Of Mice And Men - Review Essay Example for Free

Of Mice And Men Review Essay The novel Of Mice And Men is set in the early 1930s, in the American state of California. America at this time was suffering from the effects of the depression, which followed the Wall Street Crash. This had caused many businesses to go bankrupt. Also, in this period of time America had great problems on the agricultural side of its economy. Large areas of farmland had been lashed by hurricane winds, and this had caused much of the topsoil to been blown away, leaving vast areas of land unable to grow any kind of crops. Logically this meant that less workers were needed to tend the land, so many were laid off, and as mentioned earlier many businesses had gone bankrupt following the Wall Street Crash, the combined effect of these two events led to vast numbers of people being left jobless. This gave rise to a new group of society drifters; people who would travel from place to place doing manual labour, or working in the fields. This worked to the advantage of the business owners who managed to survive the crisis, (many of these were in California, a rich state which had not been hit as badly by the depression) because it meant that there were lots of workers for few jobs. Employers could make working conditions awful, knowing that if anyone complained they could fire them and there would be five people eager to fill the place. We do not know if John Steinbecks story is based on true characters or not, but we do know that he gives a very accurate depiction of what life was like at the time, as he himself was a drifter for a period of time. One thing that becomes evident during the story is that most of the characters suffer from loneliness. One of the ways in which they coped with the loneliness was by holding onto a belief in the American dream, the dream that every man can better himself through his own efforts, and live a long and happy life. The first two characters that we meet are George and Lennie, two drifters. George comes across as the leader of the two; his job is to keep Lennie out of trouble. He shows great patience in dealing with Lennie whose mental age is the equivalent of a small child. During the book we do see George lose his temper with Lennie because it appears that he is always messing things up for George. For example when they are on their way to the new ranch Lennie produces a dead mouse from his pocket and George gets angry, You crazy fool, You gonna give me that mouse or do I have to sock you? and Blubberin like a baby? Jesus Christ! A big guy like you. George claims he only keeps Lennie around because he made a promise to his Aunt Clara that he would. Even if this is true she is now dead, and so George has no real reason to keep looking after Lennie, especially as Lennie seems to mess up everything that goes right for George. However, George still puts up with Lennie and this, it would seem, is mainly to avoid the loneliness that is caused by all the travelling. While Lennie may not be the sharpest knife in the drawer, he is still someone to converse with on long lonely walks. We learn from early on in the book that George and Lennie also share the American dream, they dream of one day having, a little house and a couple of acres an a cow and some pigs.This ambition highlights one big difference between George and Lennies grasp on reality, whilst George says he dreams of this, he must know deep down inside of him that they will never fulfil the dream. Lennie on the other hand is completely different he believes so deeply in the dream that at one point George actually threatens to not let Lennie tend the rabbits when they achieve their dream. The dream that these two share leads us to meet the next character that also suffers great loneliness. We first meet Candy when Lennie and George arrive at the ranch. He is the first person they meet. He is also the one who takes them to see the boss. Candy only has one arm and we find out later that he lost his arm in a machinery accident in the fields. However, the ranch still employs him and he was given compensation for his injury. Due to the loss of his arm he cannot work in the fields, instead he has to stay behind and sweep up. This causes him great loneliness because he has no one to talk to, his best friend is his dog, but tragically later in the story the other workers convince Candy to shoot him because he is old and useless. While the other workers can go into town at the end of the month, giving them the opportunity go out and have a good time, Candy cannot join them because he is too old to be out drinking until late in the night. His circumstances cause him to suffer from great loneliness, so it is not surprising that when he over hears Lennie and George talking about their dream, he tries to buy in to it. With the money that Candy got in compensation for his arm, it begins to look as though the dream may become a reality more quickly than George or Lennie imagined. The next character that we meet is Crooks the stable buck. He suffers from loneliness because he is black. This means he has to sleep in his own dorm and is not allowed to stay in the same dorm as the other workers. He is lonely purely because he is alone all the time and has no one to talk to. Crooks is also a cripple as a horse kicked him when he was working, leaving him with a crooked back, this prevents him from joining in many activities. He pretends, when Lennie goes into his dorm to be really angry, I aint wanted in the bunk-house, and you aint wanted in my room. But as time goes on he begins to warm to Lennie, Come on in and set a while, Long as you wont get out and leave me alone you might as well sit down. I think this is mainly because he was just glad to have someone to talk to, after being on his own for so long. Even after this though he could not resist getting revenge on the white folk, he teases Lennie asking him, Spose George dont come back no more. And he persists and begins to scare Lennie until finally Lennie gets so scared he decides to go and check if George was back yet. But Crooks quickly apologises at the thought of being left all alone again. A few minutes later Candy turns up and although Crooks acts as though he is resentful he still invites him in. The next character to appear at Crooks door is Curleys wife. She is the only woman on the ranch, and the guys refuse to talk to her because of Curley. He is very protective and jealous of her and will try and beat up anyone who he thinks might be making a move on her. When the guys in Crooks dorm seem to shut her out she begins to insult them, Standin here talking to a bunch of bindle stiffs- a nigger an a dum-dum and a lousy ol sheep. Showing a spiteful side to her character. She only married Curley to spite her mother in the first place. One night in a bar she met a man who claimed he could make her a great star actress. We are not told how the man took advantage of her. He said that he would send a letter to her, but she never received it and blamed her mother, accusing her of destroying the letter, then to spite her she ran off and married Curley. The story has a tragic ending, all the way through the story George had warned Lennie about getting to close to Curleys wife. But this turned out to be the downfall of their dream, which had seemed so much more likely since the addition of Candy to the plot. Lennie is in the barn when she appears and starts talking to him. They start sharing stories, and she asks him why he is so obsessed with rabbits. He tells her about his obsession with stroking nice things, and she allows him to stroke her hair. She starts to complain that he will, muss it up, but when she pulls away Lennies grip tightens and she begins to scream. He puts his hand over her mouth and begs her not to because George will get angry. Her body, flopped like a fish, Lennie had broken her neck. The first people to find the body were Candy and George. They new it had to be Lennie. It is at that point that the dream is thrown into real jeopardy. Candy recognising this, immediately tries to convince George that they can still achieve their hopes, You an me can get that little place, cant we, George? Cant we? But Candy already knew the answer. George knows that Lennie was such a big part of the dream, it could not continue without him, it would almost be disloyal. George knows that the other workers, especially Curley would not allow Lennie to live after this. George goes off to find the other workers. Candy is now alone with the body of Curleys wife in the barn, he blames her for destroying the dreams of three men, himself, George and Lennie. He actually begins to shout at her, You god damn tramp. spose youre glad. George follows the other workers into the barn. He acts as though it is the first time he has seen the body. The other workers assure him that they think he had nothing to do with it, and they set off in search of Lennie. The story ends with George and Carson, one of the ranch hands, standing over Lennie. George has the gun to the back off Lennies head. He and Lennie have been talking about the dream, before Lennie knows it George pulls the trigger and Lennie is dead. The last thing we see is George going to the highway with Carson, Curley and Slim. He and Slim walk away to get a drink, George knowing that its all over. The dreams that he and Candy have shared, and that have kept them going have been destroyed.

The Lord Of The Flies: Chapter 8

The Lord Of The Flies: Chapter 8 Lord Of The Flies Chapter 8 Goldings Lord Of The Flies is based on an island after the second world war. Through-out the novel, Golding treats the island as a microcosm of the war. Within this is microcosm, the island commences as a utopia but it is not until chapter 8 when it gradually evolves into a dystopia as the ultimate battle for jealousy and power breaks out. The modification and degradation in certain characters behaviour from their normal life of civilization makes chapter 8 key to Goldings Lord Of The Flies . It is the main chapter in which democracy is demolished, savagery kicks in and the definitive chapter in which Simon has the ultimate encounter with the Lord Of The Flies. I will explore Goldings use of symbolism, plot, imagery, language, Christian morals, setting, themes and story structure as well as the novels overall historical context to establish the fact that chapter 8 is the most significant chapter to the novel as a whole. This is the vital episode in which Ralph experiences difficulties dealing with the beast. He acknowledges its existence and in doing so spreads fear amongst the other boys. This is illustrated when Ralph portrays the beast as having teeth and big black eyes. Ralph instantly decides that fighting the beast is not an option; leaving the boys with no alternative than to hide from the beast and live under its shadow. Ralphs fear about the beast is conveyed in his own words for the preliminary time in chapter 8, expressing the chapters great magnitude and relevance. As evidenced in the above quotations, it is in chapter 8 that the beast is embellished and made to seem scarier than reality, again showing the chapters eloquence. This powerful section centres on Ralphs pessimism which contributes to his poor management of the beast. He does not appreciate that the littluns take him seriously and visualise the news as a sign for panic. Ralph explains, I dont think wed ever fight a thing that size, honestly, you know. Wed talk, but we wouldnt fight a tiger. Wed hide. Even Jack ud hide. Ralphs apathy is conveyed because he makes himself believe that his hopes are slim. From Ralphs language, the reader and other characters become under the impression that the beast is huge and can not be fought. Here, the key notion which makes chapter 8 substantial is that Ralph injects pain and fear into the unstable community instead of calming them. Ralphs priority is evacuating the island rather than confronting the beast. This is illustrated when Ralph says As long as theres light were brave enough. But then? And now that thing squats by the fire as though it didnt want us to be rescued So we cant have a signal fire Were beaten. The reader comprehends the boys inability of coping with darkness because of their strong fear of the beast. Little do the boys know, that the beast is living inside them like a parasite which can not live on its own but is in need of a host to live in. This is momentous to chapter 8 because we learn that Ralphs desire is not to stay on the island or integrate himself into the island in order to avoid mingling with the beast. Throughout chapter 8, the conch acts as a symbol of authority and order. At the beginning of the chapter, the conch glimmered among the trees. This is pivotal to chapter 8 because the glimmering of the conch confirms its importance and the way it stands out in nature, symbolises how right actions stand out from wrong actions. From the beginning of the book, the conch takes the place of civilization and democracy which are clearly two social aspects which the island lacks after the destruction of the conch. It is because of the conchs destruction or in other words the destruction of authority, that degradation and an uncivilized atmosphere are the shocking result. Jack blows the conch and calls a meeting at the start of chapter 8. This makes the chapter especially significant because normally, Jack has a certain disregard for the rules but however it is in this chapter that he uses the conch and applies the rules for his own benefit. Jack makes negative comments in the meeting about Ralph like, Ralph said my hunters are no good, Hes like piggyhe isnt a proper chiefhes a coward himself Hes not a hunter. Hed never have got us meat He just gives orders and expects people to obey for nothing, He competes with Ralph for leadership, which is unmistakably a direct challenge and describes Ralph as not a prefect which is the last reference to the boys previous school life. This is especially portrayed in chapter 8 because Jack attempts undermining Ralph in order to attract the littluns to his own life style. He also capitalises on the appearance of the beast, although he himself is scared of its shadowy presence too. However, he realises that the grou ps faith in Ralph is ever decreasing because of the fear and instability of the beast on the island. Jack reacts very violently to the beast, but does not aim his anger at the beast; instead he aims it at Ralphs leadership and at hunting. He has bloodlust and loves to hunt and kill, the food is merely a by-product of the adrenaline that it gives him to hunt, chase and kill another animal. He has passed his passion onto his hunters. This is predominantly shown in the chapter when Golding mentions that, The hunters followed, wedded to her in lust, excited by the long chase and the dropped blood This is particularly pivotal to chapter 8 because he uses the possibility of pacifying the beast as a way of seducing the boys to what he wants them to do. He uses the promise of exciting hunting, brilliant feasts and most of all, the promise that the beast will not bother them and the promise that the beast will cease to be a constant point of fear for the boys. Simon has a diverse reaction to the beast compared to the other boys in the novel. This is especially expressed in chapter 8 because it is when Simon instinctively knows that the beast is something that has manifested itself in the heads, hearts and minds of the boys, giving them a focus for their fear. He endeavours to disprove the beasts existence by climbing the mountain and discovering what it was that Ralph and Jack saw; I thought there might be something to do, something we- again the pressure of the assembly took his voice away I think we ought to climb the mountain What else is there to do? Simon climbs the mountain and his theory is proven, when he locates a dead parachutist and encounters the pigs head. This attests that Simons predictions about the existence of a physical beast were right. This is crucial to chapter 8 because Simons Christ-like figure is revealed. The imperative confrontation between Simon and the Lord of the Flies takes place in chapter 8 showing the chapters even greater magnitude. When Simon confronts the Lord of the Flies, it is just a pigs head on a stick, which Jack had stuck into the ground in Simons special retreat. However, when Simon is speaking to it he doesnt see it as a pigs head; he interprets it as evil. When the Lord of the Flies is talking to Simon, the dialogue is like a schoolmaster is telling him off. You are a silly little boy just a silly ignorant little boy. The Lord Of The Flies intentionally talks in this manner to try overpowering Simons thoughts and mind and acts as if he knows better. The pigs head then progresses by instructing Simon to go and socialise with the other boys, or they will think he is crazy. Youd better run off and play with the others. You dont want Ralph to think youre batty, do you? Overall, in this vital episode, The Lord of the Flies starts forcing Simon into thinking that no one on the island likes him. This is principally illustrated in chapter 8 because the Lord of the Flies tries to affect Simons thoughts by making him socialise with the evil boys. The beast attempts taking control of Simon by saying, There isnt anyone to help you. Only me. And Im the Beast. Simons reaction to this is to shout insults at the pigs head. Pigs head on a stick! This confirms that Simon understands that this is all it is. The Lord Of The Flies attempts gaining Simons obedience. This is ironic because it is similar to what happens to Jesus, making chapter 8 religiously momentous as well. Subsequently, the Lord of the Flies informs Simon that he cant kill it. The beast sarcastically says, Fancy thinking the Beast was something you could hunt and kill! This section is even more relevant because the Lord Of The Flies tries to embed its presence inside Simons head by declaring its state of immortality. The island itself, particularly chapter 8, functions as a kind of Garden of Eden that is gradually corrupted by the introduction of evil. The Lord of the Flies may be seen as a symbol for the devil, since it works to promote evil among mankind. An example of this is when the Lord of the Flies tells Simon to, Get back to the others. This promotes evil because the other boys evil will affect Simon. Chapter 8 is very considerable because it is when Simon is faced with the ethical reality of the novel and is killed sacrificially as a consequence of having discovered the truth. In chapter 8, Golding conveys that Simons life has strong parallels with that of Jesus which is a very pivotal part of the chapter. His conversation with the Lord of the Flies mirrors the confrontation between Christ and the devil in Christian theology. There are unfortunate consequences to Simons death in that the island is thrown into a deeper network of misery and unhappiness. The beast says to Simon, Arent you afraid of me? and You dont want Ralph to think youre batty do you? Simons wisdom is portrayed through the concept that he does not believe and act by the beasts words, indicating the importance and great significance of chapter 8 to the novel. To conclude, Chapter 8 is key to Goldings Lord Of The Flies because it is where the instability of Jack, Piggy and Ralph an the island is conveyed. This has strong comparisons with peoples physical and emotional feelings during World War 2. Additionally, being under immense pressure of the gradual immersion of a dystopia, some of the boys like Ralph loose control but others like Jack capitalise on the fear of the littluns. This is echoed in the war when Hitler capitalises on the fear of the other countries and the public. Golding also conveys the notion of fear in chapter 8 making the chapter significant. The chapter is also prophetic because of Simons death. Finally, Golding explains the divisions within the group of children as a symbol of destruction of order and authority. This originates from the biblical reference of Every kingdom divided against itself is brought to destruction. (Mathew 12.25) The above points tie together to prove the chapters eloquence to the novel as a whol e.

Is Anything Certain? Essay -- Philosophy, Unger, Hitherto

Peter Unger maintains that all knowledge requires certainty. Moreover, since he insists that nothing can be known for certain, Unger concludes that â€Å"nobody ever knows anything to be so† (Unger, 42). This is Unger’s argument: 1. â€Å"If someone knows something to be so, then it is all right for the person to be absolutely certain that it is so† (42). 2. â€Å"It is never all right for anyone to be absolutely certain that anything is so† (43). 3. Therefore, â€Å"[n]obody ever knows that anything is so† (43). Succinctly, nobody can know anything. As â€Å"anything† makes explicit, Unger suggests that we cannot have knowledge of our own existence, external objects, past or present experiences or even that 1+1=2. He also insists that knowing anything with certainty is inherently dogmatic. Being certain involves a negative attitude; it implies that nothing (new information, evidence or experience) â€Å"will be seriously considered to be at all relevant to any possible change in one’s thinking in the matter† (44). Unger defines this as the attitude of certainty. This is why it is wrong â€Å"for anyone to be absolutely certain†. I agree with Unger and concede that (2) is correct. However, Unger’s rejection to the attitude of certainty leads to the rejection of all knowledge. This is where Unger is an error. I intend to argue that premise (1) is dubious and that knowledge requires justified true belief but never certainty itself. Before continuing, I must clarify Unger’s notion of certainty. Hitherto, I have used Unger’s notion of certainty (denoted in italics) without explanation. Certain is an absolute adjective analogous to the concept of flat. An absolute adjective is or is not. A board, for example, is flat iff it lacks any changes in gradi... ...nger’s first premise). 2. Knowledge is justified belief with confidence. 3. Being confident, but not certain, allows for changes in opinion/belief in the face of new information and experiences (avoiding Unger’s attitude of certainty). 4. Knowledge with confidence, but being susceptible to new information is not dogmatic. 5. People can know things with confidence without being dogmatic. 6. Therefore, people can justifiably and confidently know that some things are so. The above argument allows for things to be known but in a non-dogmatic manner. Although, knowledge with confidence (but not certainty) can be considered a weak sense of knowledge, it avoids the skeptical conclusion while also avoiding Unger’s attitude of certainty. With the ability to amend and modify justified beliefs (knowledge), certainty is inherently absent from this notion of knowledge.

Comparing the Unique Characters of 1984, Animal Farm and Burmese Days :: compare and contrast essay examples

The Unique Characters of 1984 and Animal Farm and Burmese Days      Ã‚  Ã‚  Ã‚   George Orwell, an alias of Eric Arthur Blair, is know for the books 1984 and Animal Farm. In both of these, as well as in most of his others, he seems to delight in using vivid and wholly believable characters, easily believable because of their obvious and tragic faults. Another similarity seems to be the consistent use of irony, a stylistic choice which plays big in Burmese Days and in several other works. Also, Blair enjoyed placing his characters in situations and settings that were out-of-the- ordinary, constantly reversing or switching roles. It is a mark of talent that he is able to use all of these so effectively, making us believe the unbelievable and accept the incredible at the same time that he makes us emphasize with the characters and see similarities between them and ourselves, long after they were written.    Blair's penchant for extremely well-done characters, entirely believable and understandable, is shown by both his major works as well as his lesser known first fiction piece, Burmese Days. In 1984, the main focus of the story is Winston Smith, an Normal Party member living in the year 1984 except for his dislike of all that the Party stands for and distrust of its message. Of course, these qualities, questioning of authority and subtle disloyalty to unfair persecutors, are considered good by the public today. In the book however, these abilities were destroyed, smothered, and obliterated through careful means, and anyone having them was branded insane, dangerous, and antisocial. Thus, the author creates an immediate bond between us and the suffering main character by showing a little person vs. Big Brother (Blair being the first person to use the word). "The Thought Police would get him just the same. He had committed, even if he had never set pen to paper, the essential crime that c ontained all others in itself. Thoughtcrime, they called it. Thoughtcrime could not be concealed forever. You might dodge successfully for a while, even for years, but sooner or later they ware bound to get you" (Orwell 166).    This passage, particularly the final sentence, slowly builds up the reader's bond with Winston. He is being persecuted for being innocent, for thinking, and this persecution makes him seem all the more likable. The final, and perhaps most interesting part of Winston's development in 1984 is near the end of the novel.

A Study Of Depression And Relationships Essay -- essays research paper

A Study of Depression and Relationships A primary concern for Psychology research is depression. Depression affects a great deal of our population and many aspects of an individual's mental health and well-being. In my research of books, articles, and Internet pages on depression, I chose to base my paper mainly on a 1994 article of a study of depression, entitled Depression, Working Models of Others, and Relationship Functioning, by Katherine B. Carnelley, Paula R. Pietromonaco, and Kenneth Jaffe.   Ã‚  Ã‚  Ã‚  Ã‚  This study focuses on the idea that the type of care received in childhood, positive or negative, has a great effect on relationship functioning later in adulthood. But there are two links between child-rearing and relationship functioning: attachment style and depression. Both derive from the type of care received in childhood and affect relationship functioning, and both exert a reciprocal influence on each other in adulthood. The researchers of this study wanted to examine all the correlation's between type of care, attachment style, depression, and relationship functioning. They proposed a three part hypothesis: 1. A less positive childhood would result in an insecure attachment style and depression, 2. Depressives would exhibit a preoccupied or fearful style of attachment, and 3. attachment style would affect relationship functioning more than depression.   Ã‚  Ã‚  Ã‚  Ã‚  The research was conducted in two independent studies. The first study sampled 204 college women. Women were studied based on the very plausible assumptions that women are more susceptible to depression than men and relationships carry more significance with women than men. The women were screened using the Beck Depression Inventory, a popular method of testing consisting of 21 multiple choice questions to be administered by a clinician. The questions range in scope from feelings of sadness to loss of libido. From these results, a sample of 163 was taken: 73 whose scores indicated mild depression. From this point the researchers administered various inventories to assess the type of childhood care given, romantic attachment styles, and relationship functioning.   Ã‚  Ã‚  Ã‚  Ã‚  Depression appears to be the independent variable, because the sample was selected based on desired levels of depression. Once the distinction in levels of de... ...s is through hereditary. Almost 40-50 percent of the siblings of manic depressive's children also have a depression disorder. It is sometimes however hard to decipher between a normal teenager's mood swings, or a depression. People need to realize not to discriminate, and know that it is a treatable chemistry imbalance. If one's teenager is acting in a depressive state have them talk to a psychologist, and assure them nothing is wrong with them, and that it can only help.   Ã‚  Ã‚  Ã‚  Ã‚  I chose to do my research on this given that I am manic depressive. I had recently broken up in a relationship, and this research helped to satisfy some curiosities. With this research I realize how much I have been helped, and it helped to explain some of my personality traits. Someone who has manic depression should definitely go in for help, and should realize the risk of not. The research shows that the interaction between relationship functioning, depression, and attachment style are attributable to early childhood. In other words, an individual's experiences in his or her formative years can have lasting psychological effects, up to the most basic social functions in adulthood.

Impact of bollywod on society

Movies have been the source of entertainment from time unmemorable. This is considered as a family bonding time these days. Few enjoy watching movies at home as a family to save economy, and some people Like going to theatres as a family calling it a day to relax and having fun. In both ways movies are tools of relaxation. Is this the case or movies are tools that instigates violence, differences in societies, bring out sexual indecency in the very living room of houses?Allegorical stories, novels and movies can cause a huge revival and Inculcate revolutionary thoughts If the correct message Is conveyed In a right fashion and with implicitly that the uneducated and educated can be enlightened alike. Allegorical movies can help tremendously to make the point across. Most of the Indian movies have some theme and moral they have to convey to the public. They bring awareness to the people what in going on in the world. Not everyone is educated and this media Is a powerful tool to bring t o light things happening so that even the uneducated In a remote village knows about everything.Some movies talk about the social justice being denied to the poor, talking about the racial and caste rejoice people face everyday in life all around the world. Some historical movies bring to life the ancient history that is slowly fading away bringing out the beauty of the culture of different civilizations of the past. There are movies that talk about the evils Like child marriages, women being abused and treated badly by the male dominating world. He corruption In the government and higher authorities, the cover up of the companies not to let the public know about the inferior quality of their products or how they pollute the environment and the autocratic nature of the landlords. There are times when there was a huge revolution happening because the public started thinking and this big screen has huge Impact on how people voted In the elections also. Evils Like child sex traffic Is beautifully brought out along with the old practices and taboos of the societies that still exist in a country that talks about technology and growth.We come to know about the murders happening because of the dowry system, how women are abused at workplace, how there are child abuse in houses that are respected in society saying Just because people live in marble houses, soonest mean they do not have same struggles Like others do. How love is treated as crime in a culture where men and women are not allowed to talk and how this evil brings a male dominant society to always have a winning shot, while women have to stay submissive even if beaten up.How arranged marriages to strangers can cause pains and how adjustment in new place is a Herculean task and how a woman shows her strength to build her and her family with patience and love all these are shown delicately and powerfully saying being a house wife Is also a full UT how a man Juggles between his Job, and his family life and so me times how his sacrifices goes unnoticed all are shown in Indian movies impregnated with morals and principles. Thus movies bring out delicate things that are happening in the lives of people in a very artistic way.This is truth that many are fans of these heroes and heroines and every punch dialogues and message they send out becomes a Veda for the layman. Keeping this in mind if people make movies that channel these lives that look unto these artists as role models, there is sure to come a dramatic changes in their lives ND how they will face the world with goodness and positive attitudes. These movies can easily make or easily break the lives of those who are fascinated by movies and not take it as entertainment.Some movies also bring out the evils of terrorism, how a nation should stay strong and united and how hard work is always the essence of progress. ‘Evil never wins' is the theme in most of them. ?But it can also cause imitation of the violence and the thwarted min d can follow a movie and do the same evil to the society. What we say and what we try to convey should not drive them to take weapons but should make hem see that evil dies and those who take a weapon will die of that for sure.Of course it would not be complete if I do not mention about some movies that are produced for commercial purposes having some sexual content to it, fascinating dream and stunt scenes adding flavor to the movie, but still the themes could definitely convey a message holding some moral lesson. Revealing body and scanty clothing does not help the confused adolescent to keep calm, every one would have felt this way at one point of time, nothing to feel ashamed of this.But when these reportage the child to explore things, which he is not supposed to makes things more and more detrimental. It should also kept in mind, how movies are made and not include sexual content in movies that is family type ones. Unwanted double meaning dialogues and unwanted contents should be avoided no matter how much commerce it brings to the bank. I do believe if we use this powerful and double-edged tool correctly it would always be a great source of enlightenment and empowerment and many good messages can be sent to the world that would make the society a better one.

Against School essay

Rhetoric and Composition 1020 18 September 2012 Ask any student in public high school what they like and dislike about school. Odds are, they will say that what they enjoy most about school is the social interactions it allows them to take part in, and what they dislike about school is the classes. John Taylor Gatto, in â€Å"Against School: How Public Education Cripples our Kids, and Why,† discusses the reasons for such boredom in an in depth manner. Most of the time, nowadays, it is not the amount of work that they have developed a disliking for, it is the time that being in class wastes.Sitting in a class doing busy work is not something that interests people. The problem with schooling in this day in age, is that many of the students attending public schools are not being challenged and brought to their full potential. Teachers get bored of teaching and students get bored of doing work that is not going to benefit them in any way after they graduate high school. John Taylo r Gatto gives a brief summary of the history of schooling and a suggestion that, in order to better our children academically, teachers need to urge their students to take on the work that may seem more â€Å"grown up. Schooling first started taking off in the United States between 1905 and 1915. American adapted its idea of public schooling from the Prussians, much like other parts of its culture. John Taylor Gatto states that the three reasons schooling came about was â€Å"to make good people, to make good citizens, and to make each person his or her personal best. † In all reality, however, Gatto says that the worst thing taken from the Prussians was the schooling system. John Taylor Gatto brings about the question of â€Å"why is forced school necessary? The â€Å"six classes a day, five days a week, nine months out of the year. † He proves his point by saying that â€Å"two million homeschool students turned out just fine, along with many other names that Amer icans can recognize such as: George Washington, Benjamin Franklin, Thomas Jefferson, and Abraham Lincoln. † Gatto states that forced schooling only enforces a deadly routine. He also argues that while most people associate the term â€Å"success† with â€Å"schooling† there are many people who are just as successful as the next who have not had as much schooling as expected.He probes the questions: â€Å"why, then, do Americans confuse education with just such a system? What exactly is the purpose of our public schools? † John Taylor Gatto explains that we â€Å"so eagerly have adopted one of the very worst aspects of Prussian culture: an educational system deliberately designed to produce mediocre intellects, to hamstring the inner life, to deny students appreciable leadership skills, and to ensure docile and incomplete citizens—all in order to render the populace â€Å"manageable. † While schooling is provided to enhance the intellects, it really is only designed to create mediocre ones.Parents and students should not have to go through the schooling proccess if it is not going to push them to be their absolute best. Without the proper schooling, it is harder for anyone to begin a career. Gatto explains that teachers do not guide their students to reach their full potential, but rather just give them the information to reach it. Whether they choose to strive for excellence is their choice, but teachers in this century do not push them towards their goals. Ultimately, teachers need to care more about their students futures and academic success.Next, John Taylor Gatto introduces the logistics of public schooling and the actual purpose of forced schooling in six basic functions. These functions are â€Å"the adjustive or adaptive function† which establishes reactions to authority. Teachers have the ability to teach their children to do anything, whether that is to learn or to do reckless things. Children look up to the teachers because they know that they are superior to them, therefore they react and respond to everything they say and do. It is difficult for parents to send their children to school because they are putting their trust in adults they have never met.Within forced schooling, it is likely that students and teachers disagree, and even more likely that a parent will intervene when they do not feel as if the teacher is responding adequately to the students needs. The second function is the â€Å"integrating† function. The schooling system is the definition of conformity. Children come to school everyday at the same time and preform almost identical basic functions in each classroom. They are taught when to talk, when to learn, when to eat, when to socialize, and they all listen and do what they are told and what is normal for them.Students see how other people are acting to certain situations, and then mimic those actions to blend in with the rest of the school. The  "diagnostic and directive† function deals with social roles. During their schooling, children realize what role they play and where they fit in socially. Specifically, high school is the institution where students realize the kind of people they are and what groups they will belong to, what friends they will have, and what everyone else will think of them. The â€Å"differentiating† function sorts the students according to their role and they are only taught as far as they can be as a group and no further.Gatto states here that this undermines the purpose of pushing students to their personal best. The â€Å"selective† function is exactly what it sounds like – selection, like Darwinism. If a student falls short of academic expectations, they receive poor grades and other punishments. The purpose of school is to enrich the students minds, and if they cannot do what is expected of them, they do not receive the benefits of those who do. The final function is the â€Å"propaedeutic† function. This function states that ultimately some of the students who attend school for the full twelve years will cary out the roles of authority some day.Ultimately what John Taylor Gatto argues throughout this essay, is the idea that boredom derives from the source. If a student is bored, it is because he or she is not doing anything the excite themselves, and same goes for the teachers. He suggests that in order to improve the lives of both, teachers need to introduce harder materials to the students. Not only will it keep them occupied and far from boredom, it will encourage them to reach beyond what is easy. Work Cited Gatto, John Taylor. â€Å"Against School: How Public Education Cripples our Kids, and Why. † Harper’s Magazine. Sep. 2003: 33-38. Print.