Organic Food Speech Essay

I have a question for you at the beginning of this speech. Who just eat organic food everyday? Obviously! According my research, which I gave the question to my friends. Most of them know about organic food, but only few of them just eat organic food which including the vegetable, meat and eggs and other people don’t take it seriously and eat fast food always. What is organic food? The United States Department of Agriculture (USDA) states that animals raised on an organic operation must be fed organic feed and given access to the outdoors. They are given no antibiotics or growth hormones. Organic crops are raised without using most conventional pesticides and using no petroleum-based or sewage-sludge-based fertilizers. Do ‘organic’ and ‘natural’ mean the same thing? And four main reasons to choice organic food! No, â€Å"natural† and â€Å"organic† are not same. You may see â€Å"natural†, â€Å"all natural,† â€Å"free-range† or â€Å"hormone-free† on food labels. These descriptions must be truthful, but don’t mean they are â€Å"organic.† Only foods that are grown and processed according to USDA organic standards can be labeled organic. According to USDA: Organic food such as fruits, vegetables and meat can make people become healthier and organic farming can protect the environ ment. Choice organic vegetable! The picture for strawberry: On the right is non-organic and left is organic. For the picture down: one the right is non-organic and the left is organic. Normally, non-organic fruit or vegetable will grow faster and taste not as good as organic food. For the last picture: the right side is organic egg and left side is non-organic. The reason why the color is different is because organic chicken also eats organic feed. Choice organic meat! We also need to choice organic meet. From the picture we see. Organic Meat Comes from Animals Treated Ethically and Humanely. The organic farming looks cleaner and animal form there lives healthier. Here are some of the reasons why you should buy organic animal products. 1. Organic meat comes from animals that were given a pesticide-free diet. 2. These animals may have had some limited access to pasture. 3. They were not loaded with antibiotics, steroids and other poisons. 4. Organic meat has not been irradiated. Therefore, organic meat is not loaded with toxins–that are subsequently passed on to you when you eat them–like conventional meat is. Health and money which one you prefer: Non-organic food can cause lots of disease. Even the organic food is expensive; there is nothing important than our lives and our family’s health. According to the research from Organic Liaison: Because factory-fed cattle eat the ground-up remains of their SAME SPECIES, this can cause mad cow disease, destroying a human’s central nervous system and brain. Also the animal, which grows up in dirty environment, can cause many parasitic disease and diarrhea. Studies also show that grass-fed beef contains more nutritional value, including higher levels of conjugated linoleic acid (CLA) and omega-3 fatty acids, which reduce the risk of heart disease and cancer. Here is another new research from Maryland University: Non-organic Chicken has one kind bacterium, which is resistant to modern medicine. This kind of bacteria that can cause serious and unpleasant disease that becomes a lot harder to cure. Conclusion: We know that eating organic fruits, vegetables, and other produce is the way to go. It’s healthier, it tastes better, and it doesn’t have any nasty toxins or chemicals. Healthy and happy life cannot live without organic food. Now let us choice organic food!

Louis Pojman Short Summary Essay

Louis Pojman argues for objectivism instead of relativism in morality even though we are attracted to the idea of relativism. Ethical relativism is made up of a diversity thesis and a dependency thesis. The diversity thesis is also known as cultural relativism and basically states that morality is different between different societies. The dependency thesis is similar to the diversity thesis, but states that morality depends on the context of the society. There are two views on the dependency thesis. In one view it is the application of the moral principles that depends on the situation, but in the other the principles (not how they are applied) actually depend on the situation. And even with the application of moral principles it is important to remember that they can change. Ethical relativism has two categories: subjectivism and conventionalism. Subjectivism is all about the individual, like it is everyone for themselves. This idea makes people like Hitler, Bundy, and members of t he KKK (just to name a few) justified in their actions. With conventionalism it is all about the society or culture, but then it becomes a question of how many individuals it takes to make a society. If there are enough Hitler-like people then they can form their own culture with its own morals and anything goes again. Both of these views of ethical relativism seem to be going in circles allowing all behavior as acceptable. Another issue with ethical relativism – whether it is subjective or conventional – is that a person has to determine what is their primary culture. Culture is made up of so many aspects like location, race, gender, religion, sexual status, etc. that a person could be making a moral decision that goes against one part of their culture but is acceptable with another part. Pojman outlines ethical relativism and then discusses moral objectivism as the correct idea. He argues that it only takes one moral principle for all people to show that relativism is false and objectivism is true. He states a variety of general ethical principles (ten, specifically, which may have a connection to the Ten Commandments or may just be a coincidence) that seem to be necessary to rid suffering, resolve conflict, and promote human flourishing. While reading Pojman’s statements on ethical relativism I asked myself where do we draw the line on deciding what is right and wrong. As a Christian it was difficult to read that some people believe in relativism and think that whatever they personally decide to be acceptable IS acceptable – or even that entire societies can do something  that goes against human nature. It was a relief to get to the end of the article where Pojman argues against relativism and makes a case for objectivism based on the fact that we do have a core morality.

Power of One

Chapter One Summary On his Granpa's farm in the province of Natal in South Africa, an unnamed blonde infant is suckled by his black Zulu nanny. She sings to him of warriors and women washing at the baboons' water hole. At five, the little boy's mother has a nervous breakdown and he is sent to an Afrikaans boarding school. He is the youngest student by two years, and is hated because he is the only English-speaker in the school, which makes him a â€Å"rooinek† (Afrikaans for â€Å"redneck,† a derogatory term for the British, inherited from the Boer War).Two eleven-year-olds put the little boy to trial – he is made to kneel naked in the shower, where he says a prayer to his Zulu nanny instead of to God. The Judge, along with his â€Å"council of war†, pee on the boy. The little boy has never seen a shower before – his nanny always washed him in a tin tub. The matron of the hostel, simply called â€Å"Mevrou† (â€Å"Missus† in Afrikaans) , smells the pee on the boy and drags him to the showers. She switches on the cold faucet, but the boy thinks that she too must be peeing on him. The Judge asks the boy why he wets his bed. The boy cannot answer.The Judge pulls down the boy's pants, and the kids all look and laugh at his â€Å"hatless snake† – his circumcised penis. They all chant â€Å"pisskop† (â€Å"pisshead†), which becomes his nickname. The Judge now displays his own large, uncircumcised penis. The little boy manages to whittle the tortures down to one hour a day. His bedwetting still lingers, however, causing him shame and misery. Mevrou examines his bed every morning and sends him to wash the rubber sheet until his hands reek of the carbolic soap. The boy learns that he needs to adopt a camouflage in order to cope. As part of this camouflage, he resolves never to cry.This decision infuriates the Judge. The boy gains some respect from the other kids for holding the school record for the largest number of beatings, yet they continue to ostracize and torment him verbally and physically. At the end of the first term, the boy's district doctor and the flyhalf for the Northern Transvaal rugby team, Dr. Henny Boshoff, picks him up to drive him home to his Granpa, and nanny on the farm. The Judge, impressed by this grand exit from the school, promises the boy better treatment after the holidays. Dr. Henny tells the boy that his mother is recovering from her reakdown, but is not ready to return home yet. It is late summer, and on the farm, the black women spend their days singing as they gather cotton. Nanny prays for Inkosi-Inkosikazi, the great black medicine man, to visit them to solve the little boy's bedwetting problem. Inkosi-Inkosikazi eventually arrives in a black Buick. The women gather gifts of food for him, among them being some â€Å"kaffir chickens,† not quite dead. One of the chickens reminds the boy of his Granpa. The only difference rests in the eyes: the cock has beady eyes whereas the boy's Granpa has eyes â€Å"intended for gazing over soft English landscapes. The boy's Granpa despises Shangaan people (one of the black tribes of South Africa), but he respects the Zulu medicine man, Inkosi-Inkosikazi, who once cured his gallstones. Inkosi-Inkosikazi is considered the last of the sons of the famous Zulu king, Dingaan, who fought off both British and Boers (Afrikaners). The boy's Granpa welcomes him to the farm. Inkosi-Inkosikazi orders the black women to let the chickens loose and catch them a second time. Then he uses â€Å"low-grade magic† to put them to sleep. He beckons the boy to sit with him on the â€Å"indaba† (meeting) mat – a great honor, since only chiefs are allowed to sit on these mats.Inkosi-Inkosikazi now summons Nanny to tell the boy's bedwetting story in Shangaan. Nanny brings the women to tears with her impressive elocutionary skills. Dee and Dum, the twin kitchen maids, are dazzled by Nanny's story. But Inkosi-Inkosikazi simply scratches his backside and orders â€Å"kaffir beer. † That night Nanny hugs Peekay, telling him he has brought honor on her by allowing her to show that a Zulu woman can rival Shangaans in tale-telling. The following day Inkosi-Inkosikazi's magic Ox shinbones tell him to visit the boy in his dreams. In his dreams, the boy must leap over three waterfalls and cross ten stones of a river.Inkosi-Inkosikazi puts the boy to sleep and speaks him through the dream landscape, calling him the â€Å"little warrior of the king. † Then he wakes the boy and tells him that he can always find him in the â€Å"night country. † Inkosi-Inkosikazi now teaches the boy his magic chicken trick and gives him one of the chickens – the one that looks like his Granpa – on which to practice. The boy names the chicken Granpa Chook. Analysis The novel opens with the startling image of a blonde boy being suckled by a black wet nur se. We are immediately confronted with the issue of race, and more specifically of idiosyncratic racial relationships.The voice narrating-that of the protagonist Peekay-is critical of any racial intolerance it encounters. A reflection on Afrikaners' hatred for the English, spawned during the time of the Boer War, ushers in the description of five-year-old Peekay's arrival at boarding school. As the narrator explains, the Boer War (1899–1902) was fought between the Boers (the Afrikaans-speakers of South Africa) and the British (the English- speakers of South Africa) for full possession of the country. Both Boers and British believed themselves to be the rightful inheritors of South Africa.It witnessed the first concentration camps in the world—the British confined the Boers to these concentration camps, where twenty-six thousand men, women, and children died. The derogatory Afrikaans term â€Å"rooinek† (redneck)-used to describe the British-was coined at the tim e of the war since the necks of the British burnt crimson under the hot African sun. By introducing the historical conflict between the two â€Å"white tribes† of South Africa, Peekay reminds readers that racial tension goes beyond difference in skin color-in his words, it enters the â€Å"bloodstream,† and extends to all kinds of cultural and ideological differences.He subtly critiques this inherited â€Å"hatred,† which the descriptions of his torture at the hands of the boarding school boys serve to illustrate. Peekay's adult voice uses hyperbole, or exaggeration, to describe the torture sessions the Judge and his â€Å"council of war† forced upon his five-year-old self. The military and legal metaphors that Peekay uses seem apt when one considers the extreme violence exercised upon the boy-he is urinated on, caned, and severely beaten. Moreover, many of the terms-such as â€Å"standing trial† and â€Å"passing sentence†-are the boys' own invention.We are required to compare the cruel imagination of the boarding school boys with the imagination Peekay discovers at the end of the novel through Inkosi-Inkosikazi. While the narrator keeps an ironic distance between himself and the younger self he is narrating (demonstrated by the narrator's sophisticated vocabulary such as â€Å"stentorian† and â€Å"carbolic†), he often portrays events through five-year-old eyes. He introduces the theme of the difficulty of defining death by providing us with young Peekay's thoughts on the topic: â€Å"I wasn't quite sure what death was.I knew it was something that happened on the farm in the slaughterhouse to pigs†¦ The squeal from the pigs was so awful that I knew it wasn't much of an experience, even for pigs. † The latter quotation also reveals the narrator's sense of humor-throughout the novel, the narrator finely balances tragedy and comedy, suggesting that laughing is sometimes the only way of coping w ith adversity. Chapter Two Summary The holidays end. The little boy's bedwetting problem is solved, but he remains concerned about his â€Å"hatless snake,† even though he recalls that Inkosi-Inkosikazi assured him they shared that anatomical trait.Nanny packs the boy's bags, and includes a red sweater that his mother sent from â€Å"the nervous breakdown place. † They drive in Granpa's Model A Ford truck with Mrs. Vorster, the neighboring widow. The boy, his nanny, and Granpa Chook travel in the back. Nanny is going to town in order to send money to her family in Zululand since there has been a drought. They arrive at the boarding school early, so the boy and Granpa Chook perch in the boy's secret mango tree. Later, the boy leaves Granpa Chook in a clearing in a citrus orchard while he visits Mevrou—he reports that he no longer has a bedwetting problem.Mevrou answers that her â€Å"sjambok† (caning stick) will be lonely. On returning to the clearing, the boy watches Granpa Chook fight a grass snake. The chicken wins, biting off and eating the snake's head. The boy hangs this second â€Å"hatless snake† from a branch near his dormitory window. That night the other kids return. The Judge and his â€Å"jury† beat the boy up for comparing the Judge's new arm tattoo to a â€Å"kaffir† woman's face tattoos. The Judge boasts that his tattoo is a swastika, the symbol of Adolf Hitler. He tells the boy that Adolf Hitler is going to help the Afrikaners exterminate the English.All the boys swear death to all Englishmen in South Africa. Afterwards, the little boys try to figure out who Hitler is. Danie Coetzee, the little boys' spokesman, guesses that it is the new headmaster. That night the little boy experiences â€Å"the loneliest moment that had ever been. â€Å"The next morning, Granpa Chook wakes everyone up with his cock-a-doodle-doing on the boy's windowsill. When Mevrou enters, she notices the â€Å"chicken shit † on the boy's bed and canes him. She wants to butcher Granpa Chook, but when the chicken kills two cockroaches in her defense, she gives him the position of â€Å"cleaner of creepy-crawlies† in the kitchen.Months pass. The boy–still only known to us as â€Å"Pisskop†Ã¢â‚¬â€œbecomes the Judge's servant. In class, Pisskop quickly learns to read Afrikaans and becomes the best in his class in all subjects, even though he is the other boys' junior by two years. In addition to English and Afrikaans, he also speaks the African languages of Zulu and Shangaan fluently. However, aware that his intelligence may be detrimental to his safety, he pretends not to be as clever as he actually is. World War II arrives. A new headmaster comes.The old headmaster, who has a drinking problem, leaves, but only after announcing the â€Å"good news† that Hitler will save the Afrikaners and destroy the English. The Judge warns Pisskop that he will be the first of their pris oners of war. In class, Pisskop's ear gets mauled when the new teacher, Miss du Plessis, hits him for pretending not to know the twelve times table. Then she faints. Another teacher, Mr. Stoffel throws Pisskop against a wall and blames him for killing the teacher. When Pisskop wakes up, he is relieved to find that Dr. Henny is looking after him.Mevrou makes Pisskop lie to Dr. Henny and say that he fell out of a tree. Miss du Plessis has a nervous breakdown and a new teacher, Mrs. Gerber, arrives. Pisskop believes that he has caused both his mother's and Miss du Plessis' breakdowns. Analysis Chapter Two explains the title of the book and introduces us to the novel's main theme: the importance of independence. The five-year-old Pisskop has already learned the necessity of developing an independent spirit within himself. His experiences show him that he cannot rely on anyone at the boarding school; he must nourish this power on his own.Adaptation, or survival through camouflage, is as important as independence for survival. The boy, whose constant consideration of how to cope with his difficult life makes the novel's style approach a kind of stream-of-consciousness, believes that he must camouflage his brilliant mind. He asks himself questions such as â€Å"How could you go wrong with a friend like [Granpa Chook] at your side? † He also occasionally uses the imperative voice, as though counseling himself: â€Å"†¦adapt, blend, become part of the landscape, develop a camouflage,†¦try in every way to be an Afrikaner. In some senses, the author keeps the boy camouflaged from us as well. For example, we are implicated in referring to him as â€Å"Pisskop† or â€Å"rooinek† since we have no other name for him. The notion of naming-as- identifying becomes a vital issue in this novel, where white people do not distinguish between black peoples, but instead clump them all together under the derogatory term â€Å"kaffirs. † Naming so meone else is a powerful tool for establishing identity–as a bedwetter, an English-speaker, or a black person.With the continuation from Chapter 1 of the little boy's education, the novel begins to suggest that its genre is that of the â€Å"bildungsroman†-a novel which follows a protagonist from early childhood to maturity. The fact that the novel is narrated by the protagonist-as-adult from some safe point in the future confirms this genre. The narrator tells the events as he perceived them through his five-year-old eyes, but at the same time gives glimpses of his mature perspective on the events. For example, there is wry irony in the description of how the little boys agree that the new headmaster must be Adolf Hitler.The narrator does not contradict the boys' view, but allows the reader to chuckle at the misunderstandings of young minds. The protagonist already begins to stand out, however; in spite of his naivete, his observations are often uncannily accurate. We are by no means to mock the boy, but rather to marvel at his resilience in this tough world. The narrator confronts the reader with the nastiness of the situation through vivid, immediate story-telling through an abundance of dialogue. The language is often shocking or crude-at one point the five-year-old Pisskop exclaims to himself, â€Å"What a shit of a day already! At other times, however, Pisskop does not possess enough vocabulary to describe the experiences with which he is confronted-for example, he refers to the mental institution simply as â€Å"the nervous breakdown place. † Chapter Three Summary The Judge and his jury interrogate the boy about why his names are â€Å"Pisskop† and â€Å"rooinek. † The Judge pulls down the boy's pajama pants and tells him he is an English â€Å"rooinek† because his â€Å"snake has no hat. † Boers, in contrast, have hats on their snakes. The boy's punishment is to march around the playground every day, co unting backwards from five thousand.However, he actually spends this time doing the Judge's homework in his head. The boy helps the Judge with his homework, reasoning that if the Judge passes the school exams, the boy will no longer have to deal with him. He manages to convince the Judge to allow him to become his full-time homework helper. He realizes, however, that the teacher Mr. Stoffel will smell foul play if the Judge's mental ability drastically improves. The Judge compliments the boy for being a â€Å"slimmertjie† (a little clever one). In return for the help, the Judge annuls the marching after school, and promises not to tell Hitler about the boy.Everything seems to be proceeding more smoothly for the boy and Granpa Chook. The boys hear that Newcastle disease has erupted on a chicken farm nearby. The boy worries about his Granpa, his mother, and himself. He ardently wishes to live with his nanny in Zululand, hidden from Hitler. The Judge reports news of the war, sin ce Mr. Stoffel allows him to listen to his radio. Hitler has taken Poland, which the boy thinks must be in South Africa, owned by the â€Å"Po† tribe. No one explains to him that South Africa is on England's side. The Judge holds â€Å"war councils† behind the school toilets.The senior hostel boys are called â€Å"storm troopers. † The boy and Granpa Chook are the â€Å"prisoners of war† and are tortured and interrogated. The boy must submit to â€Å"Chinese torture†-that is, holding an iron bar with his arms stretched out in front of him-and â€Å"shooting practice,† where he holds tin cans into which the storm troopers catapult stones. In the interrogation, the boy is forced to call his mother a â€Å"whore† who sleeps with â€Å"kaffirs. † They burn him and put biting ants in his pants, but nothing they do can make him cry. The boy's stoicism infuriates them.The boy admits to us those he only cries inwardly-in the â€Å"nig ht country. â€Å"The school term draws to a close. Mr. Stoffel holds up the Judge as an example of academic improvement. The Judge shows no gratitude to the boy for his help. Instead, during a final torture session, he tries to make the boy eat human feces. The boy refuses, keeping his mouth tightly shut. The Judge thus rubs the feces into the boy's teeth, lips, face, and hair. As the Judge cries â€Å"Hail Hitler! † to the skies, Granpa Chook defecates into the Judge's open mouth. In retaliation, the Judge catapults a stone into the â€Å"kaffir chicken rooinek,† breaking his ribcage.The boy begs them not to kill Granpa Chook, but they pelt the chicken to death. The boy cries for the first time-thus ending the drought in Zululand. He gives Granpa Chook a fine burial, and covers his battered body with stones. The â€Å"loneliness bird† settles inside the boy. At dinner that night, the boy is told he must visit Mevrou in the dispensary after the meal. Analysis Chapter Three adds the notion of an inner and an outer self to the theme of the power of one. Pisskop learns how to lead a double life–how to be â€Å"in two places at once†Ã¢â‚¬â€œso that he can appear to have a tough exterior, while hiding his vulnerable interior.In fact, everything that the boy has learnt in Chapter One and Two becomes complicated in Chapter Three. Suddenly the Judge shows glimpses of humanity by treating the boy â€Å"not entirely without sympathy. † Although the litotes-or double negative of â€Å"not entirely without sympathy† indicates that the Judge has only microscopically improved his behavior, it nevertheless shows that the boy has learnt that this is not a clear-cut fight between good and evil, Afrikaners and English, black and white.Bathos, or anti- climax, also serves to highlight that the boy's torturers are human beings, not nameless demons: at the end of Chapter Three we finally learn that the Judge has a name–Jaap ie Botha. While the boy realizes that his imagination is his one way out of the horror of his life, at the same time he has to recognize that â€Å"imagination is always the best torturer. â€Å"As the first person narrator, the boy describes not only the events of his early life, but all his emotions and philosophies. He shares with us universally valid musings that he has extracted from his experience: â€Å"One thing is certain in life.Just when things are going well, soon afterward they are certain to go wrong. It's just the way things are meant to be. † The reader's compassion, or sense of pathos, for the protagonist increases because the descriptions of his neglect by his mother are subtle. Instead of blaming other people, Pisskop becomes everyone's scapegoat. We learn that no one has recognized his birthday when he remarks, in a non-accusatory tone: â€Å"I had turned six but nobody had told me, so in my head, I was still five. † Chapter Four Summary After din ner in the boarding house, the boy visits Mevrou.She hands him a train ticket to Barberton, a small town in the Eastern Transvaal province. The journey will take two days and two nights. The boy's Granpa had to sell his farm to their neighbor, Mrs. Vorster, because Newcastle disease killed off his chickens. The following day from his secret mango tree, the boy watches the other kids leave. Then Mevrou marches him off to buy â€Å"tackies† (sneakers) at the Jew Harry Crown's shop. The boy has never owned shoes before–on the farm, the kids simply wore khaki shorts, shirts, and a sweater if it was cold. When they arrive at Harry Crown's shop, it is closed.Mevrou sends the boy to wash his feet at a garage, and the boy notices a sign above a workshop entrance that reads â€Å"BLACKS ONLY. † He wonders why whites are forbidden there. Harry Crown, jaunty and jocular, arrives. He brews up some coffee for Mevrou and gives the boy a raspberry sucker. He expresses shock wh en, on asking the boy his name, he replies â€Å"Pisskop. † With the money the boy's Granpa has sent, Mevrou buys him some tackies which are two times too big for his feet-she stuffs them with balls of newspaper so they will fit. Pisskop feels grand in them, even though he can barely walk.Harry Crown packs four more suckers into the shoe box while Mevrou is not looking. He also invents a new, more sanitary name for the boy-Peekay. The boy likes the name and decides to adopt it for himself. That evening Mevrou takes Peekay to the train station. She puts his Granpa's change-a shilling-into a pocket on his clothes. When the train arrives, the stationmaster introduces Peekay and Mevrou to the train guard, Hoppie Groenewald, who he says is â€Å"champion of the railways. † Peekay trips up the train steps because of his tackies getting in the way but Hoppie kindly gathers him up in his arms.Hoppie keeps Peekay company in the train compartment, and allows him to take of the t ackies. Peekay asks Hoppies about the sepia photographs hung on the walls- they show Cape Town and Table Mountain. This sets Hoppie off talking about how he almost competed in the National railways boxing championships in Cape Town. He begins giving Peekay a boxing lesson, slipping some leather boxing gloves onto Peekay's hands. Although the gloves are far too big, they feel comfortable to Peekay. Peekay secretly delights that Hoppie may be able to each him how to defend himself against the likes of the Judge. Hoppie tells Peekay that when he grows up he will be the welterweight champion of South Africa. He urges Peekay to start boxing lessons as soon as he arrives in Barberton. When the train refuels at Tzaneen, Hoppie treats Peekay to a mixed grill at the Railway Cafe where the bar ladies interrogate Hoppie about his next boxing fight. Peekay notices that Hoppie likes the younger woman, who has very red lips. Peekay falls asleep and the last image he remembers is Hoppie tucking hi m into bed. AnalysisThe novel's main plot, involving boxing, begins in Chapter Four as Peekay meets Hoppie Groenewald. Peekay compares Hoppie's role in his life to that of a sudden and temporary â€Å"meteorite† and calls him a â€Å"mentor. † The boxing plot initiates a new theme in the novel: the role of mentors in education. Education is not defined merely in formal terms, but as relating to the development of the person in his entirety. In such a way, the novel begins to tackle possible prejudices against sport, and particularly boxing, which is often assumed to give leeway only to violence and aggression.The boxing plot also incorporates the theme of the power of one, since Peekay's ambition to become the welterweight champion of South Africa, and then of the world, is purely his own ambition. The people Peekay encounters later in the novel support him in his endeavor, but often do not understand it. Chapter Four also introduces the main milieu–or backdropà ¢â‚¬â€œof the novel: apartheid. ‘Apartheid' is an Afrikaans term meaning simply ‘apartness,' and was coined by the Nationalist president of South Africa, Daniel Malan, in 1948.Chapter Four occurs before 1948, however, when white supremacist behavior was already in operation, but not yet systematized. Peekay's first consciousness of apartheid comes in this chapter, when he notices the â€Å"BLACKS ONLY† sign. In keeping with his childlike perspective, however, the author does not explain apartheid but pushes it to the background. Peekay's lack of understanding of apartheid established dramatic irony, as the reader understands the social institutions which define and affect Peekay from a more informed point of view.Peekay's confusion is not intended to be analyzed as a childlike confusion, however–the questions Peekay asks are terrifyingly legitimate and precise. For instance, when he wonders why white people cannot enter the workshop, he unwittingly touches at the irrationality of racism and apartheid. The novel is clearly founded in its South African context, with the author extremely conscious of the fact that he is writing for an international audience. He italicizes South Africanisms such as â€Å"stoep† (verandah) and â€Å"doek† (headcloth), and explains concepts that non-South Africans could not be expected to understand.For example, Peekay explains that years after his meeting with Hoppie he â€Å"discovered that the Cape Doctor was a wind that blew in early spring†¦Ã¢â‚¬  At the same time, Peekay's meteorite simile reveals a yearning for something much larger. The author is clearly aiming to make a universal statement about the pointlessness of discrimination against any group of people. The introduction of a Jewish character, Harry Crown, discloses that discrimination works on all levels-racial, cultural, and religious.The fact that Harry Crown coins Peekay's name for him is of vital importance-the author offers the lesson that people can make a difference in one another's lives regardless of how short their period of contact. Chapter Five Summary Peekay wakes early and surveys the savannah outside the train window. He expresses amazement at the washbasin which Hoppie shows him, neatly stashed away beneath the compartment table. Hoppie tosses away Peekay's soggy packed food from Mevrou and insists on buying him a proper â€Å"first class fighter† breakfast.As Hoppie lifts Peekay out of bed, Peekay covers his penis and apologizes to Hoppie for being a â€Å"verdomde rooinek† (a damned redneck). He expects â€Å"retribution. † Nothing happens, however, and Peekay begins to lose his fear of being an Englishman. Hoppie takes Peekay to the dining car where the waiter walks past and asks Hoppie the â€Å"odds† on his fight. Peekay wonders what â€Å"odds† are. He asks Hoppie whether he is frightened for the fight, eliciting another inspiring lecture from Hoppie, who is a â€Å"southpaw† (left-handed boxer). Lunch arrives with free steaks for Hoppie and Peekay.All of the passengers chat enthusiastically about Hoppie's imminent boxing bout. The waiter takes money for bets, and Hoppie has to explain what â€Å"betting† is to Peekay. Hoppie encourages Peekay to bet ten to one with his Granpa's shilling. Peekay is a little worried since Mevrou told him only to use the shilling in emergencies. Hoppie tells Peekay this could be considered an emergency. In Gravelotte, Hoppie takes Peekay to his home on the railway mess. Then they go to buy new tackies for Peekay at â€Å"Patel and Son,† which is owned by an Indian man, Mr.Patel. Hoppie treats Mr. Patel and his daughter–whom Peekay notices as being very beautiful–with disdain and tries to swap Peekay's large tackies for new ones. When Mr. Patel recognizes Hoppie as the famous boxer â€Å"Kid Louis† (Hoppie's boxing name, taken from a black non-Afric an boxer), he wants to return Hoppie's nine pence. Hoppie tells him to give the money to Peekay instead. Mr. Patel hands Peekay a shilling. Peekay is relieved his Granpa's money has strangely been restored. Mr. Patel says that he has bet ten pounds on Hoppie's victory.On the way back to the railways, Hoppie tells Peekay not to address â€Å"coolies† (derogatory term for Indian or â€Å"colored† people) as â€Å"Mister. † They head for the billiard room, where Hoppie's opponent, Jackhammer Smit, comes swaggering towards them. He laughs at Hoppie's small stature and calls him a â€Å"midget. † Hoppie tosses back a witty comment before exiting. Peekay meets Hoppie's friends Nels and Bokkie. At his home, Hoppie educates Peekay in pre-match rituals: a shower, a lie-down, and glasses of water every ten minutes (since it is deathly hot). At dinner, Hoppie introduces Peekay to people as â€Å"the next welterweight contender. Peekay remembers all that Hoppie tell s him, and Hoppie marvels at Peekay's perfect recall. Hoppie's army forms arrive in the mail–he tells Peekay that he has been summoned to war. He explains that Hitler is a very bad man–the enemy, not the ally. Analysis The racism of whites towards non-whites in South Africa becomes clearer in Chapter Five. Peekay's description of Mr. Patel's daughter as wearing â€Å"diaphanous cloth† and having â€Å"dark and very beautiful† eyes contrasts with Hoppie's racist description of Indians as â€Å"coolies. † Thus, the theme of people contradicting themselves in their behavior emerges further here.While showing extreme generosity and compassion to Peekay, Hoppie shows only arrogant racism towards the Patels, and tells Peekay not to call Mr. Patel â€Å"Mister. † Peekay thus becomes more than simply the protagonist-he becomes a moral yardstick by which we are to judge the other characters. Peekay shows respect and courtesy to everyone he meets. Alt hough Peekay's insight into the world remains limited and somewhat humorous, he is fast being forced to grow up. The bildungsroman structure usually involves a series of shifts from one setting to another, with very few visits to past settings.With Peekay surrounded by fresh faces on a train bound for Barberton, a new town, this novel certainly continues to fulfill the bildungsroman criteria. Moreover, most readers are in the same position as Peekay-unclear of the exact details of apartheid, and without an intimate knowledge of the boxing world. When Peekay confides that he does not understand Hoppie's â€Å"boxing parlance,† we share his newcomer's perspective. Chapter Five offers a couple of examples of the author's method of characterization–a simple, conventional method whereby a character's name is subsequently furnished with a short physical sketch.Peekay illustrates Mr. Patel's daughter, for instance, through the following description: â€Å"She was a mid brown color, her straight black hair was parted in the middle†¦Ã¢â‚¬  While the author pursues a conventional characterization method, the reader can understand his preoccupation with appearance, and particularly with skin tone. By Peekay almost taking inventory in noticing the woman's â€Å"mid brown color,† the author highlights the impossibility of categorizing people, especially according to something as nuanced as skin color. People should not be quantified and pigeonholed, he suggests.Yet some of the character descriptions fall into stereotypes or caricatures, contradicting this notion. Mr. Patel, for instance, speaks in a caricatured Indian dialect, using expressions such as â€Å"very-very† and â€Å"by golly. † Such stereotypes suggest that the book belongs to the genre of â€Å"popular adventure. † The characters and events, as will be seen in the rest of the novel, lack authenticity but replace it with the kind of exaggerated magic found in ch ildren's fairy tales. Chapter Six Summary Jackhammer Smit, a miner, has all his fellow miners on his side.The miners have constructed a makeshift boxing ring on Gravelotte's rugby field. All the townspeople gather on the stands (bleachers), with the black denizens having to squat underneath and peer through the whites' legs. Bokkie and Nels, Hoppie's seconds, lead Hoppie and Peekay to the warm-up tent where Hoppie points out the referee–a dwarf–to Peekay. Jackhammer Smit is already decked out in full boxing gear-Hoppie whispers to Peeky that he is â€Å"one big sonofabitch. † Hoppies opts to â€Å"glove up† in the boxing ring to provide more amusement for the crowd.Bokkie, following boxing etiquette, carries the gloves to Jackhammer Smit's seconds so that they may choose. Jackhammer and Hoppie taunt each other verbally, and Hoppie instructs Peekay: â€Å"Never forget, Peekay, sometimes, very occasionally, you do your best boxing with your mouth. † Nels escorts Peekay away from the tent and up the stands to Big Hettie, a large woman who chugs brandy throughout the fight and forgets to conceal her Irish accent when drunk. Hoppie and Jackhammer Smit enter the ring. Big Hettie hurls a curse at Jackhammer and the crowd roars with laughter.Big Hettie calls the dwarf referee â€Å"Sparrow Fart. † The dwarf invokes Biblical imagery, introducing the match as one between David and Goliath. In the first round, Hoppie lands a dozen punches to Jackhammer's left eye. The second round proceeds similarly, except that Jackhammer connects with Hoppie's head three times. Rounds three to five witness Hoppie attempting to wait out Jackhammer by taunting him around the ring. At the end of the sixth round, Jackhammer's left eye is almost shut, and Hoppie's ribs are red from the blows.In the seventh round, the heat begins to take its toll on Jackhammer-his left eye has closed. He manages to punch Hoppie right under the heart, however, and Hop pie crumples to the ground. Jackhammer refuses to move to the corner of the ring, thereby unwittingly giving Hoppie thirty seconds to recover. Hoppie manages to rise on the count of eight. Big Hettie nourishes Peekay with creamy coffee and chocolate cake during the fight. In the eleventh round, Jackhammer purposely knocks the referee backwards so that he cannot witness him headbutting Hoppie to the ground.The railwaymen, supporting Hoppie, cry â€Å"Foul! † After much confusion, and outbreaks of fighting amongst the crowd, the referee decides to award Hoppie the fight on a foul. Hoppie, however, is not satisfied and calls for the fight to resume. In the fourteenth round, Jackhammer knocks Hoppie down-suddenly Hoppie rises with a punch to Jackhammer's jaw, knowcking him out. A â€Å"braaivleis† (barbecue) and â€Å"tiekiedraai† (dance) follow the fight. Hoppie puts Peekay to sleep, next to Big Hettie. Analysis As the narrator matures, his voice gives the story a lyrical tone.The adult Peekay describes the gum trees near the boxing ring with â€Å"their palomino trunks shredded with strips of gray bark,† and the moths and insects which â€Å"danced about the lights, tiny planets orbiting erratically around two brilliant artificial suns. † He uses the same lyricism to describe, almost blow by blow, the boxing match between Hoppie and Jackhammer Smit-indeed, most of Chapter Six is taken up with the fight itself. This foreshadows many similar lengthy fight descriptions in the following chapters: the novel becomes in part a sports novel, with Peekay taking the role of commentator.Yet The Power of One differs from other sports novels in that it raises sport to the level of an art form. Peekay uses music metaphors and similes, subtly comparing boxing to music. For example, he notes how the referee â€Å"orchestrated† the audience to silence, and how Jackhammer Smit bangs his right fist into his left palm â€Å"like a metronom e. † The incongruity of music and a thug such as Jackhammer Smit works like an intellectual conceit-that is, an outrageous comparison that makes sense only after a couple of moments of thought.In such a way, the author compels us to accept boxing as an art form. The rich boxing vocabulary-including terms such as â€Å"straight left†, â€Å"feinting†, and â€Å"clinch†-heightens Peekay's storytelling power. This contrasts with Big Hettie's crude, yet hilarious commentary-she calls the dwarf referee â€Å"Sparrow Fart† and does not listen to a word Peekay says. The fact that the referee is a dwarf, and Big Hettie is partly Irish, adds to the already colorful human landscape of the novel-once again, the author forces us to recall the many types of differences between human beings.Hoppie's victory over Jackhammer is an important plot moment for the young protagonist Peekay since it gives him the faith that â€Å"small† can prevail over â€Å"lar ge. † He admits to the reader that â€Å"Big, it seemed to me, always finished on top †¦Ã¢â‚¬  The battle between small and large takes on a new dimension in Chapter Six: Hoppie teaches Peekay the necessity of strategy, of tactics. His main advice to Peekay is â€Å"First with the head, then with the heart,† an aphorism which Peekay never forgets. Peekay must change his own theme from the battle between small and large to the struggle between brains and brawn.Chapter Seven Summary Peekay awakens on the train to see â€Å"koppies† (little hills) and â€Å"lowveld† (bushland) flashing by outside. He finds a letter and a ten-shilling note attached to the front of his shirt-it is from Hoppie. Hoppie tells Peekay that the ten-shilling note is the money Peekay won from his bet, and in the note he reminds Peekay that â€Å"Small can beat big† and â€Å"first with the head and then with the heart. † Peekay is upset that Hoppie has disappeared from his life, but realizes that Hoppie has given him something to take away-the power of one.Peekay defines this as â€Å"one idea, one heart, one mind, one plan, one determination. † Soon Peekay notices a stench in the train compartment. He looks down from his bunk to see Big Hettie, fully dressed, sprawled on the bed below â€Å"like a beached sperm whale. † She reeks of brandy. When Peekay returns from the toilets, he finds that Big Hettie has half-collapsed onto the floor, with her dress over her ears. Peekay restores her to a normal position by shifting her legs onto the ground. Big Hettie belches in reply and Peekay exclaims â€Å"Boy, did she stink! The conductor, Pik Botha, arrives and gives a melodramatic lament when he realizes that Big Hettie is on his train. He gets even angrier when he discovers that Peekay's ticket is not clipped, and he blames it on Hoppie. Peekay pleads for Hoppie and succeeds. Pik Botha takes Peekay to breakfast, where the boy meets Hennie Venter, a waiter. When they return to the compartment, Botha—a born-again Christian—tells Peekay that Hettie is a â€Å"good example of God's terrible vengeance. † Hettie, however, wakes up to defend herself, calling Botha a â€Å"self- righteous little shit. She sends Peekay to fetch water for her. Peekay returns, and looks after Hettie by cooling her chest with a damp cloth. Hettie orders Botha to engineer a way to get her out of the compartment since she cannot get up. As Botha attempts to climb over Hettie to get a grasp on her, Hettie belches and Botha falls on top of her. Hettie begins to laugh and Peekay realizes that they are â€Å"in a real pickle. † They try a different tactic, with both Botha and Peekay pulling. Peekay loses his grip, however, and falls into Botha's crotch, causing him enormous pain in his waterworks. † They give up for the moment, and Hettie orders a lavish breakfast for herself and Peekay from Hennie. Peekay, no t hungry, gives his helping to Hettie, who scoffs everything. While Hettie eats, she tells Peekay that Hoppie could have been a famous boxer if it were not for the fact that he does not know how to hate. Peekay decides that he needs to learn how to hate. Hettie also tells Peekay about her love affair with a flyweight, who used to beat her up because he could not beat up his opponents. He died of a brain hemorrhage, during a match.Peekay watches Hettie binge herself on food all day, and intuitively realizes that he is witnessing â€Å"a sickness or a sadness or even both. † Hettie cries for herself, and Peekay comforts her. That afternoon the train arrives at the Kaapmuiden station. The railwaymen have to employ monkey wrenches to try to get Hettie out of the compartment. After telling Peekay she has faith in his becoming a great boxer, she dies quietly. Analysis In Chapter Seven, Peekay takes a detour, describing the tragicomic events that occur on his train ride between the towns of Gravelotte and Kaapmuiden.Big Hettie is representative of the â€Å"passing characters† pattern in the novel-some characters remain, while others coexist only briefly with Peekay. As with Hoppie, Peekay takes something away from Big Hettie. He learns about pride and courage. Peekay is learning how to absorb the essence of other people, how to remember what they say. Thus, â€Å"the power of one† does not refer to an individualistic sentiment, but rather to an all-encompassing notion, which acknowledges that the individual is shaped by all those people who pass through his life, whether for a brief or lengthy time.Peekay describes the events of the novel with humor and compassion; events are often both funny and sad. Big Hettie becomes one of the novel's caricatured, burlesque characters, and this chapter could almost be called a tribute to her. Chapter Seven thus deviates from the overarching plot. Hoppie's letter to Peekay, included at the beginning of the ch apter, also works to disrupt the neat, narrative flow and-as Peekay's first letter (and wager won)-it acts as a kind of mark of initiation into a more adult world.The â€Å"toilet humor† apparent in this chapter (Big Hettie's belches, for example) not only works as part of the burlesque, but constructs an invisible hierarchy amongst the characters- proximity to bodily Chapter Eight Summary The train arrives at Barberton station late at night. Hennie Venter says farewell to Peekay and promises to tell Hoppie that Peekay â€Å"behaved like a proper Boer, a real white man. † Peekay does not recognize anyone on the platform and so he sits silently crying, longing for his nanny to arrive and sweep him up. Then he notices a lady approaching.She calls him her â€Å"darling† and holds her against her bony body. Peekay realizes that it is his mother. When Peekay asks her where his nanny is, she simply says that he is too old for a nanny and hurries him out to a car where a certain Pastor Mulvery is waiting to take them home to Granpa. Peekay's mother and Pastor Mulvery spend the car ride home praising the Lord's precious name. Peekay's mother intimates that he must become a born-again Christian at the Apostolic Faith Mission, and Pastor Mulvery says they are on their way to meeting the Lord.Peekay asks if they can meet the Lord the following day–he is too exhausted that night. They both laugh. Peekay longs for the continuation of his past life on the farm. He discovers, fortunately, that the new house has exactly the same furniture as the farmhouse. He surveys the scene: the grandfather clock, the stuffed Kudu head, the painting of the Rourke's Drift massacre, the zebra skin. Peekay's Granpa enters the room and Peekay notices that he remains unchanged too. Only the kettle in the kitchen looks â€Å"new and temporary. † Peekay resolves to question his Granpa about nanny's whereabouts the following day.In the dawn he explores the back g arden, which he finds full of rosebushes–he observes that â€Å"the garden looked like the sort of tunnel Alice might well have found in Wonderland. † Beyond the fences surrounding the garden, Peekay notices plants of a wilder nature-quince, guava, orange, lemon, avocado, poinsettia, and aloe. He decides to explore and, before he realizes, he has climbed high up the hill. Compared to the African bush, the rose garden looks â€Å"tizzy and sentimental as a painting on a chocolate box. † He surveys the town of Barberton from above, and then joins his Granpa in the rose garden.When he asks where his nanny is, his Granpa slowly puffs on his pipe and tells Peekay a cryptic story about his grandmother, for whom he says Africa was too severe. Then he tells Peekay to ask his mother about nanny. Returning to the house, Peekay is reunited with the twin kitchen maids Dum and Dee, who tell him that Nanny is still alive. They also explain to Peekay that his mother has become a seamstress. When Peekay finally confronts his mother about Nanny, his mother tells him that she returned to Zululand because she refused to remove her â€Å"heathen charms and amulets. Peekay shouts that the Lord is a â€Å"shithead† and runs through the â€Å"Alice in Wonderland tunnels† until he reaches the hill. The eggs of the loneliness birds are crushed into powder inside him and, in a moment, he grows up. Analysis Chapter Eight contrasts the preceding two chapters (which cover Peekay's temporary adventures on the train home) by introducing Peekay and the reader to his new permanent place, Barberton. He has to deal with the prospect of a life with his returned mother and her religious fanaticism. He desperately searches for continuity and finds that his Granpa, Dum, and Dee are his only constants.While Peekay's experiences keep shifting from one backdrop to another, his method of narration is not disrupted, but is conventional and linear. Occasionally, he rem inisces about past events, but generally he moves forward chronologically. You may ask how a six-year-old could think like this. I can only answer that one did. The reader finds continuity in the story itself through the recurring motif of the loneliness birds, whose eggs transform to dust at the conclusion of Chapter Eight. This shift is significant, and Peekay observes that, suddenly, he has grown up.He ends the chapter by addressing the reader directly. He specifically addresses the reader's skepticism. It may seem ironic that at the same moment that Peekay announces his burst into the adult world, he confronts the reader's adult rationality. However, as the novel unfolds, it will become apparent that Peekay possesses a special manner of combining adult logic and rationality with a childlike appreciation for the magic and mystery of the world. The literary allusions to Lewis Carroll's novel Alice in Wonderland highlight this belief in magic.It is no accident that the names of the kitchen maids are â€Å"Dum† and â€Å"Dee,† reminiscent of the Carroll's characters Tweedledum and Tweedledee (Peekay presumably provided these nicknames for them in his youth). Not only does Peekay profess to grow up in this chapter, but for the first time he truly begins to grapple with the concept of â€Å"Africa† and his place in it. With his simile comparing his Granpa's rose garden to a chocolate box picture, Peekay consigns the garden to symbolic status-he sees the cultivated garden as a symbol of Englishness.The epithets he uses to describe the garden- â€Å"tizzy† and â€Å"sentimental†-suggest that he wishes to repudiate this part of his identity and allow himself to be captivated by the wild, untamed African land. Chapter Nine Summary While Peekay sits on a rock on the hillside, surveying Barberton, a very tall and thin man with a camera introduces himself as Professor von Vollensteen. He tells Peekay that he could not resist taking a photograph of him as he sat on the rock. He asks for Peekay's permission to call it â€Å"Boy on a Rock. † Peekay notices that the professor is carrying a cactus in his canvas backsack.He asks why the cactus is not pricking the professor, and the old man promises to reveal the secret. He takes the cactus from his bag and introduces it to Peekay as â€Å"Euphorbia grandicornis†¦ a very shy cactus. † He shows Peekay that his backsack is made of leather, protecting his back from the cactus' prickles. Peekay says that he could have worked that out for himself, and the professor calls him a â€Å"schmarty pants. † He asks Peekay whether he knows what a professor is, and Peekay has to admit that he does not know. Suddenly the professor notices a rare aloe under the sock on which Peekay is sitting, and yelps â€Å"Wunderbar! Peekay reminds him that he has not yet explained the word â€Å"professor. † The man replies, â€Å"‘A professor is a person w ho drinks too much whisky and once plays goot Beethoven. ‘† Then he tells Peekay that he can call him â€Å"Doc† instead of â€Å"Professor. † Doc and Peekay part ways and Peekay returns home, to a dismal Dum and Dee. Cowering, they tell him that his mother wants to see him. Peekay does not feel scared-his mother does not realize that he is a â€Å"veteran of interrogation and punishment. † Peekay's mother makes him apologize to her, then breaks down into tears of self-pity.At this, Peekay feels relieved because he is more accustomed to this side of his mother. He tells her to lie down, and brings her some tea and an Aspro. Two days later, Peekay sits watching army trucks filled with soldiers passing by the house when Doc arrives. Doc greets Peekay warmly and says that he wishes to speak to his mother-he has brought an aloe and the photograph of Peekay as presents for her. Doc discovers, to his horror, that Doc is a German. Doc tells Peekay's mother that he believes her son is a genius and he wishes to give him music lessons. At first she resists, since she does not accept charity from anyone.Doc eventually convinces her by saying that in return for the lessons he requires Peekay to work for him, collecting cacti. Peekay's mother now agrees- having a son trained in classical music will be a status symbol for her, a â€Å"social equalizer. â€Å"The summer months pass and Peekay spends the majority of his time with Doc, roaming the Barberton â€Å"kloofs† (cliffs) collecting cacti. Doc teaches Peekay â€Å"the priceless lesson of identification. † He teaches Peekay how to observe, how to listen to himself, and how to use his brain for both original thought and as a â€Å"reference library† for storing information.Doc supplements Peekay's outdoors education with morning piano lessons, and frequent trips to the Barberton library, run by Mrs. Boxall. Peekay soon realizes that he is competent but not a gifted musician. His mother, however, is delighted when Peekay stuns all the Barberton citizens at the bi-annual cultural concert by playing Chopin. The Afrikaners leave the concert when all the English people begin singing â€Å"White Cliffs of Dover. † Peekay explains the close relationship between the Boers and the Germans, who gave the Boers assistance during the Boer War. AnalysisDoc, or Professor von Vollensteen, helps Peekay to counter generalizations about Germans. Peekay is at first shocked since he associates all Germans with Hitler's Nazi party. Chapter Nine shows some stylistic deviations from previous chapters by Peekay's deviations into historical descriptions. At the conclusion of the chapter, he provides the reader with a lengthy description of the close relationship that developed between the Germans and the Boers during the Boer War. In such a way, he undertakes to educate the reader-he does not make allusions to historical events; he explains them.This results in the novel being self-contained—one does not have to undertake much external research in order to understand its context. Perhaps the author is suggesting that the very notion of history and historical recording is at stake in this time period. History cannot be taken for granted, and history text books cannot be trusted. By taking Peekay under his tutelage, Doc becomes the next of Peekay's string of mentors. Doc's character introduces a couple of new vocabulary sets into the novel-that of Latin cacti names, and that of his quirky half-German half- invented dialect.He uses nonsense terms such as â€Å"absoloodle,† and German exclamations such as â€Å"wunderbar. † Doc is a caricatured character (he occupies the space of a kind of fairy godfather), who becomes a foil to Peekay's Granpa-the latter confines himself to the preened, meted world of his rose garden, while the former exposes himself to the dangerous, exciting life of cacti and aloes. Although Peekay now has his mother and Granpa with him, there exists a glaring absence of anyone playing a truly parental role in his life.Doc fills this role. Instead of caring for her son, Peekay's mother neglects him in favor of the Lord, and Peekay in fact plays the role of parent to her. Peekay subtly underscores his mother's hypocrisy-while subscribing to the Lord as the only avatar of morality and modesty, she enjoys the status that Peekay's skill at classical piano affords her. Chapter Nine demonstrates a distinct method in Peekay's narrative style: he begins to provide the reader with recaps, or summaries, of events that have already happened.For example, he recapitulates the events of Chapter Eight and the beginning of Chapter Nine as follows: â€Å"The loneliness birds had flown away and I had grown up and made a new friend called Doc and had learned several new things. † The abundance of the coordinating conjunction â€Å"and† stresses Peekay's eagerness to tally these occasio ns-the effect is one of insistence and continuity. The reader can almost hear the tremble in Peekay's voice. The older narrator-Peekay reminds the reader that the younger Peekay has to hold on to the constants in his life-even the loneliness birds have become a constant.The reader senses Peekay's need to impart his life story-it is not a self- aggrandizing process, but a way in which he can circumscribe the uncertainties of his past. Indeed, the chapter concludes with the adult Peekay foreshadowing the loss of Doc from his life. Chapter Ten Summary Peekay skips two classes at the local school. Doc has convinced him that he should drop his camouflage and reveal his intelligence. Doc is Peekay's true teacher. When around Doc, Peekay says that his brain is constantly â€Å"hungry. † As in the summer months, Peekay arrives shortly after dawn each day for his music lesson with Doc.Doc's eyes are often bloodshot and he tells Peekay that the â€Å"wolves were howling† in his head the previous night-his euphemism for being drunk. Doc's Johnny Walker whisky bottles border the path in Doc's cactus garden. One Saturday afternoon in January 1941, Doc and Peekay are working in the garden when Peekay notices a military police van draw up. An officer and a sergeant emerge and, smoking cigarettes, they wait for Doc and Peekay to approach. Then the sergeant arrests Doc under the Aliens Act of 1939. Doc does not resist but instead sadly tells Peekay that he now must care for the cactus garden.Then Doc asks permission to shave and make a change of clothing before leaving for Barberton prison. Peekay brings jugs of water for Doc to wash. Peekay helps Doc to pack, and slips a half-bottle of Johnny Walker into Doc's bag. The sergeant finds the whisky in the bag and wants to share it with Doc, but Doc refuses to drink. The sergeant drinks part of the whisky then pours the rest onto Doc's beloved Steinway piano. Doc smacks the sergeant's wrist with his walking stick, an d the sergeant calls him a â€Å"fucking Nazi bastard† and a â€Å"child fucker. † Doc, however, is already walking towards the military van.The sergeant runs after him and handcuffs him, then kicks Doc's legs so that he collapses onto his knees. Peekay runs after Doc, screaming, and tries to throw his arms around Doc's legs. As he leaps, the sergeant's kick intended for Doc's ribcage connects with Peekay's face and knocks him unconscious. Peekay regains consciousness in Barberton hospital, terribly worried about Doc. The boy's jaw has been broken, making it impossible for him to speak. A fifteen- year-old nurse with acne, Marie, looks after Peekay and calls him her â€Å"skattebol† (fluffball).She tells Peekay that he has become a town hero for trying to restrain a â€Å"German spy. † Peekay's mother and Pastor Mulvery visit him often, and continue their attempts to proselytize him. Peekay remembers Doc's version of God-a force too busy training bees to fuss with silly humans. Peekay's mother calls Doc an â€Å"evil man† who attempted to kill him. Peekay fumes with frustration-he is the only one who knows the truth but he is unable to speak up to defend Doc. He writes to Mrs. Boxall asking her to visit him as soon as possible. Marie eventually agrees to convey the letter on Peekay's behalf. While waiting for Mrs.Boxall, Peekay writes a long letter explaining the details of Doc's arrest. Mrs. Boxall expresses delight at Peekay's testimony and exclaims that it has arrived just in time-the military court is about to put Doc on trial. She shows Peekay the front page of their local newspaper, The Goldfields News. The picture Doc took of Peekay on the rock is headlined with the words â€Å"THE BOY HE TRIED TO KILL! â€Å"Peekay receives a letter from Mrs. Boxall–she has shown his testimony to Mr. Andrews, the lawyer, but he has said that the piece is so sophisticated that no one will believe that a seven-year-old wrote it .Marie, the only person who can understand Peekay's garble through his broken jaw, is thus commissioned to be his interpreter. Peekay, Marie, Mrs. Boxall, and Mr. Andrews arrive at the magistrate Colonel de Villiers' office. Marie takes a while to find her voice, but Peekay manages to prove that he wrote the statement by writing down the names of various Latin succulents. They win the case, but Doc has to remain in prison since he did not register as a foreign alien when he arrived in South Africa fifteen years previously. Peekay visits Doc in prison and meets Klipkop (Johannes Oudendaal) and Lieutenant Smit.Klipkop tells Peekay that he is a boxer, and Peekay begs him to give him lessons. He tells Klipkop he has to become the welterweight champion of the world. Klipkop says that he is too young-the youngest trainee in their boxing prison squad is ten years old. Peekay watches as Klipkop brutally beats one of the black prison servants, accusing him of stealing some biscuits. Smit wat ches quietly, then tells Klipkop afterwards that he was the one who ate the biscuits. The men take Peekay to meet Kommandant van Zyl, who tells Peekay to inform Mrs.Boxall of a surprise he has for the townspeople the following Monday, in the town square. Peekay asks the kommandant if he can box with their squad. Smit is furious with Peekay afterwards. However, Peekay has realized that Jackhammer Smit is Lieutenant Smit's brother. When he refers to the Gravelotte fight, Smit's eyes begin to shine and he accepts Peekay into the squad. Peekay is forbidden from boxing for two years–he may only do technique training. Eventually Peekay gets to see Doc. Doc tells Peekay the â€Å"surprise† on Monday is a very stupid thing.He tells Peekay to meet him in his cactus garden at noon that day, and to find Beethoven's Symphony Number Five in his piano stool, as well as what is above the sheet music (his whisky). Mrs. Boxall becomes very excited when Peekay relays this news to herâ⠂¬â€œshe says Doc is to give a concert. On Monday Smit and Klipkop fetch the Steinway from Doc's house. They introduce Peekay to another warder, Gert Marais. Gert, an Afrikaner who does not speak English, cannot understand Doc and Peekay's conversation. Doc tells Peekay that he does not want to give the concert-he has not performed for sixteen years.However, the prison warders will not allow Peekay to visit him if he refuses. Doc tells Peekay of his musical history-he describes the disastrous concert of 1925 in Berlin where, playing Beethoven's Symphony Number Five, he froze up. As the mayor is introducing Doc in the Barberton town square, a fight breaks out between the English and the Afrikaners. Doc, trembling, takes a swig of whisky and begins to play. The crowd immediately quiets and is captivated by the music. Doc plays beautifully and Peekay has never seen him so happy. AnalysisChapter Ten is one of the novel's longest chapters, taking up almost a tenth of the novel. It carrie s through on Peekay's foreshadowing at the end of Chapter Nine-the loss of Doc and, in a sense, the loss of his childhood. For the first time in his life, at a mere seven years of age, Peekay must confront military and legal institutions-not as a peripheral visitor, but as an eye- witness of Doc's arrest and thus as an insider. Peekay reserves his own critical judgment of the cruel events he experiences (Doc's arrest, Klipkop's brutal treatment of the black prison servant) in order to allow the reader to draw her own conclusions.Peekay takes on the role of objective reporter or observer in these situations. However, he hints that his reserved behavior does not stem from disinterestedness–he realizes that survival in these settings depends on being diplomatic. Neither does the adult narrator withhold critique of the immorality of the prison world-his tone, often earnest, becomes ironic in his descriptions of the prison staff. After describing the office of the kommandant, with its stuffed gemsbok, eland, steenbok, and springbok heads, the narrator illustrates the kommandant himself, who claims to love wild animals.The narrator's precise descriptions–including, for example, the names of all the different kinds of buck on the kommandant's walls–stress the effect Doc has had on Peekay. Doc has taught Peekay how to observe, analyze, record. These skills will be vital to Peekay's success and survival throughout the novel. There are other reasons why it is sensible for the narrator to unleash his criticism of the harsh, racist behavior in South Africa in a subtle, rather than direct manner. Firstly, The Power of One was written at a time when apartheid was still alive in South Africa.The author himself has to take a diplomatic tone. Secondly, the author does not wish readers to see the South African struggle as one between good and evil forces – he paints the prison staff as humans, not monsters. They have redeeming qualities. Klipkop, Lie utenant Smit, and Kommandant van Zyl are all extremely kind to Peekay. The officers who arrest Doc take a moment to have a cigarette. It is a human moment before their violent treatment of Doc. Moreover, Doc's ability to halt the brawling in the town square, with his beautiful rendition of Beethoven, suggests the triumph of our shared humanity.The chapter ends on an optimistic note when it intimates that a universal spirit holds us all together in spite of our myriad differences. This tone of optimism emerges as the novel's distinguishing tone. In spite of Peekay's portrayal of crude or violent behavior, his faith in the notion of â€Å"the power of one† lingers. Chapter Eleven Summary Dee and Dum wake Peekay every morning with coffee and a rusk (a hard biscuit) and he heads to the prison for boxing lessons and then his piano lesson with Doc. The prison staff allows these lessons to proceed since they enjoy the social status afforded by having two classical musicians in their midst.Doc does not understand Peekay's need to box, but he assists Peekay with â€Å"musical analogies. † He says that in music, as in boxing, exercises make up one's foundation. Peekay's visits are so constant that he becomes part of the prison â€Å"shadow world. â€Å"Peekay becomes friends with Gert Marais, the Afrikaans warder. Gert fixes the boxing speedball so that it is low enough for Peekay

Editing of a Film Essay Example | Topics and Well Written Essays - 500 words

Editing of a Film - Essay Example All the terminologies mentioned above are meant to make the film a big success and that depends upon the way the terminologies are used. Accuracy plays the vital role with the editors who work on these terminologies to edit the movie.For instance, when considering the terminology Crosscut, it actually does the intercutting of shots from two or more scenes. Then the fragments of each scene will be presented to the viewer’s attention alternately. This is in fact meant for parallel action. This option is very much useful to the editors to play between the scenes and edit them in whatever way they wish.At the same time when we consider the terminology called rough cut the editor assembles the film from some selected takes only leaving some specific points alone roughly and arrives at the fair one at the later stage. So in this process, the editors try to bring the original script somehow to a minimal percentage and apply all the other editing terminologies to complete the expected movie according to the original script. After this rough cut concept, the editors may apply the other terminologies like cut, cross cut, dissolve etc. This may be customized according to the editors and each one possesses their own way of working, but at last the ultimate goal is to present the film to the viewers in a proper manner. All the terminologies might not be used for a film, but the required ones alone to present it successfully before the public.Initially, editing was done using a single system that helped the editor to cut the scenes that were not required.

Missions to Nicaragura Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Missions to Nicaragura - Research Paper Example One of the mission groups is a BIMI mission group. The BIMI for Nicaragua is a Baptist international mission group that started its mission work in 1962. The mission group was started by Bob and Sabina Dayton. The main aim of BIMI mission group is to bring together and support missionaries and mission projects that were still going on in Nicaragua. The group supported different mission groups in order for them to be in a position to serve better the people of Nicaragua (BIMI, 2003). Another mission group is Nicaragua mission project which is a Christian movement mission that started in 1960s as a ministry to prisoners. The mission started with the name â€Å"the Christian mission in the jails†, and their founders were Rev Marceline Davila Castillo, a pastor in assemblies of God and Antonio Martinez who belonged to church of Nazarene. The group’s objective is to solve the problems faced by residents of this country by improving their life (Lubensky, 1999). The Nicaragua mission project goals were to build churches in order to spread the gospel and reach to people in all areas in that country. The mission project aimed at reinforcing ecumenical associations as well as promoting growth of churches as well as their communities. The mission group built their financial and prayer support structures through donations from their members as well as from the missionaries. The Nicaragua mission group made their first move towards their target in 1959 in Acahualinca in the neighborhood of Managua where they built their first church. The group was assisted by Pentecostal movement of Latin America in which they are part of (Serafino, 2013. The Nicaragua mission project has been successful in its work. The mission groups have stuck to their original vision of serving the populace of Nicaraguans. This has been proved by the number of

Women Should Be able to fight in Combat Essay Example | Topics and Well Written Essays - 750 words

Women Should Be able to fight in Combat - Essay Example One of the key arguments against the women participating into the direct combats was that their presence might result into disruption of the cohesion of the teams as male soldiers may not be able to fully trust the female soldiers as their back-up during the battles. Various studies have clearly demonstrated the fact that physical strength of the women may not be the impediments in their joining the forces in the direct combats. It has been argued that with right training and focus, the physical strength of the women soldiers and their performance can easily be enhanced with right kind of training imparted on them in military academies. (Szivak, et al., 2013). Though somes studies also pointed out towards the lower aerobic abilities ofwomen along with other factors such as slower road-march speed and lifting capabilitis. (Kirkwood, 2013)However, research also suggests that these weaknesses can be improvedwith right kind of training offered. One of the reasons as to why women are being ignored from the jobs of fighting into direct combat is that of sexism. However, this issue can also be overcome if it is viewed from the same perspective as that of the racisim. Male soldiers need to treat the issue of sexism in same range as that of the racism in order to uphold the highest standards of dignity and pride in working for army. (Brook, 2013). It is critical to note however, that the stereotype thinking in army may needs to be changed in order to allow women a breathing space in terms fighting alongside male soldiers in combats. In order to achieve this, top military officials may need to be proactive and bring in radical changes in the way training is imparted to females at the initial phase of their training. (Sanders, 2005). As discussed above, it is relatively a myth that the physical conditions of the women can actually restrict their participation into the battlefields. The average lung power of women is relatively greater than the

Valuation models literature review Essay Example | Topics and Well Written Essays - 2750 words

Valuation models literature review - Essay Example My dissertation will focus on the financial reports of four different companies: BASF, DOW, SABIC, and Dupont. This will be aided by an economy and industry analysis as well as a ratio analysis for the each of the four firms. Valuation models will then be applied in order to arrive to price of the shares for each of the four firms. This literature review will help to find out the most appropriate valuation models to apply in order to arrive at a reasonable recommendation for investors who are interested in these four companies. A number of studies have focused on the usage of financial valuation models in the U.K. in order to evaluate a company’s equity. For example, Imam et al. (2008) aimed to find out the models that were used by financial analysts. They used a methodology that introduced the evidence by using two different ways—interviews with financial analysts and looking into the content of equity reports. Their study highlighted three major points: which valuation models are used by analysts, why are these models used, and how are these models used. In the same area, Demirakos et al. (2004) sought to explain financial analyst practices in terms of valuation by examining hypotheses related to the use of single period and multi-period forms, and also to test the usage of both the accrual and cash flow-based methods. On the other hand, Liu et al. (2002) measured the performance of a wide range of multiples and looked at the selection of relevant issues with the valuation using multiples mo del. An example from their paper showed the differences in the performance sector and the improvement of performance achieved by using other models to calculate multiples. In terms of industry importance, Alford (1992) tried to find out the impact of choosing comparables on size, sectors, and earnings growth on the accuracy of valuation by using price-earning multiples. Also, Boatsman and Baskin (1981) compared the accurateness of the price-earning multiples valuation model based on two sets of similar companies in the same sector. Moreover, Tasker (1998) tested among-industry models in the collection of similar companies by analysts and investment banks in acquisition transactions. The paper written by Barker (1999a) tested the valuation methods used by analysts and fund managers in order to discover the role of dividends in share valuation as well as to find out the importance of different valuation forms used in practice by fund managers and financial forecasters. Moreover, Barke r (1999b) applied both survey and market-based evidence in order to find out the more favorable valuation models, especially the

Pathophysiology Essay Example | Topics and Well Written Essays - 250 words - 6

Pathophysiology - Essay Example The two tests will be crucial in the diagnosis of the retinal detachment in Mr. Ally’s eyes. The presence of the floaters and dark areas is a possible indication that the vitreous has pulled away from the retina. The shrinkage of the vitreous results in tugging on the retina, and can lead to retinal detachment (Kreissig, 2005). In addition, the floaters might show that the retina has dislodged from the inner part of the eye, which contains oxygen, blood, and nutrition for healthy functioning of the eyes. The symptoms that Mr. Ally manifest point to the presence of the retinal detachment. The doctor should treat Mr. Ally with a laser surgery or vitrectomy. Laser surgery is important in reattaching the retina to its right place in the eye (2005). The doctor should also perform vitrectomy by making an incision in the white part of the eye. Then, the physician should use an instrument to remove the vitreous and inject gas into the eye to facilitate the reattachment of Mr. Ally’s

John Edwards (Redeployment in Iraq) Essay Example | Topics and Well Written Essays - 1500 words

John Edwards (Redeployment in Iraq) - Essay Example A recent survey finds two in three Democrats believe the war is already lost and a serious criticism about the adventure of America's war against terrorism in Iraq is evident from the public side as well.1 President George W. Bush started the U.S.-Iraq War, led by the United States against the regime of Saddam Hussein, the authoritarian leader of Iraq in 2003. He explained that the goals of the war were to "disarm Iraq [and] to free its people." The initial reports of CIA and the Pentagon had demonstrated that Iraq possessed nuclear weapons of mass destruction (WMD) and these weapons were a serious threat to the world peace. But, after the Saddam regime has been overthrown and Saddam crucified, there is still no evidence of any such weapons of mass destruction and the public now doubts whether the goals stated by the Bush administration were really true or there were some other intentions that caused to start a war in the name of fight against terrorism and which has proved futile and fruitless. Over the years, more than 2,400 American military personnel have been killed and 18,000 wounded. The financial losses of this war are also dismal with more than $300 billion having been spent in this war and yet the war has not made the United States safer as promised to the American people. That is why; the people now are demanding immediate withdrawal of the American forces from Iraq. Among the advocates of withdrawal, there are the Democrats like John Deutch and Republicans like William Buckley.2 The Problem: From the above surveys, I can conclude that the majority of Americans does not believe in the success, intentions and goals of the U.S. - Iraq war. Besides the public opinion, there are some statistics that show the Bush Administration is not only suffering criticism on its policies, the Bush Administration's mistake in Iraq - invading for the wrong reasons and without enough troops to secure the country - have left the United States with no good options. The prolonged deployment of U.S ground forces in Iraq has resulted in increased suicide terrorism and the Iraq people now see the United States as an occupier rather than a savior. The invasion and occupation of Iraq has made terrorist threat worse than before. And coupled with Bush's disdain for managing shifting geopolitical balances to create a stable strategic environment in the Middle East, the Iraq War has weakened America's regional position in multiple ways.3 Thus, I would like to draw your attention about the actual problem that has caused a setback for the United States. From the facts mentioned above, it seems clear that the prolonged deployment of the American troops has negatively impacted the overall performance of the personnel at other fronts like Afghanistan and the probable action against Iran. Since the previous year, Al-Qaida has re-organized itself in Afghanistan and has gained control over many strategically important places. Similarly, there is instability in the bordering areas of Afghanistan and Pakistan where suicide attacks on the forces have become a common phenomenon and these attacks have negative psychological affects demoralizing the personnel deployed in the country. The war in Iraq has in fact caused the virtual isolation of the United States in the International community and the earlier supporters of the

Owner's Equity Paper Essay Example | Topics and Well Written Essays - 750 words

Owner's Equity Paper - Essay Example If either happens, Financial Statements of a business become invalid or forged. If we show both Earned and Paid Capital in the head of Earned Capital then our profit figure will be overstated and financial statements will lose their validity. Similarly, if Earned and Paid-in Capital are shown as an Investment, then assets will become overstated and again the financial statements of a company will lose their validity. These were the reason why we keep Earned Capital separate from Paid-in Capital. (2003) Both Earned and Paid-in Capital are important at their own place. Without either of them, the company cannot thrive or operate smoothly. No business can setup without the investment by shareholders or owners, similarly, no business can continue to exist unless it earning decent rate of profits. Therefore, both are really important for the formation and smooth running of the business. However, looking at both of them critically, one can state that it is the Paid-in Capital that is more important because only after a business is setup, it starts earning profit. So, without Paid-in Capital there would be no Earned Capital and hence Paid-in Capital has some merits over Earned Capital. Another reason for the importance of Paid-in Capital is the fact that a business can bear losses for some period and may continue to exist on Paid-in Capital. We can conclude that both Earned Capital and Paid-in Capital are equally important, but it is the Paid-in Capital which gets the lead out of the two . According to Wachowicz, Basic Earning is the simplest method to find out the earning per share that a firm has made over its outstanding shares. It is calculated by dividing net profit with number of shares outstanding. For e.g., suppose that a company earns a profit of $5 Million in a fiscal year. It has currently 10 Million Shares issued to shareholder. Its basic earning in this case

Sports commercials Essay Example | Topics and Well Written Essays - 500 words

Sports commercials - Essay Example The next advertisement that is very successful in its marketing strategy is the Adam Oates NHL commercial. This ad is clever because it involves sexuality in the form of a woman to provoke thought. The ad uses phrases like â€Å"patrols the offensive zone,† and â€Å"loose rebounds† to compare hockey with picking up a date. This is clever on the part of the advertisers because they make hockey seem fashionable to the viewing public by contrasting scoring on the hockey field with scoring on the dating front.The next advertisement that is very successful in its marketing strategy is the Adam Oates NHL commercial. This advertisement is clever because it involves sexuality in the form of a woman to provoke thought. The ad uses phrases like â€Å"patrols the offensive zone,† and â€Å"loose rebounds† to compare hockey with picking up a date. This is clever on the part of the advertisers because they make hockey seem fashionable to the viewing public by contrast ing scoring on the hockey field with scoring on the dating front. The final advertisement that I found to really hit the mark was the â€Å"NBA Cares† campaign, which contained three different ads. In the first two ads, a vast number of professional basketball players plead with the audience to help contribute to those in need. This strategy generally works because the audience likes to think that they are on the same level as their role models. The third ad combined the use of star power with everyday fans to get its message across.

The Landlady by Roald Dahl Essay Example for Free

The Landlady by Roald Dahl Essay Slightly shocked from the answer to the question just asked, Billy took another sip of his tea frantically trying to think of something to say. Placing the cup of Tea onto the coaster he took a gasp complementing on the tea, the landlady smiling as he did so. And then without warning he just blurted a question out, So why the others not joining us from upstairs. The landlady took a grin and answered his question well Gregory and Christopher, have not been feeling well recently, so I have been looking after them, they are ever so polite much like you. The way she said it made it sound like she was there mother! Giving a giant yarn, Billy stood up and stretched. I am awfully sorry but best be off to bed now, I have a long day tomorrow. I bet you do, she smirked. All of a sudden she began to lift up he heavy skirt show off her stockings and in the side was a giant curved knife, Billy stood back in shock. She stood up with the knife, the blade reflecting the wall light. What you doing with that? Billy squeaked. All of sudden she launched like a speeding bullet, and with lightening reactions Billy chucked his burning turning in the landladys eyes. Billy ran for his life and at the same time he could hear the landladys frantic screams as he climbed the landing stairs, racing up to his room. He closed the door and locking it behind him. Silently he moved swiftly to his briefcase, and started cramming all his possession into it. And then he heard a thuder of the landlady charging up the stairs like a possessed elephant, he hid behind the door And has he looked over he saw an old mop, not been used for years he took hold of it, Dust left a heavy trail behind it, And waited behind the door he could hear her breathing heavy and droopy like she was ready to swipe someones head off! He heard the lock click and the door swung open hitting him in the face, slightly dazed but still conscious Billy saw the landlady walk in knife first, he didnt give her anytime to think he swung the mop and smashed the landlady around the head she fell to the ground like a sac of spuds. Billy looked closer at the sick and twisted face of the evil witch, Billy had never knocked anyone out before the sudden sensation made him feel proud but hed never guess in a million years he would knock out a fifty-year-old woman! Billy eyes caught hold of the ring of keys around her belt, discreetly he unclipped them, grabbed his case and walked out of the room again locking it (permanently) behind him. Dazzled and tired of the ordeal Billy put his briefcase down and sat on it, looking at the 3rd floor stairs in mystery. Then he remembered what the landlady had said about Gregory and Christopher who was upstairs because they werent feeling very well, if she had tried to knife him, Imagine what she has done to them! With his decision made Billy started to climb the gloomy stairs. Dust was on the railing he wiped it off as he went up. When he got to the top he found himself gazing at two rooms, he decided to take the one closeted on the right. Billy edge open the door a dirt musty smell Hit is face it smelled like vinegar. He walked in and looked around the room in confusion Billy wasnt expecting what he was going to find in here. The room was exactly like his except of the horrendous smell, and as he look at the bed he noticed it was occupied! Hello Billy shouted, it was as silent as it were when he comes in shot to the bed and slowly lifted the covers 2 dead bodies were laid there. It made Billy nearly be sick in his mouth, they defiantly not feeling well he thought! No sain human being could have done this, he thought to himself. The bodies were like to pickles. Billy stared at the crackling fire in the room. Thing of nothing but hate for the landlady. Malice and hate built up inside. And with no warning or control Billy threw a burning hot ember glowing log from the fire to the bed of stuffed men. Within minutes the bed was completely on fire the smell of burning flesh was touching his nostrils, Black smoke was collecting on the ceiling Billy decided to take his exit. Billy closed the door behind him the heat of the handle scolding his hands; he walked down the landing stairs hammering his feet down every step. When he reached the bottom it appeared the landlady had awoken and was screaming at the top of her voice Smoke, smoke wheres it coming from What ever you have done you will regret it, you will regret this Billy Wilkins! Hey hag!, its weaver get it right. Billy stormed down the rest of the stairs with a satisfied grin on his face. He entered the front room, and walked next to the fire were she had revealed the knife at him. He spread the fire out around the front room with the smell of the smoke going thicker and thicker. Billy exited the creepy BB locking it behind him, then chucking the keys in the bin. Billy watched the burning inferno until he felt the tiredness reach him again, and went to go and find the bell and dragon. 50 years later. It had been 50 years to the day that Billy had that terrible encounter with landlady but he can still remember what had happened yesterday, it had left a mental scar on his mind. Billy was on his way to bath of all places for the last meeting before his official retirement suddenly the train stopped and the announcer announced that they where at bath. Billy got off the train and like he had done 50 years ago made his way down the path that had led him to such a cruel place. He walked down the empty street many of the houses were bordered up and rusting away, allot had changed in 50 years Billy thought to himself. Then he got to the place of the terrible BB and has Billy looked up the building had been rebuilt exactly has it had fallen he walked across the road to get a better look at it. Then a young man was walking down street a lot like he had done all them years ago he look at the sign and knocked on the door. The door swivelled open straight away, and with a horror Billys past there stood the un aged unchanged, Landlady! Shivers crawled up Billys legs as she greeted the young man. It was like a Ghost from Billys past that wont go away, the young man walked in and as he passed in Billy saw the landlady licking her lips, and slamming the door!

Principles of social control theory

Principles of social control theory Social Control Theories. Many criminological theories always explain why do people commit crime, or to find out what are the most influential factors motivate people commit crime and violate the social norms. Instead, social control theories have been already assumed humans are potentially committing crime. Moreover, the social control or social bond theory is emphasizing why a person do not be a criminal. In social control theorists assumptions, individuals have the capacity to violate the laws rather than obey the laws. Law-abiding behaviors are not the nature of human beings. People choose to commit crime because the forces or constrains of society is not strongest enough. It portrays people are standing in the dilemma between deviance and conformity. It shows the tension of everyone either commit deviant act or accepts the norms. Therefore, social control theorists propose a few elements to pull people back from the side of deviance, especially relationship, commitments, values, norms, and beliefs. Famil y and peer group become a crucial agencies that affect peoples conduct. Albert J Reiss The understanding of those early control theorists arguments are very important because they presented a framework or some basic propositions within the many theories of delinquency and crime. Each social control theorist had also been done an empirical study of their findings to support their point of views. Starting from an article wrote by Albert J Reiss (1951), his argument might be reproduced from Freuds concept of ego or superego mainly. He aims at noticing the prediction of probation revocation among juvenile offenders. He thought youths have a lower personal controls that might more likely to become juvenile delinquency. That is, those younger people lack of ability to refrain from desiring their needs when having conflict with the rules or norms of the society. Nevertheless, his explanation of juvenile delinquency is weak when discussing the relationship between probation revocation and school performance as truancy. Jackson Toby In 1957, Jackson Toby, a second social control theorist, offered a new concept called stake in conformity which as the fundamental mechanism to affect delinquents comportment. He also agreed that people are intrinsically and temptingly rupturing the laws, especially all youths. Some of them are having a high risk of the violation of laws due to this temptation. He believes students perform well in school not only they are being punished by school, but also endanger their future chances of success. Under the special academic-oriented circumstance, if the society allows students having a better career path when they got an excellent school result; therefore, some students who do poorly in school might have a great chance of committing crime because they seems lose lesser things than others. Apart from the academic result of an individual is an influential factor, peer support for deviant act could lead those youths with low stakes in conformity as well. However, even youths have low st ake in conformity, they are not become delinquents when lacking of peer support. F. Ivan Nye In 1958, Nye then concentrated on the issue of family relationship. He though that family is a single most crucial root of social control for adolescents. He divided diffent forms of control such as direct control, internal control, and indirect control. Direct control means the obvious restriction or punishments of a person. Internal control refered to a inward monitor or consciences. Indirect control linked to affectional or emotional identification with parents, noncriminals or legal codes. He stated that if all the above controls are sufficient, then those adolescents are more conform the rules of society. Nyes study had been tested by an empircal experiment. However, his experiment had been challenged by Toby already. First, altough Nye called the sample group as most delinquent, but many criminologist called them nondelinquents. Due to the sample group was selected in high school which was not included any youths age 15 or younger, and any youths age 16 with dropped out of scho ol. Furthermore, the questions being asked in questionnaires were too trivial such as taking things worth less than $2, and damaging public or private property. Therefore, Nye cannot recognize the strongly relationship between family bonding and serious delinquent behaviours. Walter C. Reckless In 1961, another social control theorist called Reckless, who proposed a containment theory. The main concept is that all individuals are influenced by different forces such as social pressure, social pulls, biological/ psychological pushes. Those forces are driving people to commit deviant act. However, these forces are againsted by both external and inner containments. For instance, social pressure can be defined as living conditions, family conflict, minority group, status, and lack of opportunities. Then the term social pulls is refered to the accepted norm of all individuals from their companions, criminal subculture, mass media and so on. Biological or psychological pushes can be easily linked to how those biological and psychological factors affect people fail to conform the norms of society, such as restlessness, inner tension, aggressiveness and so on. On the contrary, external containment is talking about the surroundings of a person. For instance, how parents or support gr oups promote right moral values, discipline, enforce the sense of identity and so on. Moreover, inner containment are those invisible stuffs which internalized our self-control; that related to how the goals/ abilities of a person against to commit crime. David Matza Travis Hirschi Matzas Delinquency and Drift (1964) and Hirschis Causes of Delinquency (1969) also advoacted two famous concepts in the later development of control theories. Alternatively, Matza has been already protraried the image of drifter. Emphasizing how social conditions shape people become a drifter. (However, he did not mention about what kinds of constraints and control that keep youngsters from drifting.) In Hirschis theory, he proposed four main social bonds that could determine ones involvement in delinquency, namely attachment, commitment, involvement, and belief. Attachment contains the interpersoanl and emotional bonds among others, especially parents and teachers. Commitment refers to how youths make use of the time, energy, effort expended in traditional path of success, such as saving money for the future and abtaining a high academic qualification. Involvement means the degree of ones involvement in those conventional activities, such as school, recreation, and family. Due to so ciety will share common moral values normally, therefore, beliefs of a person are very important. People might more easily commit criminal act if these moral values are absent or weakened. In short, Hirschis social bond theory emphasized all people are potential criminals, however, people will conform the norm or obey the law because they do not want to destroy the bondings with others. Criticisms There are few criticisms on social control theory. First, according to the assumption of it, social control theorists assumed human are potential law-violators. What if the youths commit crime just because they are fun? Another issuse is that such theories cannot be explained the causes of gang delinquency and adult criminality. Furthermore, most studies were referring the involvement of trivial offenses of nondelinquent youths. Hirschi also confessed that delinquents actually active in conventional events, which rejected his original theory (Vold Bernard, 1986). Social Learning perspectives Edwin Sutherland Differential Association Theory was the most direct and clear theory that proposed by Edwin Sutherland in 1947 from social learning perspectives. In 1978, Sutherland and Cressey consisted nine propositions of Differential Association Theory: 1. Criminal behaviour is learned 2. Criminla behaviour is learned in interaction with other persons in a process 3. The principal part of the learning of criminal behaviour occurs within intimate personal groups 4. When criminal behaviour is learned, the learning includes techniques of committing the crime, which are sometimes very complicated, sometimes very simple; the specific direction of the motives, drives, rationlization, and attitudes 5. The specific directions of motives and drives is learned from definitions of the legal codes as favourable or unfavourable 6. The person becomes delinquent because of an excess of favourable definitions to violation of law over unfavourable definitions to law-violation 7. Differential association may vary in frequency, duration, priority, and intensity. 8. Process of learning criminal behaviour by association with criminal and anti-criminal patterns involves all of the mechanisms involved in any other learning 9. While criminal act is an expression of general needs and values, it is not explained by those general needs and values (Sutherland Cressey, 1978, pp.80-82.) Here will be discussed each propositions respectively. First, it is clearly stated that criminal act is not inborn which is learned. Then, Sutherland provided how people learned to become delinquent which is learned in interaction with others, especially family, friends, and colleagues. Also, techniques of commiting crime are needed which are sometimes quite complicated/simple such as how to unlock a safe or steal a car on the street. Moral justifications also crucial that make people think their acts are reasonable. For example, a poor person steal foods in supermarket because they do not have money to buy enough foods to their sons. Therefore, they will justify they act as make sense. Fifth, it refers to the views of legal codes from an individiuals. The person may not want to obey the law because such laws are just controlling him/her, and killing his/her free will. The favourable definitions of law violation and the unfavourable definitions of law violation are two sides on the b alance that lead a person commit crime if the favourable definitions of law violation is excess. Moreover, how often are criminal contacts made, how long do the contacts last, and how significant to the individual are the criminal contacts are always being considered. Sutherland (1978) also though that there will be greater the chance to commit crime if people have been contacted criminals since early childhood. Role modeling or direct teaching is another way to learn the criminal acts. In chinese words, that means one who mixes with vermilion will turn red, one who touches pitch shall be defiled therewith; which implies good companions have good influence while bad ones have bad influence. Law-violation behaviours cannot be explained by fulfilling those general needs becauses those criminal acts are illogical. In brief, he emphasized the the significance of personal contact, and all individuals are follower. Criticisms There will be discussed a few main critiques of this theory. Differential association theory neglected that why some youths seems exposed to delinquent definitions, but finally they choose to stop the delinquent acts. Another major criticism is the problem of the principle differential association, which assumes criminal behaviours to be rational and systematics. However, this theory is very hard to illustrate the acts of those psychopathic killing or serial rapists (Sigel, 2009). Also, delinquents might seek like-minded peers rather than follow others which drafted another relationship between deviant peers and criminality.