To Become a Penguin Essay

To Become a Penguin Essay To Become a Penguin Essay A Bird’s Metamorphosis Glamodous the god who was in charge of making the animals metamorphose into beautiful creatures was in need of new jewels for his upcoming arranged marriage for his daughter Penguinity. Glamodous had no luck into finding the types of jewels Penguinity wanted he began to gather around all the animals around his luxurious palace to have a contest into finding the perfect husband for his beloved daughter. Birds came and went. One of the leaders of the bird pact came and confessed to him that with his bravery he would be able to find all the jewels that ever existed. With so much courage and assurance Glamodous was convinced that he would be the man for his daughter. He sent him off to his mission into seeking his jewels. Glamodous told him that his name would be Brave and if he came back he would allow him to marry his daughter and would allow him to be a terrestrial/aquatic type of animal. With so much at stake Brave proclaimed he was ready for the prize. As he flew all over to see any shiny objects from up above he saw nothing. He flew day and night his wings got tired after a few days he decided to land into the sand of a deserted island dug around to see if any jewels would shine through the sand grains. Finding only pearls he was happy and ready to return back to the Glamodous palace. When he returned with the pearls Glamodous was not very impressed neither was Pengunity, Glamodous told him that the jewels were not shiny enough neither were they worthy of his daughter. He kept his word for he gave him the ability to be able to swim, but told him he was not the right one for his daughter. Brave with much disappointment left his palace. He told the pact that Glamodous was a fool for not seeing he was the best she could ever get. When the other birds heard what their leader said they were excited to be the ones to go try again. The ugliest, weakest one of the birds went on his way to Glamodous’ palace on his way there he found Penguinity, he day dreamed that he would be the one Penguinity would marry. She looked at him and she with much disgust looked away rushing her way off to her way. When the ugly, weak bird got to the palace. Glamodous looked at him with disappointment. He laughed and told him to find something else to dream about. After inspecting his ugly black body he told him there was no way he would be able to find any pretty jewels. Glamodous named him Fugly and told him to get out of his sight. Being the weakest one out

Biography of Emmett Till, Victim of Lynching

Biography of Emmett Till, Victim of Lynching Emmett Till (July 25, 1941–August 21, 1955) was 14 years old when two white Mississippians killed him for allegedly whistling at a white woman. His death was brutal, and his killers acquittal shocked the world. His lynching galvanized the civil rights movement as activists dedicated themselves to ending the conditions that had led to Tills death. Fast Facts: Emmet Till Known For: 14-year-old victim of lynching whose death galvanized the civil rights movementAlso Known As:  Emmett Louis TillBorn:  July 25, 1941 in Argo, IllinoisParents: Mamie Till-Mobley and Louis TillDied:  August 21, 1955 in Money, MississippiNotable Quote about Emmet Till: I thought about Emmett Till, and I could not go back. My legs and feet were not hurting, that is a stereotype. I paid the same fare as others, and I felt violated. I was not going back. –Rosa Parks Early Childhood Emmett Louis Till was born on July 25, 1941, in Argo, Illinois., a town outside of Chicago. Emmetts mother Mamie left his father, Louis Till, while he was still a baby. In 1945, Mamie Till received word that Emmetts father had been killed in Italy. She did not learn of the exact circumstances until after Emmetts death, when Mississippi Senator James O. Eastland, in an effort to reduce sympathy for Emmets mother, revealed to the press that he had been executed for rape. In her book, Death of Innocence: The Story of the Hate Crime That Changed America, Tills mother Mamie Till-Mobley, recounts her sons childhood. He spent his early years surrounded by a large family. When he was 6 years old, he contracted polio. Though he recovered, it left him with a stutter that he struggled to overcome throughout his youth. Childhood Mamie and Emmett spent some time in Detroit but moved to Chicago when Emmett was around 10. She had remarried at this point but left her husband when she learned of his infidelity. Mamie Till describes Emmett as adventurous and independent-minded even when he was a young child. An incident when Emmett was 11 also reveals his courage.  Mamies estranged husband came by their home and threatened her. Emmett stood up to him, grabbing a butcher knife to defend his mother if necessary. Adolescence By his mothers account, Emmett was a responsible young man as a preteen and teenager. He often took care of the house while his mother was at work. Mamie Till called her son meticulous. He was proud of his appearance and figured out a way to steam his clothes on the radiator. But he also had time for fun. He loved music and enjoyed dancing. He had a strong group of friends back in Argo whom he would take the streetcar to see on the weekends. And, like all kids, he dreamed of his future. Emmett told his mother once that he wanted to be a motorcycle policeman when he grew up. He told another relative he wanted to be a baseball player. Trip to Mississippi Tills mothers family was originally from Mississippi and she still had family there, specifically an uncle, Mose Wright. When Till was 14, he went on a trip during his summer vacation to see his relatives there. Till had spent his entire life in or around Chicago and Detroit, cities that were segregated, but not by law. Northern cities like Chicago were segregated because of the social and economic consequences of discrimination. As such, they did not have the same sort of rigid customs relating to race that were found in the South. Emmetts mother warned him that the South was a different environment. She cautioned him to be careful and to humble himself to the whites in Mississippi if necessary. Accompanied by his 16-year-old cousin Wheeler Parker Jr., Till arrived in Money, Mississippi, on August 21, 1955. The Events Preceding Emmet Tills Brutal Murder On Wednesday, August 24, Till and seven or eight cousins went by Bryant Grocery and Meat Market, a white-owned store that mainly sold goods to the African-American sharecroppers in the area. Carolyn Bryant, a 21-year-old white woman, was working at the cash register while her husband, a trucker, was on the road. Emmett and his cousins were in the parking lot chatting, and Emmett, in a youthful boast, bragged to his cousins that he had a white girlfriend back in Chicago. What happened next is unclear. His cousins do not agree whether someone dared Emmett to go into the store and get a date with Carolyn. Emmett did, however, go into the store and purchased bubble gum. To what extent he attempted to flirt with Carolyn is also unclear. Carolyn changed her story on several occasions, suggesting at various times that he said, Bye, baby, made lewd comments, or whistled at her as he left the store. His cousins reported that he, in fact, whistled at Carolyn, and they left when she went to her car, apparently to get a gun. His mother suggests that he may have whistled in an attempt to overcome his stutter; he sometimes would whistle when he became stuck on a word. Whatever the context, Carolyn chose to keep the encounter from her husband, Roy Bryant. He learned of the incident from local gossip- a young African-American teenager apparently being so bold with a white woman was unheard of. Tills Murder At around 2 a.m. on August 28, Roy Bryant and his half-brother John W. Milam went to Wrights house and pulled Till out of bed. They kidnapped him, and local farmhand Willie Reed saw him in a truck with around six men (four whites and two African-Americans) at around 6 a.m. Willie was on his way to the store, but as he walked away he heard Tills screams. Three days later, a boy fishing in the Tallahatchie River 15 miles upstream from Money found Emmetts body. Emmett had been tied to a fan from a cotton gin that weighed around 75 pounds. He had been tortured before being shot. Till was so unrecognizable that his great-uncle Mose was only able to identify his body from the ring he was wearing (a ring that had belonged to his father). The Effect of Leaving the Casket Open Mamie was informed that her son had been found on September 1. She refused to go to Mississippi and insisted that her sons body be shipped to Chicago for burial. Emmetts mother made the decision to have an open-casket funeral so that everyone could see what they have done to my boy. Thousands came to see Emmetts badly beaten body, and his burial was delayed until September 6 to make room for the crowds. Jet  magazine, in its September 15 edition, published a photo of Emmetts battered body lying on a funeral slab.  The Chicago Defender  also ran the photo. Tills mothers decision to make public this photo galvanized African-Americans across the country, and his murder made the front page of newspapers all over the world. Scott Olson /  Getty Images The Trial Roy Bryants and J.W. Milams trial started on September 19 in Sumner, Mississippi. The two main witnesses for the prosecution, Mose Wright and Willie Reed, identified the two men as having been the ones to kidnap Till. The trial lasted five days, and the jury spent a little over an hour in deliberation, reporting that it took so long because they paused to have a soda. They acquitted Bryant and Milam. Immediate Protest Reaction Protest rallies took place in major cities across the country after the verdict. The Mississippi press reported that one even occurred in Paris, France. Bryant Grocery and Meat Market eventually went out of business. Ninety percent of its customers were African-American, and they boycotted the place. Confession On January 24, 1956, a magazine published the detailed confessions of Bryant and Milam, who reportedly received $4,000 for their stories. They admitted to killing Till, knowing that they could not be retried for his murder because of  double jeopardy. Bryant and Milam said they did it to make an example out of Till, to warn others of his kind to not come down to the South. Their stories solidified their guilt in the publics mind. In 2004, the U.S. Justice Department reopened the case of Tills murder, based on the idea that more men than just Bryant and Milam- who by that point had died- were involved in Tills murder. No further charges were filed, however. Legacy Rosa Parks  said of her refusal to move to the back of a bus (in the segregated South, the front of the bus was reserved for whites): I thought of Emmett Till, and I just couldnt go back. Parks was not alone in her sentiment. Many famous figures including Cassius Clay and Emmy Lou Harris describe this event as a turning point in their activism. The image of Tills battered body in his open casket served as a rallying cry for African-Americans who joined the  civil rights movement  to ensure there would be no more Emmett Tills. Sources Feldstein, Ruth.  Motherhood in Black and White: Race and Sex in American Liberalism, 1930-1965. Cornell University Press, 2000.Houck, Davis W. and Matthew A. Grindy.  Emmett Till and the Mississippi Press. University Press of Mississippi, 2008.Till-Mobley, Mamie and Christopher Benson.  Death of Innocence: The Story of the Hate Crime That Changed America. Random House, Inc., 2004.Waldrep, Christopher.  African Americans Confront Lynching: Strategies of Resistance from the Civil War to the Civil Rights Era. Rowman Littlefield, 2009.

Key Strengths Related to Potential Employment Options Essay - 181

Key Strengths Related to Potential Employment Options - Essay Example Civil engineering is a dynamic field with new information being introduced every day. It is important for a person in the field to focus on finding new information and employing them in becoming competitive in the job market. As a result, when I go to work in a particular place either on a voluntary program or internship, I try to learn from the experiences in the place. Consequently, reading books and some modern literature have helped me in improving on my strengths. I am a creative individual and seeking new alternatives to solve problems is always my ambition. Creativity has helped me become an outstanding individual in my field of study and various engagements. Ideally, I always employ the art of creativity to introduce new ideas that can ensure efficiency and effectiveness. While working as an intern in an electricity station, I managed to introduce new steps in checking the electrical devices and instruments within the organization. For example, I developed an automated model that determined if there were faults in the system. I have tried to improve on this strength by ensuring that I constantly and progressively provide solutions to problems and dealing with inefficiencies. Taking control and being assertive are some of the areas that require attention as I move through my career journey. Working as a civil engineer is marred by certain complexities and a person needs to take charge and push the ideas that are crucial for success. My desire is to become assertive in every instance by proposing solutions and ideas that provoke positive outcomes. Being timid and less assertive cannot make an individual succeed in different situations. To achieve this, I intend to participate in many events and read some books that provide directions on how people can be assertive and take control of situations as well as circumstances.

Philosophy and Politics, East and West Essay Example | Topics and Well Written Essays - 1750 words

Philosophy and Politics, East and West - Essay Example Confucius’ social and political philosophies are both rooted in the idea that one should learn self-discipline and treat others with love and concern. He argued that men are responsible for their own actions with regard to how they treat others. Confucius also believed in harmony and having a relationship with the other person, like a father to his son or a mother to her daughter. He also believed in social harmony, which is the great goal of Confucianism. Confucius believed that everyone had a role in the social order and must be do their part in that society. Confucius’ social philosophy is known as Ren, which means being altruistic, compassionate, and loving toward others. This concept means that one should avoid speech that would result to negativity or the appearance of negativity. He also taught that only those who learned self-discipline could accomplish altruism. Ren is to be considered a practice that is broad, and informs one’s interactions with other p eople. Confucius noted that one should not use their social power to oppress those of the lowest power. Instead, one should treat others with respect, the same way one would want to be respected. This is what makes the idea of the superior man in Confucian philosophy. Another part of his social philosophy is Li, or etiquette, rituals, and morals. ... Virtue would enable a ruler to maintain good order without trouble or without relying on his officers and deputies. He believed that in order for a ruler to maintain virtue, an individual must master the practice of Li. Practicing Li, or etiquette, through ceremonies that express humility and thankfulness, gift-giving rituals, acts of politeness, would result in efficacy for the ruler. As said in Confucius’ Analects: The Master said: â€Å"Lead the people with administrative injunctions (zheng) and keep them orderly with penal law (xing), and they will avoid punishments but will be without a sense of shame. Lead them with excellence (de) and keep them orderly through observing ritual propriety (li) and they will develop a sense of shame, and moreover, will order themselves.† (2:3) Confucius’ political philosophy is also rooted in self-discipline, and treating others with love, compassion, and concern. In this area, Confucius had a theory called Zhengming. This re ferred to rectifying the behavior of people so that it corresponds to the language they identify and describe themselves with. Confucius believed that this rectification should start at the top of the government, where he believed the discrepancies originated. If the ruler’s behavior has been rectified, those beneath him will follow and do the same. It is this way of thinking that Confucianism, and all the Chinese philosophies thereafter, developed a political philosophy that is strongly centered on a cultivated social and political merit system. Confucius also held that the concept of Zhengming is important or integral in his ideas of political meritocracy. The proper rectification of names, terms

Mice and Men Essay Example for Free

Mice and Men Essay There are a number of characters in Of Mice and Men who have dreams of a better life. These characters include George, Lennie and Candy, who dream of a farm of their own, and Curleys wife, who dreams of becoming a glamorous Hollywood actress. In this essay I will discuss their dreams and the effects on the novels characters when their dreams are unfulfilled. The central characters in Of Mice and Men are George and Lennie. Their dream is introduced to the reader in the first chapter, OK. Someday were gonna get the jack together and were gonna have a little house and a couple of acres an a cow and some pigs and An live off the fatta the lan, Lennie shouted. An have rabbits. George and Lennies dream is to leave behind their lives as travelling workers and have a place of their own where they can settle down. For Lennie the dream of living on their own farm is closely connected to looking after rabbits. Perhaps this is because the only way that Lennie can actually relate to the dream is through the idea of something practical and touchable which relates to his tactile qualities. Clearly, the material aspect of owning his own land means very little to Lennie. At the start of the novel we learn that Lennie likes to pet soft things, like mice and rabbits. It is this trait that eventually leads to Lennies downfall when he tries to smooth Curleys wifes soft hair. However, for George the dream of the farm has other benefits. Firstly, George can see the practical, economic advantage of owning their own place. If I was bright, if I was even a little bit smart, Id have my own little place, an Id be bringin in my own crops, stead of doin all the work and not getting what comes up outta the ground. Yet it is not just the practical benefits of owning a farm that attract George to this dream. We learn that George has no family I aint got no people, and it seems as though the dream of a farm also represents the notion of home to George. An wed keep a few pigeons to go flyin around the winmill like they done when I was a kid Wed jus live there. Wed belong there. So, for George, the dream of a farm offers a psychological antidote to his rootless, travelling life and gives him a sense of belonging. Another attraction of the farm dream is that it gives George the promise of some sense of control and autonomy in his life. In his conversation with Candy about owning a farm, George says: Spose they was a carnival or a circus come to town, or a ball game, or any damn thing. Old Candy nodded in appreciation of the idea. Wed just go to her, George said. We wouldnt ask nobody if we could. Jus say Well go to her, an we would. This shows how powerless George feels in his life and how much power employers exercised over their workers at that time. Another example of George and Lennies powerlessness is shown after Lennies fight with Curley, the bosss son; when Georges immediate concern is that they will be canned or dismissed. However, in this situation, they retain their jobs because Slim steps in and persuades Curley to say he got his hand caught in a machine. In Chapter 2 when George and Lennie discuss their dream they are overheard by Candy, the old swamper. Candy is immediately swept up with the idea of owning their own farm and offers his savings to them to make the dream come true. At this point in the novel it seems as if the dream could actually become a reality. They fell into silence. They looked at one another, amazed. This thing they had never really believed in was coming true. George said reverently, Jesus Christ! I bet we could swing her. His eyes were full of wonder. What is interesting is that at this point in the novel the dream of the farm actually moves from being a pipe dream which will probably never happen, to an achievable goal which is actually within their grasp. It is Candys involvement that makes this change take place. Although Candy shares Georges reasons for wanting a farm, there is also an extra dimension for Candy wanting to live on their own place. We get the sense that Candy feels redundant, useless and vulnerable because he is old and has lost his hand. Candy feels uneasy about his future: Theyll can me purty soon. Jus as soon as I cant swamp out no bunk houses theyll put me on the county. So for Candy the dream of the farm means independence nobody could can us, because in his present situation he is entirely dependent on the bosss tolerance and charity. In the novel, this is partially demonstrated by Carlson shooting Candys dog earlier that evening. In an echo of Candys own situation of the ranch, Carlson, without much pity or concern, shoots Candys dog because he is old and it is inconvenient to keep him because of the smell. It is not hard to imagine that Candy feels there is a parallel between his own situation and his dogs. Candys attachment to the dream of their own farm is demonstrated in Chapter 5 when he realises that all hopes of the dream have come crashing down when he discovers Curleys wifes dead body: You God damn tramp, he said viciously. You done it, dint you? I spose youre glad. Everbody knowed youd mess things up If they was a circus or a baseball game we would of went to her Never ast nobodys say so.

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Life was drastically changed during the Industrial Revolution. The Industrial Revolution was a period of time where machinery was used for manufacturing massive production of goods that began in England in the middle 1700s. This revolution was significant because machinery now changed the way nations produced and distributed goods; therefore, it increased the availability and affordability of goods for all people. To understand the Industrialization Revolution, it is necessary to take a closer look at the Pre-Industrialization. During the Pre-Industrialization, most people belonged to either high or low-class not middle class, and many were farmers who lived in the countryside. Also, goods were made by hand thus the products were not readily affordable or available. However, agricultural revolution, population growth, natural resources, factors of production,inventions and transportation all contributed to the growth of the Industrial Revolution. The Industrial Revolution resulted in positive and negative changes that paved the way for the working condition and wages, living condition and reform of social class. As a result of enclosure movement, many farmers moved into cities and became factory workers. During the agricultural revolution, wealthy landowners bought land that was formerly worked by village farmers and forced the farmers to give up farming and move into cities. These farmers faced many difficulties during their first year living in the city since jobs were hard to find. Factory owners hired them because they knew that they could pay low wages or reduce them if workers were late or their business was bad and fine or threaten to fire them if they were not paying attention to their work at all times (Doc A). This exam... ... included doctors, lawyers, workers, and merchants who arose as a result of industrialization. This example reinforces the idea that wealth could be earned during the industrialization. As the social class reformed the middle class also earned a comfortable living conditions while it would take a longer time for the working class to catch up. It is essential to recognize the problems that followed industrialization, but the long-term positive effects are more important because the revolution created massive production of goods, jobs for workers, and most importance is the reform of social class where workers’ lives gradually improved. The facts clearly shows that the reform of social class outweigh the low wages, harsh working and living conditions, short lifespan. The Industrial Revolution left the lasting impression of economic successes and social structure.

To what extent is Dracula a conventional Gothic protagonist?

Within the Gothic genre, features of the Gothic protagonist include sharply contrasting character traits, some degree of tragic stature, a striking physical presence, an element of the sexual, and an association with the bestial. Stoker presents Dracula with greatly contrasting traits, from the impeccably polite and courteous host who greets Harker at the door, to a raging psychopathic monster. The aristocratic and noble nature of Dracula's heritage gives him charisma and credibility, on first encounter he seems strange but eccentric, however this lulls Harker, and obviously his female victims, into a false sense of security: â€Å"The light and warmth of the Count's courteous welcome seemed to have dissipated all my doubts and fears. † Stoker reveals Dracula's true self slowly and subtly, so as to build tension, such as when Dracula touches Harker and he feels: â€Å"a horrible feeling of nausea. This imagery hints at the horror of Dracula's true character, which is finally revealed when he encounters the Brides: â€Å"But the count! Never did I imagine such wraths of fury, even in the demons of the pit! † Stoker presents the count as being: â€Å"lapped in a storm of fury,† foreshadowing the terrible storm at Whitby when Dracula arrives on English soil. Stoker's uses the imagery of hell to describe Dracula's rage, writing: â€Å"his eyes were positively blazing†¦ as if the flames of hell-fire blazed in them. This imagery of a fiery furnace is similar to Milton's description of Satan in Paradise Lost' as â€Å"the infernal serpent,† dwelling in a â€Å"penal fire. † However despite Satan's high status and charisma, he does not have the extreme contrast in personality, and the genteel almost awkward persona that Dracula has. Stoker presents Dracula as having tragic stature through his loneliness and sadness that his once noble family have been destroyed. Dracula tells Harker that he longs: â€Å"to be in the midst of the whirl and rush of humanity, to share its life, its change, its death, and all that makes it what it is. But alas! † This desire demonstrates how isolated Dracula feels, as he has been left behind, an unwanted remnant of the ancient world. His immortality means he cannot relate to modernity, and the fast pace of life, and he is stuck in an endless cycle, a pseudo-purgatory for the Un-dead. Stoker presents Dracula as talking with great pride of his heritage, which he is determined to reinstate in England: â€Å"We Szekelys have a right to be proud, for in our veins flows the blood of many brave races who fought†¦ for lordship. Milton also presents Satan as a tragic character, because of his doomed destiny to live forever in the fiery pits of Hell, but also that he has an overwhelming hubris that ultimately makes his downfall so much more difficult to accept: â€Å"for this infernal spirit shall never hold celestial spirits in bondage. † When Dracula is finally killed, Mina writes that: â€Å"even in that moment of final dissolution there was in the face a look of peac e. † Reflecting Dracula's release from his eternal suffering, showing that despite Vampire's intrinsic evil, they did not relish their life of pain and death. Another aspect of the conventional protagonist is their striking physical presence, and Stoker presents Dracula as conforming strongly to this, with his strong jaw, aquiline nose and extreme paleness. He has thick eyebrows, wild hair, a â€Å"heavy moustache† and â€Å"remarkably ruddy† lips. Almost immediately Harker notices aspects of Dracula's character which are not quite normal, describing Dracula as â€Å"cruel-looking,† with his moustache hiding his â€Å"cruel mouth. † This underlying unease demonstrates how Dracula's physicality reflects and warns of his internal evil. Stoker presents Dracula's specific appearance as very typical of the genre, as in The Monk, Matthew Lewis describes Ambrosia in an almost identical way to Dracula: â€Å"He was a man of noble port and commanding presence. His stature was lofty, and his features uncommonly handsome. His nose was aquiline, his eyes large black and sparkling, and his dark brows almost joined together. His complexion was of a deep but clear brown; study and watching had entirely deprived his cheek of colour. † This similarity shows how conventional Dracula's physical presence is, his stature reflecting his high status and aristocracy like Ambrosias. Stoker presents Dracula as having an element of the sexual, through his attacking of women, and his uncontrollable desire to overpower and control others. Harker's interaction with the Bride's of Dracula demonstrate the confusing relationship between pleasure and pain that the Vampire embodies: that we somehow desire what we know may or will hurt us. This connection is seen in one of Dracula's weaknesses: that he cannot enter a house without being invited first, which could be a metaphor for his role as a sexual predator, as a woman has to somehow desire or want Dracula to feed from them in order for him to suck their blood. When Mina discovers Lucy after Dracula's attack, Stoker describes her using post-coital imagery: â€Å"her lips were parted, and she was breathing- not softly, but in, long heavy gasps† demonstrating how Lucy possibly enjoyed her attack by the handsome stranger. In The Monk Ambrosia is undone by his carnal lust for Matilda, and then his rape of Antonia, as he is transformed from a pious monk into a sexual predator: â€Å"With every moment of the Friar's passion became more ardent, and Antonia's terror more intense. However Lewis presents Ambrosia as being full of self-loathing and disgust once he had â€Å"dishonoured† Antonia: â€Å"The very excess of his former eagerness to possess Antonia now contributed to inspire him with disgust. † Stoker presents no such sense of repentance from Dracula, whose uses his sexuality primarily to further his control over England. Finally, Stoker presents Dracula as associating with the bestial, through his control over animals and nature, his connection with the ‘other,' and his animalistic consciousness. When Harker arrives at the castle, Stoker immediately connects animals with the Count through the images of wolves: â€Å"All at once the wolves began to howl as though the moonlight had some peculiar effect on them. † Dracula's control over animals is one aspect of his foreign and unknown nature, reflecting Victorian fear of the barbarianism of the supposedly unrefined central Europeans. Dracula can transform himself into a giant bat, which appears as a menacing presence throughout the novel: â€Å"there was a sort of scratching or flapping at the window. Dracula's strange social behaviour and physical presence demonstrates how he is not quite human, and it seems that he certainly relates to animals more than he does to other people: â€Å"Ah, sir, you dwellers in the city cannot enter into the feelings of the hunter. † Ultimately it is Stoker's portrayal of Dracula as a character completely driven by primal desires that associates him with the animal, and any feeling s he represses ultimately become apparent. This characteristic along with the others demonstrate how Dracula is primarily a conventional protagonist in his looks and character traits, his doom and his desires.

Leadership in The Great Debaters Essay

The Great Debaters, directed by Denzel Washington, is an inspirational movie about a specific debate team overcoming racism in the segregated South. It is based off of the debate team of Wiley College, a small religious black school in East Texas, during the Great Depression in the 1930s. Under the guidance of their coach Melvin Tolson, the team kept prevailing week after week against every single opponent. They started competing with other black schools but eventually worked their way to triumph over prestigious white schools as well. Their most significant win was against the all-white Ivy League team, Harvard. With the team’s encouraging story, this movie not only inspired people to make a change, but also presented how even students can make the world of difference. Although their actions made a big difference in fighting for what they believe, the students expressing their opinions by how they would present themselves is what eventually won over the crowd in the final victory. The leadership theme portrays greatly all throughout the movie by using body language, noble examples of mentoring, and finally a student becomes a leader himself. In the movie, the students’ body language itself truly shows a form of leadership that is unexplainable. Throughout all of the debates, one could see their passion in their eyes. For example, during the first dispute against a white team Samantha debates that it is possible for blacks to get a degree at a white college. The main part of her debate that wins over the audience is how emotional she gets about the subject. It also shows her confidence and deep passion in what she believes. Another moment that someone steps up to the plate in a leadership role is when Farmer’s dad comes to the sheriff office to help bail Tolson out of jail. Earlier in the movie we see Farmer Senior let the pig farmers walk all over him. These cruel individuals make him pay for the pig he hit, but not only that they throw the money on the ground and make him pick it up. Farmer sits in the car in awe because he cannot believe what is happening. Therefore, at the station Farmer is beyond proud of his dad for finally standing up for what he knows is right. Farmer Senior stands up calmly to the sheriff and the confidence in his posture is what won the battle. Also, during this scenario the entire debate team comes to jail to support their professor. Showing  their encouragement with poise and certainty, the team does not have to say anything because everything that needs to be said someone could see from their body language. From the start this was not just a team, but also a group of people that have come together like a family. Therefore, the movie does show how what one says could have a huge impact, but also if one should go beneath the words he or she could discover much more. Not only does the leadership portray through ones body language, but also, through mentoring and even one of the students, Lowe becomes a mentor himself. Having a mentor could strongly aid someone to succeed. Professor Melvin Tolson, their debate coach, revolutionizes the small college with his big ideas and unshakable hope for justice. Taking these young souls under his wings, Tolson taught them how to break the chains of inequality and ignorance with the words they spoke and how they spoke them on the debating stage. A strong example is how Tolson takes Lowe under his wing. From the beginning Lowe has been a troublemaker. We first meet him when he is drunk at a bar; not only is he drunk, but also starts a fight with another man for getting intimate with his wife. During the entire movie Lowe handles all of their hardships in the worst ways he could. Even though he is not the most responsible when it comes to dealing with difficulty, the professor sees something in him and makes him the team’s leader when they go to Harvard. Having to stay up all night preparing for the debate, Farmer and Lowe could not agree on anything so Lowe runs out. When he comes back though, the audience can see a different side of him. He gets so emotional in the hotel room and acknowledges how much negative happenings have affected him. Being the strongest debater, he steps down and tells Farmer that he will debate instead. This is such a huge part in the movie because it shows that struggle is such an enormous part of values. Lowe finally understands that anyone with a voice and is passionate about what they believe in can express their opinion on stage; it did not have to it the best debater. He puts Farmer in the position to flourish and he does succeed because he takes the audience to a true-life story of the lynching. In the end, Lowe has become a mentor himself. The leadership themes throughout the movie show that it takes struggle in  order to realize ones values, look beneath someone’s words to find leadership, and mentoring can be a huge part of guidance. When the team had to go through hardships it eventually made them stronger and realize what they really wanted to fight for. Also, it is not always about what someone does that makes him or her a leader, but how he or she does it. When one of the debaters took stage what usually won over the audience is how they presented themselves. Finally, the mentorship by Melvin Tolson is a main factor of the debate team’s success. His leadership is eventually passed down to Henry Lowe which helps the team come to a final victory against the Ivy-League school, Harvard. This movie is such an inspiration and portrays leadership unlike many other movies.

Law Enforcement and Immigratio essays

Law Enforcement and Immigratio essays Two major periods of immigration influxes since the turn of the century as well as the transformation of the nation due to both illegal and legal immigration have determined large Hispanic communities in many Western states. States like Texas, for example, have struggled to define increasingly complex Hispanic communities and create a response, both in the government and in law enforcement, for addressing the needs of these large Hispanic communities.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In recent years, an obvious dichotomous view has come to the forefront of national debates about the composition of Hispanic communities in border states and the conflicts have arisen over immigrant and citizen rights, the rights of the Hispanic Americans community as a whole, the negative correlates attached to cultural and language differences, and the role of law enforcement officers, both of Hispanic and non-Hispanic decent, in addressing   Ã‚  Ã‚  Ã‚  Ã‚   Though varied communities have existed in cities like El Paso, Pecos, and Rio Del for decades, changes in immigration, both legal and illegal, have impacted the demographic characteristics of a number of West Texas cities and towns and has underscored divisions between predominant White (European American) communities and predominantly Hispanic communities. Large-scale increases in immigration from Latin American countries in Texas in general has gained national attention, but it has also been recognized that cities like El Paso have had a considerable Hispanic community since their founding and this provides a substantial base for the integration of a modern and central   Ã‚  Ã‚  Ã‚   In 1996 alone, 1.2 million legal and illegal immigrants moved into the United States, primarily into urban regions of New York New Jersey, Florida and Illinois, and in urban and rural regions of California and Texas (especially in border cities like El Paso...

12 Awesome Learning Games for Kids

12 Awesome Learning Games for Kids SAT / ACT Prep Online Guides and Tips Learning games, or educational games, are all about making learning, well, fun! They’re also about getting kids to see the practical nature of the skills they’re acquiring, whether that’s how to identify shapes in the world or how to spell difficult words. In this article, we explain what kinds of skills children can learn through games and give you 12 examples of learning games for kids in preschool, kindergarten, and elementary school. What Skills Can Children Gain From Learning Games? Learning games are entertaining, highly effective methods for teaching children valuable life skills. Here are some of the most important skills kids can hone through learning games: Fine Motor Skills: Coordinating small muscles in specific movements using the eyes Pattern Recognition: The ability to grasp and predict patterns in images, numbers, etc. Visual Scanning: Using your eyes to look in a systematic, pragmatic manner, such as when learning to read Visual Attention: Being able to focus on specific visual information and filter out irrelevant information Short-Term Memory: The ability to recall images, patterns, or other qualities that have just been shown or said and then hidden or removed from sight Reasoning Skills: The ability to process information, think critically, and solve problems Social/Emotional Skills: Includes cooperation and patience as well as how to maintain eye contact, resolve conflicts with others, and communicate effectively Public-Speaking Skills: Expressing yourself verbally in front of others both confidently and appropriately Foreign Language Acquisition: The ability to learn vocabulary words, grammar, and other characteristics of a language that is not your native tongue Active Listening/Listening Comprehension Skills: Giving your full attention to a speaker and understanding the message the speaker is trying to express Language Skills: Linking together words to form proper sentences/phrases and improving vocabulary knowledge The kinds of skills children gain from educational games can vary a lot depending on the game, the ages of the children playing it, and its purpose as a whole, such as reviewing a basic math concept or improving vocabulary knowledge. For example, a learning game that works to improve kids' fine motor skills would be better suited to preschoolers and younger children than it would be for older elementary school students who have already mastered these skills. Educational Games for Kids: 12 Fun Examples In this section, we give you 12 examples of learning games for children in preschool all the way through upper elementary school. We've divided the games into three age groups: Preschool Learning Games (Ages 3-5) Early Elementary Learning Games (Ages 5-9) Upper Elementary Learning Games (Ages 9-12) Preschool Learning Games This first set of educational games is geared primarily toward preschoolers, or kids aged 3-5. Puzzles Number of Players: 1+ Time: 5-15 mins Skills Learned: Fine motor skills, pattern recognition, visual attention, reasoning skills, social skills Puzzles are great (not to mention fun) tools for preschoolers to practice their fine motor skills and pattern recognition. Some of the best puzzles for toddlers and preschoolers are those that teach simple concepts, such as the names of shapes, numbers, and alphabet letters. Be sure you're using puzzles that are geared specifically toward young children and not adults (so as to prevent possible consumption of small pieces). You can also have preschoolers solve puzzles in pairs or groups, or see whether they can solve the puzzle within a certain time frame. This should naturally be followed by a reward for the winners! Hot Potato Number of Players: 3+ Time: 5-15 mins, depending on size of group Skills Learned: Fine motor skills, social skills, public-speaking skills Hot potato is a classic game you likely played as a kid but perhaps never realized just how many skills you were learning as a result! There are many variations on hot potato, but the most basic form, which is the easiest to do with extremely young players, is to have all the kids sit in a circle and give one of them a beanbag (or other soft "potato" substitute, such as a small pillow or a stuffed animal). Turn on some music and then have the kids quickly pass the "potato" to the person next to them in the circle as fast as they can. Once the music stops (you decide when to pause it- remember, random pauses are key to the surprises in the game), the child holding the potato is out (or must do something as punishment, such as reciting the alphabet or counting aloud 1-10). Continue playing until just one child is left. Here are a few other variations on hot potato you could try: Allow the children to toss the "potato" to anyone in the circle (except for the person who just tossed it to you, unless there are only two players left) Have each kid answer a question when given the potato before they can pass it to someone else (for example, you show them a picture of a shape and ask what its name is) Use multiple "potatoes" to up the ante! A teddy bear works well as a "potato." This one's even the right color! Memory/Concentration Number of Players: 1+ Time: 10-15 mins Skills Learned: Short-term memory, fine motor skills, visual attention Memory, or concentration, is a fun, easygoing game that improves children's short-term memory and fine motor skills. There are several different ways you can set up this game depending on the resources you have: Picture cards with matching pairs: With this method, you’ll take a deck of picture cards and spread them out face down on a desk or the floor. Each child will then take turns flipping over two random cards. If the two cards are different, the child must flip them back over and leave them in their original spot. If the two cards do match, the child places them in front of herself. Continue playing until there are no more cards left; the child with the most matches wins. Puzzle pieces with pictures and matching pairs: Puzzle pieces with different edges and/or shapes work well for young children because they’re easier to grab and provide clearer hints as to which pieces will likely fit together. Flip over puzzle pieces two at a time, and play in the same way as described above. Pre-made memory game with windows: If you don’t want to set up your own concentration game with cards or puzzle pieces, then you might want to buy a pre-made memory game that comes with windows, such as this classic version by Melissa Doug (for ages 5-7). Four Corners Number of Players: The more, the merrier! Time: 10-15 mins per round Skills Learned: Active listening skills, public-speaking skills, social skills This classic game is great for burning off some energy. Start by labeling each corner of the room with a different number (or letters, shapes, cardinal directions, or anything else you’re currently teaching your kids). For example, if you want to focus on shapes, you could label each corner a different shape, such as a rectangle, a circle, a trapezoid, and a triangle. Choose one child to be "it" and blindfold them. The rest of the children will each pick a corner and move to it (without the child who is "it" knowing which corner has how many people in it). Still blindfolded, the "it" kid says the label of one of the four corners. With the example above, this would be one of the four shapes. All children standing in the corner whose label is called must immediately return to their seats, as they are now out. Repeat this process until there are four or fewer children left, at which point each kid must choose a different corner. The last person standing wins and becomes the "it" kid for the next round. Early Elementary Learning Games These kids' learning games can be played with children in early elementary school (kindergarten to around third grade). Fruits Basket Number of Players: Best with 8+ Time: 10-15 mins Skills Learned: Active listening skills, foreign language acquisition, public-speaking skills, language skills Fruits Basket is a wild game often played to get kids moving and learning things such as foreign-language vocabulary, numbers, letters, and so on. The game is similar to musical chairs. Put chairs in a circle so that there’s one less chair than there are children playing (e.g., if you have seven kids playing, you’d have six chairs). Make the chairs facing inward toward the middle of the circle. Each child will wear a picture of something around their neck, such as a particular shape, alphabet letter, or animal. Limit the number of unique cards to three or four, depending on the size of the group. This means that there should always be at least two kids per picture card. So let's say you have a group of 12 children playing. In this case, it would be best to have four unique card types, such as apples, oranges, bananas, and peaches. Four unique card types means three cards for each category(in other words, three kids will be apples, three will be oranges, etc.). One kid stands in the middle of the circle (also with a picture card around their neck) while the rest of the children sit in the chairs. The child in the middle picks one of the card names to say out loud. For example, if every child is a shape, the child in the middle could say, "Circle!" to make all the kids with "Circle" cards around their necks stand up and move. Once a category has been said aloud, all children sitting down who have the card with this category on it must stand up and find an empty chair to sit in. Meanwhile, the kid in the middle will also look for an empty seat to try to steal. Whoever doesn't get a chair is now the new child in the middle. Play continues until you decide to end the game- there are no winners or losers. Here are some additional tips for playing Fruits Basket: If a child is having trouble finding a seat and keeps getting stuck in the middle, they can say, "Fruits basket!" to make everyone get up and move at the same time. For an extra challenge, make it so that you can’t just exchange seats with the people sitting directly next to you (if they're wearing the same card as you). This game works great as a foreign-language activity. Have your children practice saying simple words in the target language. I often used this activity to teach my Japanese students English. Bingo Number of Players: The more, the merrier! Time: 10-15 mins Skills Learned: Visual scanning, fine motor skills, active listening skills, pattern recognition, foreign language acquisition Bingo isn’t just for the elderly- lots of kids love playing Bingo, especially if it means winning a prize or two! To play, you can either buy or make your own Bingo sheets. The traditional Bingo sheet looks like this, with each letter of "Bingo" representing a separate column with numbers in it (there's also a free space in the middle): The caller (usually the teacher or adult) will draw cards with numbers on them or randomly call out numbers. Each child takes a few seconds or so to look for the number and see if it is on their Bingo sheet. If it is, the child places a small token (or uses a pencil to draw an X or O) on the square with the number in it. If the number is not there, the child does nothing. If a kid marks five squares in a row, in a column, or diagonally, they call out, "Bingo!" and receive an award. There are many variations on Bingo. Here are some ideas for changing it up: Use pictures or shapes instead of numbers- this is great for teaching foreign vocabulary Get rid of the "Free Space" to make the game more challenging Change the traditional winning pattern and instead require the children to cover spaces in the shape of a giant X, cover all four corners, or get a blackout (i.e., cover the entire board) This next game makes kids the detectives. Scavenger Hunt Number of Players: The more, the merrier! Time: 15-20 mins Skills Learned: Reasoning skills, foreign language acquisition, social skills Scavenger hunts are great for not just getting kids to exercise and run around but also teaching them problem-solving skills and the value of teamwork. There are tons of ways you can set up a scavenger hunt depending on the age, skill levels, and interests of the children. The basic idea of a scavenger hunt is to have children (usually in pairs or groups) search for specific objects or clues in a room or other closed environment. Some scavenger hunts don’t require any preparation. For example, you could have children search for specific shapes in nature or colors of objects (especially useful if you’re teaching color names in a foreign language). Slightly harder scavenger hunts can entail having the children look for math problems or riddles, which they must solve in order to get the hint to where the next problem is hidden. Other types of hunts include providing children with a list of objects to find and gather, perhaps to put together later in order to complete something, such as a jigsaw puzzle. Simon Says Number of Players: The more, the merrier! Time: 15-20 mins Skills Learned: Active listening skills, language skills, foreign language acquisition Simon Says is a great way to teach kids how to listen and understand a variety of words, thereby improving their language and literacy skills. It's also helpful for teaching vocabulary words and grammar in a foreign language. To play, have everybody stand up. Make one person (usually the adult or teacher) be Simon. This person is the leader and is trying to eliminate as many players as possible. As Simon, you will say action phrases for the children to do, such as "Touch your nose" or "Raise your left hand." If you use the phrase "Simon says" before the action, the children must do it. If you don’t use the phrase "Simon says," however, the children must not do the action. Any child who performs an action that does not have "Simon says" before it or who fails to do an action that has "Simon says" before it is out and must sit down. The game continues until one child is left standing. Upper Elementary Learning Games This last set of educational games is best for children in grades four through six. Hangman Number of Players: 2+ Time: 10-20 mins Skills Learned: Language skills (spelling and reading), reasoning skills, public-speaking skills, visual scanning, foreign language acquisition Hangman is one of those classic, simple games that requires no major prep and is very easy to learn. It’s best played with a larger group of people or in teams. One person (usually the adult or teacher) thinks of a word and writes down a short horizontal line, or blank, for each letter of that word. Make sure to use a word that the kids will know and that is ideally relevant to what they’re learning. For example, if you chose the word "flower," you would write down six blanks, one for each letter. Once you have a word chosen and have written down the blanks for it, draw a hook-like picture; this will be what the "hangman" hangs on. It’s similar to an upside-down L or J. Draw an empty box next to this as well- this will be for recording wrong letters: Now, each student (or group of students) takes turns guessing a letter in the mystery word. If the letter is correct, write that letter in whatever blanks it appears in for the word (so if there are multiples of that letter, write all of them in). If the letter is incorrect, put that letter in the empty box and draw part of the hangman. Most people start with the head and then move on to the body, the limbs, and finally the facial features, such as the eyes, nose, mouth, and ears. It's good to decide ahead of time what a full hangman looks like so the children can know at any point how close they are to losing. Anyone may guess the full word at any time. If the word is incorrect though, treat it as a wrong guess and draw part of the hangman. The players win if they guess the correct word or find all the letters in the word before the hangman is complete. You win if nobody guesses your word! To make the game slightly easier for kids, you can give them a category beforehand from which you’ll think of a word. For example, if the category were "School Supplies," then they’d know to be on the lookout for words such as "eraser," "pencil," or "notebook." Catch Phrase Number of Players: 4+ Time: 15-20 mins Skills Learned: Reasoning skills, active listening skills, language skills, public-speaking skills, social skills Catch Phrase gets its name from a popular board game, which involves describing a certain word or phrase to people without using any of the words in that phrase or any rhyming words. To play your own game of Catch Phrase, come up with dozens of words kids must describe to one another. If you have a large group of kids, divide them into teams (typically two). Write out the words on individual pieces of paper and then put them in a hat or bowl from which one kid at a time will select a word. Check that every child understands the word they get, and be sure they do not tell anyone else their word! There are several ways you can play this game; here are some of the most common: The traditional method is to have two teams. Each team takes turns describing a word to their teammates. Once a team guesses the correct word, play passes to the other team. The game continues like this until time runs out. The team not in the middle of describing a word when the timer stops wins one point. Time each group one minute and see how many words they can guess correctly. Have one child describe words one at a time (or have each child take turns describing one word). Give one point for each correctly guessed word. Don’t allow children to "pass" difficult words- this will make the game even harder! Teamwork is a vital part of Catch Phrase and other kids' learning games. Pictionary Number of Players: 2+ Time: 15-20 mins Skills Learned: Reasoning skills, visual scanning, visual attention, social skills Pictionary is an exciting board game that encourages kids to practice their drawing and reasoning skills. To play, divide children into pairs (or teams) and give them either a mini-whiteboard with a marker or a sheet of paper with a pencil. Each child will take turns drawing a picture of a word that’s been secretly given to them (written on a piece of paper and given to them or whispered to them by an adult). The other kid has a certain amount of time- usually one minute- to guess the word that is being drawn. There are many options for changing up the rules. For example, you could have all the children who are drawing pictures illustrate the same word at the same time, or have every child take turns drawing a picture at the front of the classroom on the whiteboard so everyone can guess. Here are the official Pictionary rules in case you’re interested. 20 Questions Number of Players: 2+ Time: 5-10 mins Skills Learned: Reasoning skills, active listening skills, language skills, short-term memory, public-speaking skills 20 Questions is an easy game to play that doesn’t take up much time and can be played with as few as two players. The purpose of this game is for the players to correctly guess what one person is thinking of within 20 yes-or-no questions. The thing being thought of is usually an object, person, or place. As the thinker, you'll come up with one word and then have the kids one at a time ask you yes-or-no questions to try to figure out what the word is. Questions typically begin broad: Is it a person? Is it something you can eat? Is it something in this room? If it’s the first time you’re playing this game with children, it'd probably be a good idea to go over some examples of basic questions they can ask you so they have a better idea of how to play. As the yes-or-no questions get more specific, children can begin guessing the word. For example: Is it a balloon? Is it George Washington? Is it the playground? If players can figure out what the secret word is within 20 questions, they win! If not, you win. The one message we hope you take away from this article! Review: The Importance of Kids' Learning Games Learning might not sound like much fun, but the truth is that there are tons of ways children can engage in activities that are both fun and educational. This list of 12 learning games is certainly not exhaustive, but it does manage to show just how many different types of (fun) educational games for kids exist. Most of these games can be bought at a store or created with simple tools, such as paper, markers, and colored pencils. If you’re not sure what kind of learning games to use with your own kids, think first of the types of skills you’d like them to learn. For example, if you want your very young students to practice their fine motor skills, a hands-on game such as a puzzle would be a great choice. Regardless of the games you decide to play with children, you’re sure to end up having lots of fun- perhaps more than you thought possible! What’s Next? Want more ideas for kids' learning games? Then check out our expert guides on spelling games (coming soon), alphabet games (coming soon), and toddler learning games (coming soon). If you want to teach children, then perhaps an early childhood education degree is right for you.Our guide goes over what this degree entails in terms of coursework, and gives you a helpful list of the best online BA in Early Childhood Education degree programs. Have friends who also need help with test prep? Share this article! Tweet Hannah Muniz About the Author Hannah received her MA in Japanese Studies from the University of Michigan and holds a bachelor's degree from the University of Southern California. From 2013 to 2015, she taught English in Japan via the JET Program. She is passionate about education, writing, and travel. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Waiting for the Barbarians Essay Example | Topics and Well Written Essays - 750 words

Waiting for the Barbarians - Essay Example The book waiting for the Barbarians is one such book written by a linguistic and novelist Coetzee that highlighted some tentative strategies in the question of torture. In the book, he admits torture to be a threatening and a dark fascination on his life. While bringing out the vivid theme of torture in the dark African country, Coetzee faces many dilemmas, for instance, in the dark chamber where his moral judgment is challenged whether to find a middle way between ignoring the obscenities or being part of the obscenities. In as much as torture is necessary in many instances, the question, which the paper attempts to address, is whether torture was necessary while waiting for the Barbarians. The elite unit of colonel Joll and their treatment to the Barbarians is a case in point where torture gets exhibited. He is an administrative officer in charge of running the empire where he get rumors that the natives of the land (Barbarians) are coming back to fight for their land. He is not ha ppy with the idea; therefore, conducts an expedition in the land beyond the frontier. He organizes himself and arrives in one of his government outposts where he is determined to gather information from the local band of uncivilized Barbarians (Coetzee 34). The Barbarians represent an omniscient and present outside threat to the colonel who cannot sit back and wait for the attack. They are seeking to trample security of Colonel Joll and safety of the empire, a factor that does not make the colonel calm and instead uses every means possible to prevent the attack, which is likely to affect the strength of his empire. Instead of using peaceful means, he captures prisoners in a dubious way, which makes him wonder whether there was an army to attack his kingdom. This is because he finds the natives to of similarity to nomadic heathens rather than the barbarian army he suspected. However, he does not stop at this point questioning his intelligence by committing a series of torture on the natives to â€Å"confess† the details and whereabouts of the Barbarians. Although the magistrate is not happy with the way, he handles things he does not intervene or make an attempt of stopping since he understands the barbarian manner. In as much as their confessions and the nature of torture were too much, the truth behind the confessions was only because of torture. This leaves many questions whether the torture was necessary as one prisoner it killed one a prisoner and left another partially black haired woman partially blind (Coetzee 44). The torture of the barbarian girl is another instance where questions arise on the need for torture. She is one of the captives of colonel Joll who gets subjected to punishment with the aim of getting information. The torture vicariously eliminates the validation behind torture as the little girl is left partially blind. Coetzee, for instance, laments, â€Å"the true challenge is how to play the game by the rules of the state, how to establish own authority, how to imagine torture and death on one own terms.† (Coetzee 13) This is a moral question, which makes Coetzee wondering the reasons behind the colonel’s action, where he kills one of the captives, based on his own terms. The magistrate sympathizes with the little girl taking her to his house where he offers her a job as a cook. At a tender age, she receives sexual assault at the magistrate’