Negative Effects of War Essay Example for Free

Negative Effects of War Essay In â€Å"How to Tell a True War Story,† Tim O’Brien presents many themes within his story. One major theme is the negative effects of war on a soldier. Many situations arise in the story that bring out the theme to make it easy to understand for the reader. The effects of war can be very harmful to a soldier’s life, and he or she can be scarred forever. When Bob Kiley’s friend, Curt Lemon, dies at the beginning of the story, Kiley takes the time to write Lemon’s sister. He wrote about what a good guy Lemon was and the many adventures that he took. Kiley explained that Lemon was a dare devil and a soldier that loved what he did. Bob Kiley did not have to write to his friend’s sister at all, but he did it out of kindness. He poured his heart out into the letter because he wanted his friend’s sister to understand what a great guy he was. O’Brien’s narrator tells the reader that, â€Å"[h]e says he loved the guy. He says the guy was his best friend in the world. They were like soul mates, he says, like twins or something, they had a whole lot in common† (O’Brien 347). Kiley went into detail about some events, but he wanted this girl to know everything. He sent the letter and he waited for two months for one in return. She never sent Bob Kiley a letter back and he got upset. The negative effects of war made him go into detail about the story and that may have made the sister not write him. When a soldier sends a letter to someone, all they want is one in return. It makes them feel good when they know someone is at home thinking about them too. War can make a soldier feel alone and having someone to write to can make them feel wanted. Kiley felt alone and used when he did not get a letter in return. He wrote the letter out of kindness and all he wanted was a thank you from the girl. If she would have sent Kiley a letter in return he would have felt better about himself. When Curt Lemon died, the story portrays his death three different times. Each time his death is told it is told in different ways. Curt Lemon’s death was caused by a booby-trap buried in the ground. The story portrays him floating into the sunlight through the trees. The negative effects of war can cause soldiers to remember someone’s death in detail. They remember him being blown into pieces as he was killed. Remembering vivid details about someone else’s death can cause disturbing flashbacks in a soldier’s life. The death of Curt Lemon caused Bob Kiley to take out his frustration on a baby water buffalo. When they stopped to rest for the night Kiley takes an unexpected turn and shoots the buffalo in the leg. He continuously tortures the animal, as the others soldiers watch in disbelief. O’Brien’s narrator tells the reader that, â€Å"[t]he whole platoon stood there watching, feeling all kinds of things, but there wasn’t a great deal of pity for the baby water buffalo† (O’Brien 352). The buffalo takes the torture and never reacts. The negative effects of war caused Bob Kiley to do something that no one could ever believe doing. He lost his best friend, so he took his pain out on the water buffalo. Any soldier in their right mind would have enough sense not to kill an animal, but the negative effects of war can change people. Kiley will never be the same because of the things he had to endure during his time of duty. War can change a soldier in many ways. They may go home and never be the same as before they left. Often, soldiers will tell stories, but they will not be entirely true. O’Brien’s narrator tells the reader that, â€Å"[i]n war you lose your sense of the definite, hence your sense of truth itself, and therefore it’s safe to say that in a true war story nothing much is ever very true† (O’Brien 354). The negative effects of war can be very harmful to a soldier’s life.

Diphtheria (corynebacterium Diphtheriae) :: essays research papers

Diphtheria (Corynebacterium diphtheriae) Corynebacteria are Gram-positive, aerobic, nonmotile, rod-shaped bacteria related to the Actinomycetes. They do not form spores or branch as do the actinomycetes, but they have the characteristic of forming irregular shaped, club-shaped or V-shaped arrangements in normal growth. They undergo snapping movements just after cell division which brings them into characteristic arrangements resembling Chinese letters. The genus Corynebacterium consists of a diverse group of bacteria including animal and plant pathogens, as well as saprophytes. Some corynebacteria are part of the normal flora of humans, finding a suitable niche in virtually every anatomic site. The best known and most widely studied species is Corynebacterium diphtheriae, the causal agent of the disease diphtheria. History and Background No bacterial disease of humans has been as successfully studied as diphtheria. The etiology, mode of transmission, pathogenic mechanism and molecular basis of exotoxin structure, function, and action have been clearly established. Consequently, highly effective methods of treatment and prevention of diphtheria have been developed. The study of Corynebacterium diphtheriae traces closely the development of medical microbiology, immunology and molecular biology. Many contributions to these fields, as well as to our understanding of host-bacterial interactions, have been made studying diphtheria and the diphtheria toxin. Hippocrates provided the first clinical description of diphtheria in the 4th century B.C. There are also references to the disease in ancient Syria and Egypt. In the 17th century, murderous epidemics of diphtheria swept Europe; in Spain "El garatillo" (the strangler"), in Italy and Sicily, "the gullet disease". In the 18th century, the disease reached the American colonies and reached epidemic proportions in 1735. Often, whole families died of the disease in a few weeks. The bacterium that caused diphtheria was first described by Klebs in 1883, and was cultivated by Loeffler in 1884, who applied Koch's postulates and properly identified Corynebacterium diphtheriae as the agent of the disease. In 1884, Loeffler concluded that C. diphtheriae produced a soluble toxin, and thereby provided the first description of a bacterial exotoxin. In 1888, Roux and Yersin demonstrated the presence of the toxin in the cell-free culture fluid of C. diphtheriae which, when injected into suitable lab animals, caused the systemic manifestation of diphtheria. Two years later, von Behring and Kitasato succeeded in immunizing guinea pigs with a heat-attenuated form of the toxin and demonstrated that the sera of immunized animals contained an antitoxin capable of protecting other susceptible animals against the disease. This modified toxin was suitable for immunizing animals to obtain antitoxin but was found to cause severe local reactions in humans and could not be used as a vaccine. In 1909, Theobald Smith, in the U.S., demonstrated that diphtheria toxin

Destined to Fail :: Free Essays Onlinevv

Destined to Fail Imagine having to wake up every morning and going to a broken down old building for seven hours a day. In the building you complete the same tasks which are easier in other buildings five minutes away, but since yours is poor it is difficult to, if at all, complete these tasks. The outlook is so bleak that it almost seems as if you are destined to fail. For children in Camden, New Jersey this is school. Students in Camden are faced with an obvious, appalling educational disadvantage when viewed against suburban schools, such as in Cherry Hill which are only five minutes away. The crux of the problem with the Camden public schools is the impoverished state in which it is forced to educate its children. The main cause for the destitution in the Camden public schools is the serious lack of funds for educational materials including those for school facilities. The schools are in such dire straits that most do not have the necessary materials with which to teach. Students at times do not even have their own textbooks and science labs lack the necessary equipment to teach lessons properly. If a student is lucky enough to receive a textbook it is either outdated, falling apart, or at the incorrect level of learning. In one Camden school, eleventh grade history class is taught from an eighth grade history text, (Kozol 152). This unfortunate condition applies not only to school supplies but also to the school itself. School facilities are in a state of trouble, many are falling apart or have serious problems which inhibit learning. In one of the Camden high schools, the malfunctioning heating system not only makes the building extremely hot all year round, but also melted approximately forty of the fifty computers in a lab, (Kozol 149). Is this the proper environment for education? Would you want to go to a school like this? Disadvantages such as these do not provide a proper atmosphere or environment conducive to learning. They also add a number of components to the problem of the lack of funds and increase the students' feeling that they are destined to fail. The lack of proper educational materials prevents students from learning. Since it prevents students from passing state mandated tests which control funding, they have to spend approximately eight months of the school year, usually in high school, preparing for these exams.

Pygmalion Essay

Het verhaal draait om professor Henry Higgins, een deskundige op het gebied van fonetiek en het eenvoudige Cockney sprekende bloemenverkoopstertje Eliza Doolittle. Higgins gaat een weddenschap aan met zijn vriend kolonel Pickering dat hij erin zal slagen om Eliza in korte tijd niet alleen perfect Engels te leren maar haar ook de gangbare etiquette in de hogere kringen eigen te maken. Hij slaagt uiteindelijk in zijn opzet, maar tijdens het proces is Eliza zodanig geemancipeerd geraakt, dat zij aangeeft niet langer afhankelijk te zijn van Higgins en haar eigen weg te kunnen gaan. Pygmalion is a 1912 play by George Bernard Shaw, named after a Greek mythological character. Professor of phonetics Henry Higgins makes a bet that he can train a bedraggled Cockney flower girl, Eliza Doolittle, to pass for a duchess at an ambassador’s garden party by teaching her to assume a veneer of gentility, the most important element of which, he believes, is impeccable speech. The play is a sharp lampoon of the rigid British class system of the day and a commentary on women’s independence. In ancient Greek mythology, Pygmalion fell in love with one of his sculptures that came to life and was a popular subject for Victorian era English playwrights, including one of Shaw’s influences, W. S. Gilbert, who wrote a successful play based on the story in 1871, called Pygmalion and Galatea. Shaw also would have been familiar with the burlesque version, Galatea, or Pygmalion Reversed. Shaw’s play has been adapted numerous times, most notably as the musical My Fair Lady and the film of that name. Plot Shaw was conscious of the difficulties involved in staging a complete representation of the play. Acknowledging in a â€Å"Note for technicians† that such a thing would only be possible â€Å"on the cinema screen or on stages furnished with exceptionally elaborate machinery†, he marked some scenes as candidates for omission if necessary. Of these, a short scene at the end of Act One in which Eliza goes home, and a scene in Act Two in which Eliza is unwilling to undress for her bath, are not described here. The others are the scene at the Embassy Ball in Act Three and the scene with Eliza and Freddy in Act Four. Neither the Gutenberg edition referenced throughout this page nor the Wikisource text linked below contain these sequences. Act One[edit] ‘Portico of Saint Paul’s Church (not Wren’s Cathedral but Inigo Jones Church in Covent Garden vegetable market)’ – 11. 15p. m. A group of people are sheltering from the rain. Among them are the Eynsford-Hills, superficial social climbers eking out a living in â€Å"genteel poverty†, consisting initially of Mrs. Sanford-Hill and her daughter Clara. Clara’s brother Freddy enters having earlier been dispatched to secure them a cab (which they can ill-afford), but being rather timid and faint-hearted he has failed to do so. As he goes off once again to find a cab, he bumps into a flower girl, Eliza. Her flowers drop into the mud of Covent Garden, the flowers she needs to survive in her poverty-stricken world. Shortly they are joined by a gentleman, Colonel Pickering. While Eliza tries to sell flowers to the Colonel, a bystander informs her that a man is writing down everything she says. The man is Henry Higgins, a professor of phonetics. Eliza worries that Higgins is a police officer and will not calm down until Higgins introduces himself. It soon becomes apparent that he and Colonel Pickering have a shared interest in phonetics; indeed, Pickering has come from India to meet Higgins, and Higgins was planning to go to India to meet Pickering. Higgins tells Pickering that he could pass off the flower girl as a duchess merely by teaching her to speak properly. These words of bravado spark an interest in Eliza, who would love to make changes in her life and become more mannerly, even though, to her, it only means working in a flower shop. At the end of the act, Freddy returns after finding a taxi, only to find that his mother and sister have gone and left him with the cab. The streetwise Eliza takes the cab from him, using the money that Higgins tossed to her, leaving him on his own. Act Two[edit] Higgins’ – Next Day. As Higgins demonstrates his phonetics to Pickering, the housekeeper, Mrs. Pearce, tells him that a young girl wants to see him. Eliza has shown up, because she wishes to talk like a lady in a flower shop. She then tells Higgins that she will pay for lessons. He shows no interest in her, but she reminds him of his boast the previous day. Higgins claimed that he could pass her for a duchess. Pickering makes a bet with him on his claim, and says that he will pay for her lessons if Higgins succeeds. She is sent off to have a bath. Mrs. Pearce tells Higgins that he must behave himself in the young girl’s presence. He must stop swearing, and improve his table manners. He is at a loss to understand why she should find fault with him. Then Alfred Doolittle, Eliza’s father, appears with the sole purpose of getting money out of Higgins. He has no interest in his daughter in a paternal way. He sees himself as a member of the undeserving poor, and means to go on being undeserving. He has an eccentric view of life, brought about by a lack of education and an intelligent brain. He is also aggressive, and when Eliza, on her return, sticks her tongue out at him, he goes to hit her, but is prevented by Pickering. The scene ends with Higgins telling Pickering that they really have got a difficult job on their hands. Act Three[edit] Mrs. Higgins’ drawing room. Higgins bursts in and tells his mother he has picked up a â€Å"common flower girl† whom he has been teaching. Mrs. Higgins is not very impressed with her son’s attempts to win her approval because it is her ‘at home’ day and she is entertaining visitors. The visitors are the Eynsford-Hills. Higgins is rude to them on their arrival. Eliza enters and soon falls into talking about the weather and her family. Whilst she is now able to speak in beautifully modulated tones, the substance of what she says remains unchanged from the gutter. She confides her suspicions that her aunt was killed by relatives, and mentions that gin had been â€Å"mother’s milk† to this aunt, and that Eliza’s own father was always more cheerful after a good amount of gin. Higgins passes off her remarks as â€Å"the new small talk†, and Freddy is enraptured. When she is leaving, he asks her if she is going to walk across the park, to which she replies, â€Å"Walk? Not bloody likely! (This is the most famous line from the play, and, for many years after the play’s debut, use of the word ‘bloody’ was known as a pygmalion; Mrs. Campbell was considered to have risked her career by speaking the line on stage. [7]) After she and the Eynsford-Hills leave, Henry asks for his mother’s opinion. S he says the girl is not presentable and is very concerned about what will happen to her, but neither Higgins nor Pickering understand her thoughts of Eliza’s future, and leave feeling confident and excited about how Eliza will get on. This leaves Mrs. Higgins feeling exasperated, and exclaiming, â€Å"Men! Men!! Men!!! † Act Four[edit] Higgins’ home – The time is midnight, and Higgins, Pickering, and Eliza have returned from the ball. A tired Eliza sits unnoticed, brooding and silent, while Pickering congratulates Higgins on winning the bet. Higgins scoffs and declares the evening a â€Å"silly tomfoolery†, thanking God it’s over and saying that he had been sick of the whole thing for the last two months. Still barely acknowledging Eliza beyond asking her to leave a note for Mrs. Pearce regarding coffee, the two retire to bed. Higgins returns to the room, looking for his slippers, and Eliza throws them at him. Higgins is taken aback, and is at first completely unable to understand Eliza’s preoccupation, which aside from being ignored after her triumph is the question of what she is to do now. When Higgins does understand he makes light of it, saying she could get married, but Eliza interprets this as selling herself like a prostitute. â€Å"We were above that at the corner of Tottenham Court Road. † Finally she returns her jewellery to Higgins, including the ring he had given her, which he throws into the fireplace with a violence that scares Eliza. Furious with himself for losing his temper, he damns Mrs. Pearce, the coffee and then Eliza, and finally himself, for â€Å"lavishing† his knowledge and his â€Å"regard and intimacy† on a â€Å"heartless guttersnipe†, and retires in great dudgeon. Eliza roots around in the fireplace and retrieves the ring. Act Five[edit] Mrs. Higgins’ drawing room, the next morning. Higgins and Pickering, perturbed by the discovery that Eliza has walked out on them, call on Mrs. Higgins to phone the police. Higgins is particularly distracted, since Eliza had assumed the responsibility of maintaining his diary and keeping track of his possessions, which causes Mrs. Higgins to decry their calling the police as though Eliza were â€Å"a lost umbrella†. Doolittle is announced; he emerges dressed in splendid wedding attire and is furious with Higgins, who after their previous encounter had been so taken with Doolittle’s unorthodox ethics that he had recommended him as the â€Å"most original moralist in England† to a rich American founding Moral Reform Societies; the American had subsequently left Doolittle a pension worth three thousand pounds a year, as a consequence of which Doolittle feels intimidated into joining the middle class and marrying his missus. Mrs. Higgins observes that this at least settles the problem of who shall provide for Eliza, to which Higgins objects — after all, he paid Doolittle five pounds for her. Mrs. Higgins informs her son that Eliza is upstairs, and explains the circumstances of her arrival, alluding to how marginalised and overlooked Eliza felt the previous night. Higgins is unable to appreciate this, and sulks when told that he must behave if Eliza is to join them. Doolittle is asked to wait outside. Eliza enters, at ease and self-possessed. Higgins blusters but Eliza isn’t shaken and speaks exclusively to Pickering. Throwing Higgins’ previous insults back at him (â€Å"Oh, I’m only a squashed cabbage leaf†), Eliza remarks that it was only by Pickering’s example that she learned to be a lady, which renders Higgins speechless. Eliza goes on to say that she has completely left behind the flower girl she was, and that she couldn’t utter any of her old sounds if she tried — at which point Doolittle emerges from the balcony, causing Eliza to relapse totally into her gutter speech. Higgins is jubilant, jumping up and crowing over her. Doolittle explains his predicament and asks if Eliza will come to his wedding. Pickering and Mrs. Higgins also agree to go, and leave with Doolittle with Eliza to follow. The scene ends with another confrontation between Higgins and Eliza. Higgins asks if Eliza is satisfied with the revenge she has wrought thus far and if she will now come back, but she refuses. Higgins defends himself from Eliza’s earlier accusation by arguing that he treats everyone the same, so she shouldn’t feel singled out. Eliza replies that she just wants a little kindness, and that since he will never stoop to show her this, she will not come back, but will marry Freddy. Higgins scolds her for such low ambitions: he has made her â€Å"a consort for a king. † When she threatens to teach phonetics and offer herself as an assistant to Nepommuck, Higgins again loses his temper and promises to wring her neck if she does so. Eliza realises that this last threat strikes Higgins at the very core and that it gives her power over him; Higgins, for his part, is delighted to see a spark of fight in Eliza rather than her erstwhile fretting and worrying. He remarks â€Å"I like you like this†, and calls her a â€Å"pillar of strength†. Mrs. Higgins returns and she and Eliza depart for the wedding. As they leave Higgins incorrigibly gives Eliza a number of errands to run, as though their recent conversation had not taken place. Eliza disdainfully explains why they are unnecessary, and wonders what Higgins is going to do without her. Higgins laughs to himself at the idea of Eliza marrying Freddy as the play ends. Ending[edit] Pygmalion was the most broadly appealing of all Shaw’s plays. But popular audiences, looking for pleasant entertainment with big stars in a West End venue, wanted a â€Å"happy ending† for the characters they liked so well, as did some critics. [8] During the 1914 run, to Shaw’s exasperation but not to his surprise, Tree sought to sweeten Shaw’s ending to please himself and his record houses. [9] Shaw returned for the 100th performance and watched Higgins, standing at the window, toss a bouquet down to Eliza. â€Å"My ending makes money, you ought to be grateful,† protested Tree. â€Å"Your ending is damnable; you ought to be shot. [10][11] Shaw remained sufficiently irritated to add a postscript essay, â€Å"‘What Happened Afterwards,†[12] to the 1916 print edition for inclusion with subsequent editions, in which he explained precisely why it was impossible for the story to end with Higgins and Eliza getting married. He continued to protect the play’s and Eliza’s integrity by protecting the last scene. For at least some performances during the 1920 revival, Shaw adjusted the ending in a way that underscored the Shavian message. In an undated note to Mrs.  Campbell he wrote, When Eliza emancipates herself — when Galatea comes to life — she must not relapse. She must retain her pride and triumph to the end. When Higgins takes your arm on ‘consort battleship’ you must instantly throw him off with implacable pride; and this is the note until the final ‘Buy them yourself. ‘ He will go out on the balcony to watch your departure; come back triumphantly into the room; exclaim ‘Galatea! ‘ (meaning that the statue has come to life at last); and — curtain. Thus he gets the last word; and you get it too. 13] (This ending is not included in any print version of the play. ) Shaw fought uphill against such a reversal of fortune for Eliza all the way to 1938. He sent the film’s harried producer, Gabriel Pascal, a concluding sequence which he felt offered a fair compromise: a romantically-set farewell scene between Higgins and Eliza, then Freddy and Eliza happy in their greengrocery/flower shop. Only at the sneak preview did he learn that Pascal had shot the â€Å"I washed my face and hands† conclusion, to reassure audiences that Shaw’s Galatea wouldn’t really come to life, after all.

Filipino Children’s Uses of the Internet and Mobile Phone Essay

I. STATEMENT OF THE PROBLEM How do Filipino children integrate the Internet and mobile phone into their everyday life and peer and family relationships? This study is a response to a suggestion by Sonia Livingstone (2003) to investigate further children’s relationships in the new media environment. It also seeks to address the lack of empirical studies on Filipino children’s engagements with and in the new media, specifically the Internet and mobile phone. Why children? As children become more exposed to new media through school and Home, it is important to investigate how they use and appropriate these technologies in their everyday life. Do these technologies allow for continuity or change in children’s experience of leisure, school, peer and family relationships? II. HYPOTHESIS No stated hypothesis in the study. III. RESEARCH METHOD III.a Research Design Since the objective is to identify, describe and explain children’s activities in the new media environment and how they use these technologies, a qualitative design was employed for the study. This approach allows us to probe further into the contextual realm of children’s engagements with and in the new media. III.b Instrument Data were gathered through a depth interview guide, which allowed respondents to narrate and explain their uses of the Internet and mobile phone as well as their relationships online. The following are the concepts investigated and the corresponding questions: a. Access and Usage of the Mobile Phone/Internet 1. How did you come to own one? Why? 2. How long have you been using a mobile phone? 3. How often do you use the phone? 4. Where do you have Internet access? Why? 5. How often do you use the Internet? Why? b. Uses and Contexts of the Mobile Phone 1. What do you do with your cell phone? Why? 2. What types of messages do you send? Why? IV. CONCLUSION Acknowledging the lack of empirical studies on children and new media, this study asked how a sample of Filipino children integrated new media into their everyday lives and in their relationships with peers and family members. It sought to understand the uses of the Internet and mobile phone in the context of home (family life), school, and leisure activities of children. A contextual approach to the use of new media looks at how these technologies are incorporated into everyday routines and acknowledges how values and social practices influence new media uses. By comparing Internet and mobile phone uses, this preliminary study sought to ascertain the  meanings of these two different but related media among Filipino children. Data suggested that the contexts of family, school, and leisure defined the uses of the new media. The Internet was used mainly for information seeking related to school and interests, relational maintenance (friends and relatives) and leisure. On the other hand, the mobile phone was used for coordinating day-to-day practicalities, relational maintenance among family members and peers, and was deployed by parents as a means to monitor their children’s whereabouts and activities. In turn participants construed the medium as an extension of parental presence. The study also probed into family and peer relationships of participants in the new media environment. The goal was to provide evidence that would support or contradict opinion regarding the potential of the medium as an environment where social relations are created or maintained. Findings suggested that the media were used primarily to maintain the participants’ existing social networks rather than creating new ones. Rarely was the medium used to create new relations. It is important to note that existing relational dynamics in the family largely influence interactions on the mobile phone. Although the phone provided accessibility, it was not a guarantee in improving relations between parents and children, and among siblings. IV. ANALYSIS The obvious change is the accessibility and convenience that these new media provide to facilitate information search and communication. The impact can be seen in the way children do research and regard reading books. As the study unveiled, participants tended to spend less time in the library and get their material instead online, where information is easily copied. The ways school children do research on the Internet could be investigated in future studies. This finding also suggests a need to emphasize critical media literacy among young people that would train them to be critical consumers and users of online information. Almost all of the Filipinos of today are well-oriented when it comes to latest gadgets and its uses, especially the adolescents who used this in almost all of the time. However, there is a big problem when it comes to the â€Å"proper† use of technology. Some Filipinos tend to be abusing the true  essence of technology. Some used it for cyber bullying and any sort of crime related to this. Accessibility does not necessarily alter existing social and cultural practices; for example, participants tended to communicate more within their network of relations. Indeed for this sample of children, Filipino family and peer relational dynamics still find their way in the new media environment. V. REFERENCES Bakardjieva, M. and Smith, R. (2001). The internet in everyday life. New Media and Society. 3 (1): 67-83. Jones, S. (1995). Community in the information age. In S. E. Jones [Ed.]. Cybersociety: Computer Mediated Communication and Community. London: Sage. Leung, L. & Wei, R. (2000). More than just talk on the move: Uses and gratifications of the cellular phone. Journalism and Mass Communication Quarterly. 77 (2): 308-320. Lievrouw, L. & Livingstone, S. (2002). Handbook of New Media: Social Shaping and Consequences of ICTs. London: Sage. Livingstone, S. & Bovill, M. (1999). Young people, new media. Report of the Research Project. Children, young people and the changing media environment. London School of Economics and Political Science. Available: http://www.lse.ac.uk/collections/media@lse/whosWho/soniaLivingstonePublications3.htm Livingstone, S. (2002). Children’s Use of the Internet: A Review of Research Literature. National Children’s Bureau. Available: http://www.ncb.org.uk/publications/publication Livingstone, S. (2003). Children’s use of the internet: reflections on the emerging research agenda. New Media and Society. 5 (2): 147-166. http://www.amic.org.sg/Resources/Research_Materials/Media_Youth_and_Children/Filipino%20Children%20Uses%20of%20the%20Internet%20and%20Mobile%20Phone.pdf

Innocence of Liesel Meminger Essay

Innocence is something that all of us know and relish. It is something sweet and peaceful that we all deem precious. In the novel ‘The Book Thief’, one little girl possesses this trait, in a very surprisingly place. In the heart of Nazi Germany, Liesel Meminger’s innocence is easily distinguished. In the story, Liesel Meminger is forced to adapt to a new family and environment due to her past traumatic experiences. Throughout part one of the book, Liesel shows her juvenility on numerous occasions shown by her interactions with others, in what she says, and through her attitudes. Rosa Hubermann was walking around their neighborhood to show Liesel her job, collecting clothes from the wealthy to iron. Upon arrival at a house, Rosa Hubermann told Liesel, â€Å"‘You go.’ Liesel was horrified. A giant brown door with a brass knocker stood atop a small flight of steps. ‘What?’ Mama shoved her ‘Don’t you ‘What’ me, saumensch. Move it.’† (The Book Thief, Hardcover Pg.42) This shows that Liesel is juvenile because she is terrified at her mama’s orders even though the job is simply to collect clothing. Also, she was in such disbelief at her mama’s decision when she was forced to retrieve the clothing because she never thought her new mama would put her in a position to bring her tremendous discomfort. Liesel is performing her usual routine, cleaning the spat saliva off the front porch from the mouth of Frau Holtzapfel. â€Å"†¦once in a while some stars had the nerve to rise and float, if only for a few minutes. On those nights, she would stay a little longer and wait. ‘Hello, stars.’† (The Book Thief, Hardcover Pg.45) Due to Liesel’s young imagination, she takes the time to converse with the stars. Any adult would not even regard the stars let alone talk to them because they have lost the innocence found in childhood, but Liesel is different and takes the time to do such things. Still in disbelief of her brother’s recent death, she is on her knees at her brother’s icy cold grave, digging in denial. â€Å"Somewhere in all the snow, she could see her broken heart, in two pieces.† (The Book Thief Hardcover Pg.24) This shows how Liesel is innocent because when all she loves is seized in that graveyard she is lost and does not know what to do. It was the cold graveyard, the thought of her mom leaving her forever in the midst of her younger brother’s death that overwhelmed Liesel to a broken heart. The Book Thief by Markus Zusak is important to read because it reveals something special in an very unexpected place. Germans who lived in Nazi Germany are still to this day commonly stereotyped as being ruthless and hate filled. Liesel has given a previously unseen perspective of these times, a look through the eyes of an innocent child that knows nothing of bitter hatred and antagonism. This is all easily perceived through her interactions with other characters , her own dialogue, and attitudes.

Reply2 Essay Example | Topics and Well Written Essays - 250 words

Reply2 - Essay Example For example, Adolescents Training and Learning to Avoid Steroids (ATLAS) has received numerous awards for delaying the age of drinking and reducing alcohol abuse, as well as reducing the number of substance-related consequences and experiences (Goldberg et al., 2000). In essence, ATLAS provides adolescents with healthy sports nutrition, which provide a strength-building alternative to illegal drugs, alcohol, and other harmful substances. I would like to add that community health nurses integrate community knowledge and involvement concerning a population on three levels: clinical understanding of the illness experience of individual patients, personal understanding, and the families in the population (Hebda & Czar, 2013). The community health nurses communicate the illness and health experiences of individuals and families in vulnerable populations, and educate members of the target community to express their health issues. Most importantly, the nurses pass down their knowledge from health studies to individuals and vulnerable groups through advocacy, programs, and other interventions. Sex education, birth control, conflict resolution, and anger management programs are very important. In most schools, they fall under the peer counselor’s office. Perhaps high schools and education bodies should consult community health nurses while developing their guidance and counselling models. According to Border & Drury (1992), school counselling interventions considerably influence student’s personal and educational development. The idea of consulting CDC. American Association and the Florida government is brilliant. This will ensure that the programs and interventions are synced with statewide efforts to prevent substance abuse, violence, and pregnancy in high school students. Goldberg, L. et al. (2000). The adolescents training and learning to avoid steroids program: Preventing use and promoting health behaviors. Archives of Pediatrics and Adolescent