact with each other on a daily basis, so it is more likely that can spot a problem and help a teen that is having problems. They can see the teen that is constantly being picked on, or the one nobody wants to be associated with and get the teen professional help before he or she decides that they have had enough of the torment and brings a gun to school. “So while a child may not feel or act confused, those caring for him often do (Heineman 166). Parents may treat the problems in the wrong way by just not caring enough and overall just abusing the child either physical or mentally, witch in return can cause a violent teen.

As you can see there so way too much violence in teens now days and somebody need to do something to at least reduce it a little bit. I’m tired of hearing about some 14 year old being shoot and killed over cutting in line at lunch and losing the rest of his life because some teen was having a bad day and felt like bringing a gun to school. I do not believe stricter gun control laws will have a big impact on the amount of teen shootings because there will always be a way to access guns, and if then can’t get a gun they will just find a different from of a weapon. It is not that hard to find instruction to make a homemade bomb on the Internet, so it might just cause a worst effect. The best solution I can come up with is parent and teachers paying more attention to there children and teenagers, helping every opportunity then can so the child with will comfortable coming to them for help with there problems.



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homosexuality

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Homosexuality and Homosexual Marriage

Should homosexual marriages be allowed? There are some that attempt to legitimize homosexuality and homosexual marriages as an acceptable life-style. Even some Christians say that people have the right to choose their sexual preference. If having the right to choose one’s sexual preference is the case, then wouldn’t have God given Adam a choice about which gender he wanted to accompany him in the Garden of Eden? Homosexual marriages, in most parts of the world, are not and should never be accepted as moral and legal.

God, above all, does not condone homosexual marriage. Throughout the bible, God forbids it (Romans 1-7, 1 Corinthians 6-10, 1 Timothy 18-11, etc…), and even destroys a city because of their sexual immorality (Genesis18). God created man only for woman and woman for man (Genesis 18-4). From what Genesis 18-4 leads to be that God’s creative work was not complete until he made woman. He could have made her from the dust of the ground, as he made man. God chose, however, to make her from the man’s flesh and bone. In doing so, he illustrated for us that in marriage, man and woman symbolically becomes one flesh; they are completed by the opposite sex only( www.seafox.com/homo.html ).

When one thinks of an American family they imagine a mother, a father, and a child/children. With homosexual marriages, there will be depletion in the American family. The child/children will be left without a mother or a father. Thus, it will cause an imbalance in the family. There are many children today who are troubled because of divorce of the parents. Divorce causes imbalance in a family. How much more trouble and imbalance in the family will be caused when dealing with homosexual marriages. The children of homosexuals are also more likely to be jeered at, taunted, or even looked down upon by heterosexuals. Not having a father/mother figure is detrimental to a child’s behavior. Some may lack nurture and proper care where others may lack manliness or task oriented skills. Homosexual families are detrimental and degrading to their children and even the society we live in.

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People who engage in homosexuality and homosexual marriages have been proven to have a shorter life span than heterosexuals. In a study done by the family research Institute, their research and data have indicated that the average homosexual dies before the age of 45 with only percent living past the age of 65. Whereas, the average heterosexual dies over the age of 70 with 60 percent living past the age of 65( http//www.seafox.com/lifespan.html). Murders, accidents, drug abuse, suicides, but mainly sexually transmitted diseases and morbid sicknesses cause these deaths. Many homosexuals will argue that aids and sexually transmitted diseases came around even before this “sexual revolution” developed. That is true, but studies prove that before homosexuality became popular, only a few STD’s were identified. Now, Aids, STDs, forms of hepatitis and TB, intestinal parasites, and other diseases are very common the society today. Yet, they are more likely to be found in people who engaged in same sex sexual activities.

Homosexuals will argue that it is discrimination against your rights and it is against the laws to not allow homosexuality (www.legalaid.nsw.gov.au/adb.nsf/pages/homosexual). Yes, but it is also the right of Americans and heterosexuals, to protect our society against degradation and diseases that could spread rapidly.

To summarize, homosexual marriages could lead to disease, deformity, and death. They disrupt family life and society and reveal a low regard for the value of oneself and of others. A numerous amount of society today takes this practice lightly, even trying to make homosexual marriages acceptable. It is still a sin in God’s eyes and sexually immoral in mans’ eyes. If you consider them acceptable, you are not judging by God’s standards, and you are lowering the standards and morals of this country and of yourself.



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Hamlet's Mute Acceptance Leads to Vocal Opposition

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Shakespeare is a phenomenal playwright. He among many referred back to the ancient Greek traditions and revitalized them. This era was known as the Renaissance, the rebirth of classical Greek traditions. In like manner, Shakespeare’s plays obtain the same feeling audiences receive from Sophocles’ plays perennial pity and fear. Experts agree that Shakespeare’s Hamlet has remained a classic because it is a moving and most effective play. Clearly, Hamlet is a moving and most effective play because individuals relate to Hamlet (the main character). Inarguably, Shakespeare uses a literary device known as a soliloquy. Shakespeare, as do many writers, utilizes this literary tool to allow audiences to hear a thought of a player as he sits alone on stage. In so doing, audiences empathize with Hamlet. Specifically, Hamlet’s unspeaking acceptance of his mother‘s marriage. In contrast to, his outspokenness in a later soliloquy. As Hamlet attempts to adapt to the murder of his father and the hasty marriage of his mother to his uncle, his emotions in two soliloquies vary from mute acceptance to vocal opposition.

Clearly, Hamlet tries to cope with his father’s death and the impetuous marriage of his mother and uncle. However, his emotional state is mingled with grief for his father and anger and despair for his mother. The death of his father is extremely painful. Memories of his father brings awareness to him and makes him deeply sad. He states, “Must I remember? […]” (1..14). In particular, Hamlet recollects how deeply in love both his parents seem to be. And yet, his mother, Gertrude, rushes to marry his father’s brother. He claims, “But two months dead, nay not such much, not two,” (1..18). He continues to state, “God, a beast that wants discourse of reason/ Would have mourned longer -- married with my uncle,/My father’s brother, […]” (1..150-15). Although it is obvious in the first soliloquy that he is upset with his father death and his mother’s incestuous marriage, he vows to be silent. He states, “But break, my heart, for I must hold my tongue” (1..15). In fact, he respects his mother because he acknowledges her position in his family. With this object, he declares an oath of silence.

Hamlet avows to a mute acceptance, consequently, he is committing endless torture to himself. Therefore, he decides he can no longer be speechless, and decides to speak his peace. In contrast to soliloquy one, Hamlet decides to speak his opposition in soliloquy five. A principle reason for his haste decision is he is outraged with his mother’s and uncle’s incestuous marriage. Similarly, he still does not change his view on the marriage. Furthermore, his decision to remain mute has made him more irritated with the situation. At the same time, he thought it would be best to the situation to be silent. But as time deteriorates, he realizes he can no longer hold his “tongue”.

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As Hamlet decides to verbalize his opposition, one must remember that he refuses to use any violence towards his mother. He swears he will use verbal assaults instead of physical attacks. He utters, “Let me be cruel, not unnatural./ I will speak daggers to her, but use none/ My tongue and soul in this be hypocrites,” (..7-74). In these particular lines, Hamlet is viewed by audiences as being hypocritical because he real wants to physically injury her. Yet, he is overcome by this because he know this is his mother. Indeed, Hamlet is outspoken, but respectful to his mother.

All in all, Hamlet shows an emotional side to the audience. Clearly, Hamlet decision to vocalize his opposition has a moving effect on viewers. Hamlet represents a honest character, who many can relate to because he attempts to adapt to the murder of his father and the hasty marriage of his mother to his uncle, by first being mute about his opposition then, being vocal about his opposition. As a result of Hamlet opposition of his mother‘s marriage, audiences can correlate with Shakespeare’s Hamlet. Hamlet’s soliloquies teach viewers that at times one needs to be outspoken so persons will know one’s view on a certain issue. And for this reason, Shakespeare’s Hamlet is still being referred to in the present.



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How do Charles Dickens with Hard Times, Sue Townsend with The Secret Diary of Adrian Mole, and Charlotte Brontë with Jane Eyre, portray childhood?

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Childhood. A word that conjures up many images. The most frequent of which being the clich�d sight of a happy and energetic youngster running or playing joyfully with his friends. However childhood is not always the perfect, playful paradise that many people seem to remember. Throughout time and the world, most people have led very different childhoods. Some happy, some not so happy, and some nightmarish. Many writers have picked up on this and so childhood has become one of the most common themes in novels throughout the last 00 years.

Novelists have written many varied accounts of the experience of childhood over the years, and I am going to analyse three novels from different time periods. The three novels are all written in very different ways and all show childhood in varied and diverse manners.

Like many of Dickens novels, Hard Times puts the societal problems of his day on trial. In this work, the problems Dickens scrutinises are those of the poverty-ridden, dehumanising factory towns that sprung up all over England during the Industrial Revolution. In the world depicted in the novel, workers are treated as little more than interchangeable parts in the factorys machinery, given just enough wages to keep them alive and just enough rest to make it possible for them to stand in front of their machines the next day.

Written in 1854, the story follows teachers and students at a utilitarian Victorian school, and although being written primarily to entertain the reader, has subtle undertones, which denote Dickens’ anti-utilitarian views.

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He slightly exaggerates the children’s experiences of the children, who are themselves at the brunt of the utilitarianism system to make the reader see just how improvident and nonsensical the establishment really is.

The schools of Dickens day were very different from ours. He has set out to make a strong point with the book, and sets the dark, dingy scene very well. While the reader reads the book, they are in many cases, inadvertently being influenced by the subject matter, and begin to sympathise with the students. This is exactly what Dickens wanted � to spread his message that children are precious and should be brought up with love, care and proper instruction for life; that they are not just simple “empty vessels” ready to be filled with tedious “facts, facts, facts.”

Dickens begins the novel in a classroom, which he uses as a microcosm and representation of the inhuman world outside. In Dickens opinion, this classroom has been intentionally created as a factory whose express purpose is to manufacture future workers.

Even the first line of the book “Now, what I wants is, Facts,” Displays a school where nothing is left to the imagination, and where students are filled with dull, dreary, mind-numbing facts, so that they may develop and grow without thoughts of their own, and a guaranteed job in the dirty, astringent factories. This is similar to Charlotte Bront�’s Jane Eyre in that it displays a world devoid of hope and passion, where regardless of talent of aptitude, all children are brought up in the same manner to a thankless and fruitless life.

“The scene was a plain, bare, monotonous vault of a schoolroom,”

Plain, bare - devoid of all colour, sentiment and emotion. Monotonous - droning, repetitive and soul destroying. With just three short adjectives Dickens invokes a feeling of isolation and despair within the children’s hearts to the reader. And the description of the schoolroom as a “vault” further strengthens the hopelessness and confinement of the children’s situation and the eventuality that they will all suffer almost identical fates in an industrial hell.

Both he and Charlotte Bront� use clever wordplay to create names of characters. In Hard Times, the children’s spirits gradually being ground away by the humdrum, uninspiring Mr Thomas Gradgrind. And their sparkle of youth being fizzled and choked out by the obnoxious Mr M’Chokumchild. While in Jane Eyre the children’s lives are being grated upon by the ever-malevolent Miss Scatcherd; the word Scatcherd sounding very much like the scratch.

The children have been ground away and moulded to such an extent that when a pupil is asked to describe horse he replies with “Quadruped, gramnivorous. Forty teeth, namely twenty-four grinders, four eye-teeth, and twelve incisive.” This shows that even something as majestic as a horse has been broken down into simple boring facts, the list being almost programmed into the boys mind and then the answer being produced like an item off the factory production line.

Dickens keeps reinforcing the children’s predicament with repetition of the phrase “The emphasis was helped by…” In total he uses the word emphasis/emphasised 6 times on his first page; the large passage of text describing Gradgrind beginning and ending with “The emphasis.” The repetition of the word emphasis is just another way in which Dickens is strengthening Gradgrind’s cyclic tedium of dullness, as even the description of his character is a boring monotony, with the same words being used over and over. Also the repetition of the word square to describe Gradgrind, “square wall of a forehead”, “square coat, square legs, square shoulders” is used. A square being the most regular and plain shape there is. This just further adds to the feeling of reiteration and tiresomeness in the children’s lives.

That is where Dickens’ great strength lies; in his description. His clever use of repeated adjectives and his ability to make a place and/or character seem so real to the reader, thus making them understand the children’s dire situation, are his main weapon against the utilitarian notions of his day.

He has successfully portrays childhood in a pessimistic way, to invoke the opposite, optimistic standpoint within his readers.

With The Secret Diary of Adrian Mole, written in 18, Sue Townsend portrays childhood in much the opposite way. She has very shrewdly picked up on teenage lifestyle habits, either from memory or by scrutinising teenage behaviour meticulously. In this way she portrays childhood in a light-hearted and humorous manner. The accuracy and comic timing of the book have made it a cult classic

The story’s protagonist is a stereotypical adolescent by the name of Adrian Mole. He has all the characteristics and problems associated with teenagers, i.e. spots, ill-health, parent problems and an infatuation with a young girl. “Just my luck, I’ve got a spot on my chin for the first day of the New Year.”

Townsend has chosen to tell her tale in a diary fashion. This is a crucial element in the success of the book. The condensation of a whole day’s worth of activity and emotion into a short one or two paragraph passage reflects a teenager’s simple needs and desires. Often they only remember one or two key occurrences in a day, and how they felt at one particular time in the day about a particular matter.

She uses informal speech throughout the book “If the RSPCA hear about it he could get done”, “The vet showed me a plastic bag with lots of yukky things in it”, “She was dead fierce in the grocer’s”, which helps accentuate Adrian’s age. However he does use quite formal speech compared to most children his age, for instance I doubt many thirteen year olds would say “he was using obscene language”, “I think I’m turning into an intellectual”, or “I would be tall, brown and full of ironical experiences”. These slightly advanced speech patterns he uses and his ostensible superior intellect make him out to be different from his friends � yet another problem for Adrian.

His love for Pandora seems to be his main goal. “Pandora and Nigel have split up! It is the best news I have had for ages.” It is evidently not real love, merely a teenage infatuation, and his immaturity and inexperience with these matters is shown at his happiness of the break-up, regardless of how Pandora or Nigel may feel about the ending of their relationship. This mirrors the widely occurring craze many teenage boys undergo, whereby they obsess over a particular girl for a period of time until they are mature enough to interact properly with the opposite sex.

Adrian has also been greatly encouraged with his studies, he has friendly teachers helping him with work, a wide range of useful subject choices and the confidence to go on and do great things with his life. This is in stark contrast to the frightening teachers, meagre subjects such as sewing and Bible study, and an ominous fate that befalls the children in both Hard Times and Jane Eyre.

Adrian’s dry sense of humour perfectly matches real teenagers. “I shook the vicar’s hand when we were allowed outside. It was like touching dead leaves”. I severely doubt that an adult would describe a vicar’s hands as being like dry leaves. An adult would have to much respect for such a member of the clergy and would probably have forgotten about such an instance. But Adrian obviously found it both quite disgusting and quite amusing. Another astute observation by Townsend as young people often remember things that have amused or repulsed them above all else.

When Adrian writes about the presents he receives on his fourteenth birthday, he does so with joviality and sarcasm, “A Boy’s Book of Carpentry from my grandma Mole. (No comment.) One pound inside a card from my grandad Sugden. (Last of the big spenders.) By saying last of the big spenders, he obviously means the opposite, and is showing his unavoidable disappointment at receiving such meagre presents.

She greatly exaggerates a teenager’s wants and needs, but in an amusing way which many people can relate to. For example, at one point in the book Adrian hasn’t eaten for a couple of hours and complains profusely of extreme hunger and malnutrition, and moments later sits comfortably by a cosy fire eating delicious dripping toast. This is a far cry from the world of Jane Eyre where when breakfast finally comes it is meagre and bland “this morning the porridge was not burnt; the quality was eatable, the quantity small; how small my portion seemed! I wish it had been doubled.”

By saying the porridge was not burnt this morning, Bront� is implying that most days it is burnt. And the short statements “the quality eatable”, “the quantity small” illustrate that the food is both inadequate and insipid. The briefness of these statements may also show that Jane Eyre hasn’t given much thought to these facts, and that she is used to this insubstantial food every day.

Adrian Mole has been so accustomed to a comfortable and relatively easy life that he has taken many things for granted and finds it hard to live without such “necessities” as snacks every 10 minutes.

It is ironic that at one point in the book when Adrian’s electricity has been cut he resorts to reading Hard Times. Townsend is showing that this advantaged child’s last choice activity is to read a classic novel about disadvantaged children.

Sue Townsend portrays childhood as a carefree, humorous experience, free of responsibility. Adrian doesn’t have any real problems apart from his parents threatening divorce, and he greatly overstates minor events to make his life more interesting. One might even go as far as to say that Adrian Mole personifies today’s youth.

Born in 1816 in Haworth on the moors of Yorkshire, the daughter of a strict martinet reverend and without the softening influence of a mother, Charlotte Bront� had a hard life and grew up with a little money and little to do. As she matured she began to appreciate that the world she lived in was very unfair, and especially that there was a distinct difference between the men and women in the world. She realised that women in her time were brought up to be subservient figures, providing entertainment for men. They were made not to think for themselves, but to sew and look pretty. They were not treated as equals even though in many cases they were the intellectual equivalent or superior of the men around them. She was also angered by class issues, whereby if you were not one of the lucky few people in the higher class, then you would be subjected to the kind of bleak life experienced by her characters.

Written in 1847 her most famous novel, Jane Eyre, is about a young girl who is sent away to the boarding school Lowood, and is to some extent based on her own experiences (she was sent away to two boarding schools by her father to get her out of the way). The novel is about a girl growing up, love, and social constraints.

Bront� was trying to create an entertaining novel, but also a suggestive novel, much like Dickens in Hard Times, about the societal problems of her day, particularly the rejection of male supremacy among other themes. She even had to go under a male name � Currer Bell � in order for some of her works to be published; otherwise she wouldn’t have been taken seriously. It remains such a popular novel because it addresses something 150 years ago that is still recognised today (even if it is in small instances) - women in the workplace being undermined by men.

Again, much like Dickens, she makes the reader sympathise with the children. Firstly she chooses a first-person perspective, like Sue Townsend in Adrian Mole. She, through Jane Eyre, is the narrator of the story and tells her tale through the character, not through a third-person’s viewpoint. This helps us to connect and almost bond with the Jane, furthering the reading experience.

She doesn’t go to the extent of Dickens with a boring, endless monotony of suffering for the children, but still show’s that they have a harsh, cruel, loveless upbringing. The children awake to find “the water in the pitchers was frozen”, the severe cold at night had “turned the contents of the ewers to ice”. They had been shivering all night because of the harsh cold and when they get out of bed they can’t even go and wash themselves because the water is frozen. Bront�’s use of the coldness in the night and the frozen water is sharp and adept. When someone receives and/or gives no love or emotion they are often perceived as cold, having a frozen heart of ice. In Lowood the children aren’t even allowed to think for themselves, let alone experience emotion, so their hearts are put to waste, the school itself becomes a substitute for their hearts, and so it is cold and detached.

One of the main themes she promotes is the universal acceptance of woman’s inferiority to man, even though time and time again they prove that they are just as capable academically and as human beings. For example, in one the girls’ lessons, when “most of them appeared unable to answer” the girl known as Burns (who Miss Scatcherd had taken a particular dislike to for no apparent reason) whose “memory seemed to have retained the substance of the whole lesson”, “was ready with answers on every point.” Proving her intellect to match that of Miss Scatcherd’s, her reward was not praise, but a request to go out and collect a painful instrument with which to be beaten with. Then without being told to Burns “unloosed her pinafore” and without question let the teacher strike her a dozen times with a bunch of twigs. Burns accepts that she has out stepped her boundary by showing the intelligence of a man, and seems to be used to the pain as “not a tear rose to Burns’ eyes”.

Jane Eyre suffers a morbid life and harsh punishment at Lowood, but her misery pales in comparison to that of those around her. And by letting us see the injustice of the other children through her eyes, Bront� has emphasised the nationwide prejudice of the lower classes and women.

Charlotte Bront� portrays childhood to be unjust and unfair, and through the eyes of a child shows us what it means to be human, to know pain, alienation and sickness.

For the average child in Britain today, life is relatively easy. Many everyday things such as a warm comfortable home, a loving family, food readily available to eat, and computers and television are taken for granted. Many teenagers apparent “problems” are actually quite laughable when reviewed. This is where Sue Townsend excelled in her comical portrayal of Adrian Mole, after all, heaven forbid a child may go an hour without television or a bar of chocolate these days.

Childhood in the 1th century was a far cry from this. For the unlucky and largest portion of the population (the lower classes) children were brought up without affection or care, to a life of uniformity and ennui. Hence it was often written about as such, to widen awareness of the sufferance of the youth. Even though instances like that still occur today in Britain today, they are considerably less frequent, so novelists such as Charles Dickens and Charlotte Bront� at least achieved a small victory for their beliefs and the children.



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How is suspense created in "The Signalman"?

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The Signalman



‘The Signalman’ was written in the early 18th century, by Charles Dickens. This story is set in the Victorian era, where technology and machinery did not play an important role in the livelihood of people, but images and honesty did.

‘The Signalman’, right from the beginning of the story, engrosses the reader in a world of his own. “..standing at the door of his box, with a flag in his hand, furled around its short pole” immediately brings the reader to an imaginative mind where he knows exactly what the narrator is describing, that is, as the title suggests, the signalman. The narrator, placed on a pedestal, indicates his heightened position where he calls out to the signalman “Halloa! Below there!” He being on a bridge and the signalman below it starts to create an unpleasant atmosphere, which enhances the foreboding element present in the story. The cutting is an unpleasant place and the tunnel is described as if it were hell on earth. This helps to create the atmosphere of darkness in the story.

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The atmosphere at the beginning of the story is eerie and quickly-paced, that heightens the drama that is about to take place further ahead. “Just then there came a vague vibration in the earth and air, quickly changing into a violent pulsation, and an oncoming rush that caused me to start back, as though it had force to draw me down” describes what was going on in the narrator’s mind as he brought himself lower towards the signalman. He was dubious, but confident and self assured at the same time, even though the atmosphere surrounding him was haunting and created a sinister affect. The way the surrounding is described as ‘dark, damp, unsanitary and gloomy’ makes the heart skip a beat just to get to the other part of the story.

The ‘signalman’ on the other hand, was a learned man who knew his job better than no other. His character, however, was disreputable and underhanded. He is lonely, yet sane and sensible at the same time. The nature of his own personality is such, that Dickens, emphasizing on it, creates a thick layer of anxiety and tension between the two characters. This characteristic in this story, quickens the suspense and drama which attracts the reader to read the story in one go, and in fact, create all sorts of images and sinister thoughts in his mind.

The narrator is very interested in the signalman and seems keen to help him. Unfortunately, the signalman is killed by a train before the visitor can do anything to prevent the tragedy. The onlookers’ description of the death informs us that it was the so-called supernatural force or his hallucinations that enticed the signalman to his death.

Charles Dickens, to simplify and yet, exaggerate the situation and setting of the story acts like a narrator himself, using first person and first person plural as his diction choice gives the reader a lot of information, especially because it seems as if he’s talking to the reader personally.

In this story the ghost is the evil of the supernatural world of ghosts and spirits rather than the evil in people’s hearts. Dickens, in effort to create tension and suspense succeeds to do so.



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THEME OF ELEVEN

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Im ELEVEN, Ten, Nine, Eight, Seven, Six, Five, Four, Three, Two, One

Sandra Cisneros, a Chicana writer, is characterized for her short stories and novels about the life of Mexican immigrant children and their struggle to overcome poverty. In the short story “Eleven” Cisneros shows the reader what Rachel, the main character, feels on her eleventh birthday. Through the manipulation of certain elements of writing; plot, point of view, and language and style; the author projects Rachel’s discovery that adults are not always right. Without these elements the theme would be intangible. This discovery, or the story’s theme, is part of three phases children go through. First, as infants enter elementary school they idolize their parents and tutors, then as they become adolescents in middle school these young adults challenge their mentors knowledge and advice. Finally in high school, they become indifferent to their parents and tutors�to complete a full isolation from their superiors until they reach adulthood.

As most of Cisneros works “Eleven” is set during childhood, and develops around a familiar environment that connects reader and main character. “Eleven” takes place on the eleventh birthday of Rachel, the narrator and main character. On this day, Rachel has to go to school where the teacher makes her day miserable by giving her a sweater that is not hers and making her wear it until a classmate recognizes the sweater and claims it. However, in order for Cisneros to introduce the theme in an effective manner, Rachel points in the exposition “What they [adults] don’t understand about birthdays and what they never tell you is that when you’re eleven, you’re also ten, and nine, and eight, and seven, and six, and five, and four, and three, and two, and one” (DiYanni 1). By doing this Cisneros establishes the conflict Rachel is having with adults and how she believes they are wrong people gradually grow old not in yearly steps which initiate on birthdays. Moreover, during the rising action, Rachel’s teacher, Mrs. Price, finds a sweater and tries to find its owner. However, nobody can remember whose it is so she gives it to Rachel, which she hates because she and the teacher know its not hers. At this point, enraged by her teachers bold mistake Rachel states, “Because she’s [Mrs. Price] older and the teacher, she’s right and I’m not” (DiYanni 14); thus, further marking her defiance towards Mrs. Price because the teacher is wrong. Additionally, at the resolution of the story Cisneros stands out her theme telling the reader that although Rachel has a happy evening as everyone sings Happy Birthday, it is to late because her parents guide her towards the wrong meaning of birthdays. With this said, Rachel discovers that adults are not always right.

When a reader finishes “Eleven”, he sympathizes with Rachel and does not think she is immature and stubborn because the story is told from first-person point of view, which distorts the world thus the reader sees and feels with Rachel. The first trait point of view conveys on the reader is when Rachel compares aging to “…little wooden dolls…” (DiYanni 1) by doing this she shows her simplicity and innocence; moreover, by mentioning her toys Cisneros puts Rachel as a child that is still pure and knows not much. Then, by justifying that one can cry because one might feel three years-old (DiYanni 1) Cisneros demonstrates how naïve and dreamy Rachel is. Furthermore these two characteristics, innocence and naivetes, revive the reader’s childhood experiences and emotions putting him in a bias with Rachel that makes the theme more realistic.

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However, what makes all these elements link is the language and style that Cisneros use� in two words simile and imagery. The imagery provides the pictures for the theme to develop. For example, Rachel says that “…all the years inside of me…are pushing at the back of my eyes…” (DiYanni 14) and that “…the part of me that’s three wants to come out…” (DiYanni 14) provides the picture that she grow gradually and her age is layers of experience that provide us with advice. Similes on the other hand are used throughout the story as descriptive language and then base to set a tone of voice characteristic of an eleven-year-old. Evidence of this is abundant throughout the story but it becomes more present during the falling action of the story. After the teacher makes Rachel put on the sweater Rachel describes the sweater as“…the sweater that smells like cottage cheese…” (DiYanni 14), and later on saying that her head “hurts like when you drink milk too fast…” (DiYanni 14). In both instances, her similes make it easier for the reader to interpret what she is feeling. Furthermore, the language and object that are employed to assemble the similes are simple and infantile, something that gives sense of a child telling the story.

As “Eleven” shows the reader the world of an eleven-year-old, it also puts him in Rachel’s shoes and revives those experiences the reader has isolated and forgotten. Hence, Cisneros has accomplish show to the audience through the elements of writing-and the eyes of Rachel-that adults are not always right, one can conclude that “Throughp the child’s eye, everything seems different” (Anon.).

Work Cited

DiYanni, Robert. Literature Reading Fiction, Poetry, and Drama. Compact Ed. McGraw Hill, 000.



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Five Bad Study Habits and How to Correct Them

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I have a problem with cramming for a test the night before I am scheduled to take it. I also have a problem with Test taking. One of the biggest problems is procrastination. The last but not least problem is when and where to study. All these problems are negative study habits that I struggle with and I need to change them.

I like to cram for tests the night before because I have not studied any prior to then. Cramming for tests creates stress and confusion, which prevents me from processing information accurately and achieving the grade I am capable of. If I were to study systematically in short, well-spaced sessions I would learn more. I would still need to take a fifteen minute break in between each hour of study. It would also help me to use college resources such as library, computer labs, tutors, and any type of review session offered by the professor. The main thing that I need to do is set up a study schedule and follow it.

I also have a problem with taking test because I freeze up. I never ask to see what kind of test that I will be taking and that is a bad thing. I need to familiarize myself with the test, and that means asking the professor what type of test he/she will be giving. I need to remember specific facts, details, terms, and definitions. I need to avoid talking about or worrying about my work and just start studying. When I need to read something, I need to see how much time I have and schedule the reading over that time period. I need to review my notes and any other study resource everyday until the test. Studying with other well-prepared students might also help me.

I have a huge problem with procrastination which is thinking about studying and talking about it and never actually doing it. I need to learn to set my priorities. I need to set small goals and when I achieve these small goals I need to reward myself. I need to use a time schedule and learn when is my best time to study. I need to be realistic when I make my study schedules and not say that I will study for 5 hours when I know that I will never study for that long. I need to just get started studying when I think that I need to study. I also need to reward myself after I know I have studied hard and learned a lot.

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I never know when or where to study. I sometimes think that it is OK to study in front of the TV. I do not understand how I say that this is OK because I never learn anything when I do this because I am always watching television. I need to plan two hours of study time for every hour spent in class. I need to study difficult subjects first. I need to avoid cramming. I need to find out the best time of day for me to study. I also need to make a weekly to-do list and follow it. I need to study in the same place each time. I need to learn to use the library and set up study groups. I also need to let my husband know that I need time to study alone at least twice a week.

I am going to try and set aside a special time and place to study every day. I will not cram for tests anymore because I now know how to avoid this. Knowing and recognizing these bad study habits will help reduce the stress and confusion that I have when taking tests. Now instead of procrastinating I will just start to study and then after a little while I will reward myself with a break. I know that I need to study at least two hours a day. I also need alone time to study at least twice a week. Group study I think will help me also if the people in the group are well prepared.

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Sin of Pride

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In the Birthmark Hawthorne introduces the character Georgianna whos

soul flaw is a birthmark on her face. Every other characteristic of Georgianna

is perfect. Her husband Aylmer loves science and questions her one flaw, her

birthmark. He suggests that he should try and remove it. When the moment comes

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and Aylmer finally does remove her Birthmark, everything evolves. When Aylmer

announces, My peerless bride, it is successful! You are perfect! (167)

Immediately following the removing of the Birthmark, Georgianna dies. Once

again Hawthorne uses a woman as the possessor of an evil characteristic, but it

is Aylmers insistence on trying to distort nature which leads to the death of

his wife. Aylmer is the character who possesses the evil flaw, he insists that

the Birthmark must be removed. And therefore it is obvious that Hawthorne

doesnt direct his evil characteristics only on women.

Evil is at the root of the story in The Birthmark for it is here that

Hawthorne writes about the most sinful character. In all of the seven deadly

sins committed by man; the deadliest of all is pride. Priding ones self is

terrible but carrying this vanity to another can be deadly. After reading The

Birthmark the character Aylmer finds for himself that pride costed him dearly,

he lost his lovely wife. Aylmer is representative of the sin pride. Hawthorne

describes the character in such a way that Aylmer portrays himself as Godlike.

The character Aylmer is evil because according to Hawthorne He had devoted

himself, however, too unreservedly to scientific studies ever to be weaned from

them by any second passion.. Is this the possible pride that leads a man to be

considered evil? Yes, according to evidence in the story Hamthorne makes the

character Aylmer in human by taking away his passion for his wife and having it

replaced by passion for only his work. Hawthorne describes Aylmers

preoccupation with perfecting his wifes beauty in the story when writing At

all the seasons which should have been their happiest, he invariably and

without intending it, nay, in spite of a purpose to the contrary reverted to

this one disastrous topic. . Through this text the author creates a character

that we may see into in order to reveal the one tracked mind. Pride is the

ultimate goal for Aylmar; he intends to make a prize of his wife by trying to

make her extraordinary person and alleviating any blemishes. His wife

Georgianais the innocent victim in the story because she must follow her

husbands wishes. Hawthorne once again writing in his time period made

traditional characters of society and these people were in an average class;

henceforth keeping traditional good and evil characters as in many fiction

stories. Hawthorne has created a couple who are the examples of good and evil;

Georgiana has the mark of innocence upon her and Aylmer carries delusions of

grandeur. Georgiana is admired for her beauty by the publics eye and Aylmer is

envied by the same. Hawthorne tells us outright that the two are not happy but

what must be understood is that because Aylmer is unhappy with her birthmark ,

My peerless bride, it is successful! You are perfect!, ...dearest Aylmer, I

am dying., pays the ultimate price for perfection.



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advantages of t.v

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Advantages

The children of today have many more advantages than the children of two or three

generations ago. Lets just take the TV as an example.

The children of today do not need to learn to read as early or to develop an imagination.

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All their fairy tales, bed time stories and cartoons are shown in living color on TV. There

is nothing to read and nothing is left to the imagination.

There is really no need to try and get a college degree. You can just get a job in the TV

industry. After watching most of the new shows on TV, it is obvious that most of the

writers, directors and actors never got past grade school.

The children today do not need to try to slip into the local pool hall to hear some of those

words that they are taught in Sunday School should never be used. They can hear all

the dirty talk they want to at home on TV.

The cartoons today are even rated, many with a PG1 rating. This rating is usually for the

foul language, however some are rated for the sex and violence. I thought that cartoons were

supposed to be entertaining and funny; however, the cartoons of today are anything but

funny and entertaining.

The children, by the time they are old enough to talk, are being programmed to tell their

folks just what they want. The big advertising agencies are directing more and more

advertising each year to the children. The advertising personnel know exactly who

controls the purse strings at home. Just take a good look at McDonalds and the billions of

burgers they have sold. It is the kids meal with the advertised toy that has brought

McDonalds all that business.

The youth of today no longer have to lie about their age in order to get into the theater to

see a XXX rated movie. They now have cable TV at home and can watch the XXX rated

movies whenever they want to. The ones who do not have cable TV at home usually

have friends that do have cable and they can visit their friends and watch all the XXX

movies they want to.

The young people of today are learning from the soap operas just how easy it is to go

from one husband/wife to another with no feelings of guilt; or how to live together

without getting married. Are these the morals we really want to teach our youth?

Yes, TV is very educational, but is this what we want to be teaching our children? Too

many people use the TV as a baby sitter. They turn the TV on, go on about their business,

and leave the TV to entertain their children.

As long as the children are quiet the parent is satisfied.

Have you sat down with your child lately and watched TV with him/her to see what

shows they are watching? You may be surprised at some of the things they are showing

on the childrens channel now.



MIX

Advantages and disadvantages of TV.

We talk to various people from different countries about their attitudes about TV. Does TV educate or stimulate? Or it is a drug or tranquilizer used to control the population. There are some views, e.g. “TV has been the greatest instrument of social democracy in Western European socialites”, - said Mr. Smith from British film institute. Some people disagree, 0 % of TV programmes in some countries are foreign. And some people think and feel, that TV has disrupted local culture and social ties. Why do developing countries introduce TV? Perhaps government do it for prestige, to show that they have introduced new technology into their societies. Another possible reason is that political leaders want their people to see them on TV.

TV is a very expensive medium and many countries don’t have the technology and the money to make their own television programmes. The result is that most countries are dependent on TV of Britain and America. It is easier and cheaper to buy foreign products mainly soap operas. So, a lot of people feel that TV is a danger to local cultures in some countries.

How do people usually answer the question “What are you going to do tonight?” or “What are you going to do at the weekend?” In other words how do people spend their free time.

Some 0 or 0 years ago the usual answers used to be “We are going to the theatre” or “We are going to the party” or “We are having some friends round”. Now you are very often hear “We are going to stay at home and watch the television”.

A first-rate colour TV set has become an ordinary thing in the household today and a video cassette recorder is quickly becoming one.

Modern TV offers viewers several programmes on different channels. In addition to regular newscasts you see plays and films, operas and ballets and watch all kinds of contests, quizzes and sporting events. You can also get a lot of useful information of the educational channels. A good serial can keep the whole family infront of the TV for days, and don’t we spend hours and hours watching our favorite football and hockey term in an important international event.

In the conclusion we may say, TV most definitely plays a very important part in people’s life, but is this a good thing or a bad one? Don’t we go out less often, then we used to? Don’t we read less?



The Advantages and Disadvantages of TV and Satellite Transmission in Distance Learning

Advantages

Students must be more active and self-directed in the learning environment

Educational opportunities are close to home

Students receive exposure to telecommunication technologies

Access to media-rich learning environment

Opportunities to develop technology competencies

Contact with students in other locations in the region

Opportunities to participate in statewide and nationwide events

Develop stronger relationships with classmates



Disadvanages

Little to no in-person contact with faculty member

Occasional feelings of isolation

Time involved to learn how to negotiate system

Occasional technology problems

Increased wait for feedback about assignments

Student must be more active and self directed in learning environment



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America's Problem

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Tina walks in to her middle school gym class glowing with confidence. She has always been athletic and cocky. She has loved gym since she could remember, but something is different about today. Today for the first time she must change her clothes in front of her peers. She feels fine initially, but then she starts to look around. She realizes her body is not as perfect as she thought it was. Just because she has a little roll, she feels that she is ugly. The images of models and actresses came back to haunt her. They had never really affected her until today.

In today’s society, appearance is a big factor of attraction. Most people do not want to be seen with someone society deems as unattractive. They feel they will be subjected to ridicule by their peers. So what really is attractive? In today’s society it is being thin and fit. This leads to an obsession with exercising and diets. Sometimes healthy and sometimes excessive.

In the 80’s, a trend was started for a healthy America. This spanned a wave of gyms being built across the country. Walks for different societies seemed to sprout from nowhere. Celebrities were promoting good health and Public Service Announcements were flooding the airwaves. It seemed as if everyone was exercising. Even the president was promoting it. Did this push turn a good intention into a bad obsession? The difference between then and now is then it was mainly for health while now it’s for appearance sake.

Today, America is one of the most weight obsessed countries. This is a country where “thin is in and fat is whack”. Here models and actresses are praised. They grace the runway with an unhealthy glow. Some seem as if death is approaching. While the thin actresses are the center of attention. They are revered by people who may never become them, but want to look like them. Sometimes this takes a person who wants to be healthy and turns them into an unhealthy person.

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These obsessions with being thin and exercising backfire. Some of the most extreme examples of this are bulimia and anorexia nervosa. These are eating disorders linked to wanting to be thin. Bulimia is when someone stuffs themselves with food, then vomits. Anorexia nervosa is when someone eats very little. These disorders are very serious and can lead to serious body problems. While they do make you thin, you become unhealthy and mentally and physically sick. Bulimia messes up the lining in your stomach, your throat and teeth. Anorexia causes your body to eat things inside you because it has no food to eat. These are terrible prices to pay for wanting to be thin.



Tina decides that she must lose the weight. So she starts to exercise more. She attends the gym 6 days a week and decides to diet. Her diet consists of nothing but soup. After a month, she is fed up because she has not seen enough results to satisfy her. So she decides to stop eating altogether. At lunch her friends ask her why she isn’t eating. She just replies that she isn’t hungry. After a while they stop asking her. When her mother calls her for dinner she says she’ll eat later, but later never comes. Pretty soon she does lose the weight. But she tries to start eating again and it doesn’t work. She’s addicted and can’t stop the cycle. She wants to reach out to someone but she is scared. Pretty soon it’s too late she is found dead in her room by her mother. Her mother never saw the signs. Everyone morns her remembering how beautiful of a girl she was. Too bad that she didn’t realize it.



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