Class Meditation

Gishin Tokiwo defined meditation as the science of knowing oneself. Samadhi or Dhyana are the means to reach a void within the self. The purpose of meditation is to identify our true nature. The aim of meditation is to remove obstacles of ignorance from our path of life. Meditation in class was an enchanting experience. It was difficult to sit still and not think about anything even for five minutes. Meditation improved with practice and constant efforts said the readings in the book. Those persons who had been practicing regular meditation had expressed the benefits of Dhyana. The procedure of meditation involved sitting on the floor with legs crossed in a squatting position. The posture was supposed to be straight and the head straight also. The eyes were supposed to be closed. The hands were to rest on the two knees. Palms upwards and forefingers of each hand to touch the thumb as shown in all the statues of the Buddha in meditation. It was difficult to close eyes and focus on the self. There were constant distractions of sound and breathing. There was a temptation of looking at other class mates. The eyes wanted to open after short intervals. Constant effort could finally give an experience of some short span of silence from all directions. The void was reached after about an hour or so of concentration on the self. The thoughts interfered with the focus on the self. They wandered from person to person. They kept moving from the past to the present to the future events of life. Insignificant people, places and incidents of life came before the eyes when closed for meditation. Trivial matters floated up in the mind and quickly swept out of the mind also. Faces of known and unknown people, class mates, girls and boys in and around, at parties, in the college canteen and in the apartment intruded the mind for no reasons at all. Sensations of hunger, craving for shopping, items on sale, dress in the window, make up, home, family, members, sad events and happy moments created a mixture of thoughts and feelings in the mind when it was trying to meditate. The effort to meditate became difficult because of all these thoughts entering the space of mind. Concentration was impossible and it showed how we are totally occupied with matters which are not important throughout our lives where as meditation showed the way to take charge of our lives for a positive cause of progress of the self and not to waste it in trivial matters that we give so much importance in every day life. The aim of meditation can be achieved if we can focus on the self. Reach a void within. Ponder in that empty space every day. And awaken to the meaning and purpose of our life on earth. Meditation is the means of understanding our true self. It is the way to remove our ignorance of our own self. It is the way to identify what we want; we should do in life in order to achieve our true aims in this birth. Meditation is the source, the cause and the effect of understanding our true self. Of removing the causes of our suffering and also of working towards a happy state of mind where our surroundings will cease to have control and effect over us. The experience of meditation lead to the understanding of writings by Gishin Tokiwo, Zen views of suffering exactly as it showed how we suffer for unimportant things in life only because of our ignorance of the self, we do not know what we want and so we seek what is not what we wanted in the whole life. Assignment two- Individual Meditation Individual Meditation offered more tranquillity than classroom meditation. I found a quiet place in the area. I sat in the lotus position as per the instructions for posture of meditation. I took the necessary steps to be able to have a meditation without any disturbance from my surroundings. I found individual meditation more effective than classroom meditation where I was conscious of myself and also aware that there were others watching me in the class. Thoughts of unwanted issues intruded my peace of mind. I shunned them aside so as to reach a state of total peace. I tried to achieve a status of void in my mind. I made attempts to stay in that hollow space for as much time as I could. The empty space inside, the state of thoughtlessness and the amount of energy I felt because of that short span of void gave me a feeling of happiness like never before. Meditation in isolation gave me a chance to meet my inner self. It offered me a place of privacy I had never ever realised before. The focus on this empty space gave me an opportunity of knowing myself, getting introduced to the person I was and to learn about the person I was, in this emptiness. For a few minutes I had no thoughts of others but about my self only. Other people, their behaviour and the events around me did not matter but I was alone and very happy to be alone without anyone to bother me about any matter except the one that mattered to me most. To know more of my self. I felt as though I was learning something without the need of books. It made me feel more confident about myself. Meditation gave me an insight about my inner strengths, my weaknesses, and my struggle to please others for no apparent reasons, my fears of failure and my feelings of insecurity in the society. Individual Meditation made me feel as though I was embodied with all the powers of survival in life. I felt better about my self. I got the courage to face my peers. I was not afraid of my results in the exams. I was not feeling any fear for my failure and I could realise that these were only temporary phases of my life. I felt that I was not the only one feeling like this and meditation opened the doors to inner doors of more important issues of self than just appearance, money or results in exams. Individual Meditation as related to the teachings of the Zen, made me understand that we are the creators of our own sufferings. We are the ones who create our own problems. That we are the ones who are the cause of our own suffering. The reason of our suffering is none other than ignorance of our own true self. Individual Meditation can unfold this mystery and lead us to awareness and knowledge which in turn would lead us to true nature of all human beings. That of supreme peace, freedom and fearlessness from all miseries of life. Meditation alone can lead us to the path leading to cessation of suffering. Meditation can open our minds and hearts to the knowledge that there are only four noble truths in life. They are desire, sin, evil and awakening of the self. One who can achieve victory over these four truths has reached nirvana, salvation in life. It is through Meditation that awakening is possible. Awakening lead to emancipation of ignorance. Ignorance lead to cessation of suffering and this end of suffering lead to the ultimate aim of Nirvana of all souls according to the Zen teachings of Buddhism. We are all born to achieve nirvana from this cycle of death and birth as per the teachings of the Zen. Assignment 3- Eat without company, arouse consciousness. Solitude and isolation from near and dear ones helped to remove clutter from daily life. We should endeavour to live with our self for some time of the day. Solitude helped me to connect to myself physically and mentally when I was without the company of friends. A simple activity like eating alone gave me so much information about my self and my behaviour that I had not realised before. It was as though I had never known myself at all. From the time I remember I was always surrounded by people at all times. Fearing to be left out of the crowd meant being lost to me. But after class meditation and individual meditation my perceptions had changed. I was eating alone and I was feeling very comfortable with myself without the company of all the familiar people. Food never meant so important to me, it was only a means of filling up the stomach so I could carry on the whole day. But it meant so much more when I was having it alone. It meant important to me what I was consuming as it was a source of energy not just a matter of gobbling up contents. I had never paid so much attention to what I was eating, how it tasted, what it was made of, who made it, what could have been the process of making it and who all must have been involved in its making. The depth of these questions came up to me only because I was eating alone. I was doing one thing at a time. I was fully focussed on it without the distractions of music, other people, without the serials or games on television. I was absorbed in the one activity of eating and it somehow gave me immense peace to do so. There was no disturbance of any sound while I sat and ate alone. I was looking at the food before me. I could smell the flavour of its ingredients. I could feel the taste without having put it in my mouth. I could feel the actual pleasure of consuming it and identify the sound my fork and knife made when I was cutting it into pieces and finally eating the small morsels of the dish. I was living the moment and understanding every aspect of it in total solitude. It was lesson in details of the present moment and I realised the importance of living in it with full concentration rather than trying to do too many things at the same time. The experience of eating alone gave me a powerful realisation of how much there is to every action that we perform every day a million times of our lives and yet are not aware of it. The experience gave me an awakening that I took everything important for granted and I wasted my time doing things that were not really so beneficial to my ultimate mental and physical growth and spiritual development like gobbling up food, watching too much television, keeping my ears filled with mp3 music all the time, keeping myself occupied with friends and their talks the whole day, browsing the internet for world wide information while I remained ignorant about my own self amidst so called technology, the pressure of studies and the company of my peers around me all the time. Eating alone was no different than meditation. It clarified the readings of the Zen and Buddhism as it taught me that self concentration or Dhyana is the ultimate aim of reaching a state of perfect bliss. Self concentration was the means of achieving focus on the self. According to the Zen teachings of Buddhism, Samadhi is the way of connecting to the self within and this connection is the source of all energy to accomplish all tasks of importance to an individual self. The experience of eating alone, in solitude and in total peace opened the door to yet another realisation of self concentration and its welfare on human beings as a whole. Assignment four- Washing dishes, alone. Washing dishes was a mundane chore of daily life. There was nothing so special about it. I would never have given it so much importance until I had the experience of eating alone. The immense pleasure and knowledge I gained by the previous experience inspired me to try to do things all by myself alone. I tried to pay attention to every little detail in the most ordinary situations like washing dishes. I had never realised that there was so much significance to doing simple errands in life. But I got a strange insight into myself that every fraction of a moment spent in total concentration lead to freedom from it and liberated me from my own ignorance. A person who has attained freedom from worldliness is the tathagatha according to the Zen view of suffering. I had not thought that small things mattered so much to the wellbeing of a person and that they lead to the ultimate emancipation of our deeds. Washing dishes all alone, without the accompaniment of any artificial sound of music, but the flowing of water from the tap. I had kept the television off so there was neither sight nor sound of television but I had total focus on the froth of soap in the sink. I watched my own hands move in beautiful systematic movements over the dirty dishes as though I was watching wonderful scenery from a window. The bubbles of soap created colours from no where and it seemed like magic to see them vanish one by one under the water. I saw the glass plates getting cleaned one by one and I could see the sparkle on them after washing. I saw my own fingers move over them as though they were not my own. I was so engrossed in the effort that I had no other vision but that of my hands, the water, sink, soap and the dishes. I heard no other sound but that of the water flowing out of the tap, the subtle sound of soap and its bubbles and the clink of glass dishes which sounded better than any node of any musical instrument I had ever heard. I saw all this as though I was watching from a distance. I was aloof and I did not feel the presence of my own hands on my body. I was totally involved in the activity which made me realise the power of truth to the self. Nothing else mattered but my activity that very moment. Everything looked beautiful even though it was nothing very extraordinary. I was at peace and I felt happy like never before. I had not felt like that in the best of moments with my friends in the best of parties I had ever attended. Washing dishes opened my inner eyes. Like the teachings of the Zen and view of suffering, I could feel the presence of an inner beauty in every little thing around me. I could sense a pride and pure pleasure in my simple actions. I could feel at peace with myself. I was totally free from pressures of performing my actions and the consequences it would bring upon me. True to the teachings of Buddhism in the Zen and view of suffering, I felt as though I had been liberated from my ignorance of false pride – the ego. By doing simple actions with dignity gave me a feeling of self esteem. It liberated my false notion that washing dishes was an ugly unimportant boring action forced upon me by others or by demands of time when I lived alone. Just like the Maya represented unawakened beings, not free from worldliness, the womb as the source of self afflicting passions, I felt as though I was born again. I was out of the womb of my inhibitions. I was born as a free minded person who had the power to break off from suffering. Washing dishes was a suffering till that day but it became a task of beauty, marvel and synchrony of my own body movements. My own hands and fingers gave me the feeling of capabilities of creating beautiful moments in my own life. Assignment five- un employed, un occupied, at attention in a Mall. Meditation awakened an insight into different types of self awareness. The technique of concentration could be practiced amidst crowds of strangers. The concepts of meditation can be practiced even when in a fully crowded area. And that self awareness was possible even while standing was another lesson I learnt from this exercise with relation to the teachings of the Zen and Buddhism. I walked to the nearby Mall. The shops were flooded with people as it was a Sunday. There was brisk activity of people shopping, eating, and moving around with little children. There were a lot of sound, different types but loud and noisy atmosphere in the Mall. I stood there alone. Isolated. I looked absolutely different that any person present in the shopping place. I was not moving. I had no shopping to do. I had no aim of meeting any one and I was all alone. Even in a crowd of people, I was all alone. I stood in the middle of everyone. They pushed me aside to make way to move. They said things to me while they did so. But I stood there undisturbed. Aloof. Un attached and un employed to any of the activities that would make me a part of the scene. I did not pretend to be a part of the world as I stood there in the Mall. I tried to connect to my inner self. It was a weird feeling at first. I could see that people gave me strange looks. But I was steadfast in my intentions of meditation while standing. I cut off all the sounds one by one with my inner self. I aligned my focus from the outside to the inside. I was in the same busy Mall but I was alone. I could feel the peace within. I had reached the void space that I was looking for. The people who touched me to make way did not affect me. Their words did not touch me or make me angry at all. They did not exist. I was standing there alone. All by myself. In total peace and tranquillity. Like a Tathagatha. In Samadhi. In Dhyana. The teachings of the Zen in his writings about suffering and Buddhism became very clear to me now. The teachings that we created our own surroundings by our ignorance and that we ourselves gave rise to our own suffering as per the teachings of the Zen became evident to me as I stood there in the Mall alone by myself surrounded by strangers and noise. I realised that the exterior did not matter as long as we stayed connected to our true self. What others say or do does not matter as long as we are true to our inner self. Being honest to the moment of the time was the lesson I learnt. The outside worlds was just an illusion created by our own minds where as the true self was always guiding us to the finer goals of life was the relevance of this experience to the readings in Zen, View of suffering. I had learnt to de socialise from the world. I was not afraid of being alone anymore. I was at peace with myself. I was not restless and self conscious as I stood alone in the Mall. I did not have to give vent to my stressed up or suppressed emotions through body language of moving uncomfortably. I was stronger than before. Least nervous of my identity and I had accepted what and who I was. I was not feeling engrossed by what others thought about me. I was focussed on my self. My inner space gave me freedom and security like no other person or place could ever give me before. The teachings of the Zen were true word to word after my experience of standing alone in the busy Mall. Assignment six- ride in an Elevator. The ride in an elevator is nothing unusual at all. To think that such an event could impart lessons of spirituality was absurd to me until I had begun to study Buddhism. I entered the elevator like always but this time I entered and did not turn my self towards the others in side the lift. I looked at the blank metal wall of the elevator. I could feel the strange looks the people around me gave me as I stood unlike them. I could feel their bodies against mine at some time. I could see them giving me funny looks as they entered and walked out at their floors. But I kept my posture and my back towards them just as I was supposed to. The experience in the Mall had given me enough courage to stand up to be an isolated individual who could not be affected by anyone or anything around him. I stood there until I had reached the bottom floor. I could sense the emptiness of the elevator as each one walked out of it. I could feel that there was no one in it. Then I turned and walked out of the elevator after everyone else had gone. I was self conscious for a few minutes and I could feel the pressure of being the focus of attention in the elevator for the first few minutes. But I soon recovered from my self consciousness as I awakened myself to the teachings of the Zen to suffering. Self concentration was the key to all freedom of existence I realised. I brought it to my realisation again and once the awakening had entered my mind I was at perfect harmony with myself with the other people who occupied the elevator with me. I was devoid of their presence. I felt bold inside me. I could sense the gravitation pull of the elevator going down. I could feel the presence of men and women inside the elevator without having to see them. I did not feel the urge to look around any more. I was not self conscious of my back to them. Their stares at me did not disturb me. I did not get affected by their back glances at me even though I could see with my back towards them. It was as though I had an eye on my back. I felt the sense of vision without my eyes. I could see without actually looking and I could feel without touching. I did not feel any presence of their bodies against mine but still I had a sense of presence like a living person. My awareness of my self had distinguished the difference of being self conscious and of being conscious of the self. I had attained the basic knowledge of the self. I felt so liberated to be away from people even when I was a part of them. I felt absolutely free. I felt happy. I felt fearless that nothing could touch me and that no one could bother me if I was aware of my own inner self. I realised that meditation was possible even in a standing position. I realised that I could find peace even when there was noise around me. I could understand that the others did not make a difference to my life and actions. And that they were not important at all. I was important. The self within me was of utmost importance and the true self was that mattered not the one people saw standing facing the blank wall of the elevator. My experience related to the teaching of the Zen that I was listening to the ultimate truth without relying on any other, anything without any form. That I was my true self alone. That my suffering was none other than the one I had given opportunity to and that I was in absolute state of happiness or without suffering if I could attain the void inside me. Assignment seven- the world of cruelty and selfish behaviour. The television news channels projected news of child abuse by a single mother. The newspaper story on the front page gave pictures of a young baby thrown out of the window by his own mother in a fit of rage. These two stories are just a few among other crime and violence that has risen in the world in the past few decades. The quality of human beings has deteriorated in modern lives. No one thinks of any one else but is focussed on the self. This self focus in not the same as promoted by the Zen and his view on suffering. Many people misinterpret the self with the ego and many practice the indulgence in their own self under the name of self focus. But Zen made it clear that the self attached to the four noble truths could never attain the real inner self and could never achieve a state of bliss or emancipation of suffering from meditations. I meditated on the event of the mother throwing her nine month old baby out of her tenth floor apartment window because he was crying and she could not handle him alone. I had focussed on the scene as I had read it in the newspaper. I reached the inner space of quietude and could see the event as though it was happening before my very own eyes. I could feel the body of the cuddly baby. I could see the shabby state in which the twenty-one year old mother lived on the tenth floor of a shanty tower. I could see that there was nothing to eat and drink for the mother. She was uneducated. She was jobless. She had no support. She had no one who claimed to be the father of her baby. The baby was starving and crying out to express his need. The mother had had a fight with her new boy friend and was upset that he had not helped her with money. She was angry at her own affairs and suffering and had lost control over her self. She had had none before also. She had lived up to satisfy her four truths, of desire, sin, and evil and had never found opportunity to awaken to her inner self. The young mother did not know what she was doing. His actions were mixed up with her past and future. Her present was out of control as he could not identify her present. She repeated the mistakes of her past by letting her present go astray. The baby was only living up to its survival needs but the mother could not cope with the demand of time. She had not identified with her true self and was engrossed in selfish aims in life so this led her to end her suffering by doing another evil deed to add up to the others she had always done. The baby was not in a position to govern his thoughts and actions as the mother is Maya who is totally responsible for the suffering or well being of her child until he is grown up enough to have his own thoughts and mind. This event played before my eyes when I meditated and it clearly awakened me to how ignorance of truth lead to misery of human beings. The perpetrator was behaving in a normal fashion of an ignorant un awakened person. She did not know what was true about her own self. She had not tried to connect to her inner self in order to identify her root cause of misery. She gave extraordinary importance to actions of short lived pleasures which had no ultimate welfare for human beings. I put myself in the shoes of the Perpetrator and I found that it was not so abnormal for her to be cruel to her child. On the basis that she herself had been raised in a similar unkind manner. The fact that society did not give her opportunity of learning about the finer virtues of human beings like compassion, honesty and truthfulness lead her to behave in a base manner un fit for human with a high intellectual capacity. The teachings of Buddhism, Zen and views of suffering enlighten this very basis of human behaviour and how it lead to suffering and misery. When analysed the story gives perspective of how the past catches up with the present and if not handled with knowledge lead to a worse future for the same human being. But on the other hand an individual who had been brought up with teachings of Buddhism or high values of life in his childhood would not react to a situation in this manner at all. A self aware person would concentrate on the situation and fulfil his responsibilities as a mother instead of shunning them like this mother did. A person grown up with meditation and self focus would firstly never get involved in short term bodily pleasures of creating babies without providing for them. The true essence of mother had been violated by this mother who aimed at satisfying her worldly pleasures all her life. She was devoid of any connection to her own self. She had no sense of direction to her life. Her aims were not aimed at her well being so she eventually created nothing but suffering for her self . She was the cause of her misery and she did nothing to elevate herself from it. The teachings of the Zen could have had a positive effect on her. People like her would rise above suffering and could contribute towards a superior self if they knew about the teachings of Buddhism. Assignment 8 – Act of compassion. There were so many destitute I had seen every day. They had failed to arouse my compassion any more. I was totally un aware of their presence and I felt un attached to their misery. The teachings of Buddhism and the practice of meditation gave rise to the sensitive aspects of my own self. I could feel the tingling of fresh breeze when I walked to college. I could hear the sounds of birds and bees through the park. I could see the people who lived in underprivileged circumstances in the same surroundings as I lived in my plush apartment on the 14 floor. They had never mattered to me for so long but meditation had awakened my finer senses and I had decided to reach out to them one day. It was Christmas time and I had planned a party at my apartment for all my friends. I had saved up enough money for the event. A week before Christmas I saw a child from this shanty town asking me for some money. I had asked him why and he had told me that he wanted to buy a new pair of socks for his little baby brother as he did not have any to keep him warm. This information had awakened me to the fact that I should rise above myself. I should rise above the four truths of the noble path. I decided to cut down my party by half the expense and donated the remaining money for the whole family of this little boy. I took him to a nearby sale with me and bought woollens for his baby brother, mother, father and the little boy. His face was overjoyed and for the first time I felt a strong sense of joy like never before. The connection to my inner self had become stronger. I did not feel the need to associate with the people who I wanted to help. They did not have to known to me nor related to me at all. Compassion was within us but we had to reach out to it by deep insight only possible through meditation. â€Å"If you realise that whatever you do, or however you are, ultimately fails to hold good, then what you do, you do† is the essence learnt from the Zen views of suffering and tenets of Buddhism. One had to rise above his own self, forget his physical form, his own identity with respect to others and only then humans could achieve freedom from misery. The teachings illustrated this realisation when I did what I wanted to do when I wanted to do it. I had no connection with these people and yet they became a part of my life. I could feel happy by my actions and the same actions could have brought me misery once upon a time. The Zen teaching made me realise that we truly governed our misery and that we only could relieve ourselves from it. Compassion was a virtue that did not need special learning. We were imbibed with it and that we did not need to have extraordinary resources to perform acts of compassion. There were ample opportunities to acts of kindness if we were aware of our capability to do so. We could be kind to any one on the street without having to go out of our ways to help him or her in her time of need. The amount of positivity we earned by performing acts of kindness only strengthened the teachings of the Zen and his views of suffering in our daily life. It was possible to apply these teachings in every step of our day if only we were aware of our inner selves and if we connected to the source of origin of all energy within us. Assignment ten- give up something for the welfare of the planet. The very basis of Buddhism and its teachings is non violence, truth, acceptance and surrender of the self to the self and to the universe. The aim of Buddhism is to help every human being achieve nirvana. The goal of Buddhism teachings is to attain Samadhi or to reach a state of total bliss, emptiness through self realisation. To renounce ignorance and awaken to the understanding of the self as a part of the universe. The modern humans have used their brain power to enhance technology into our daily lives so much so that we are not aware of our total dependence on it everyday. We have destroyed tiny creatures inhabiting this planet with us to build empires of magnitude over the destruction of natural resources of the earth like mountains, rivers, sea and air, All these contradict the teachings of Buddhism. I decided to make my contribution to earth by planting more trees in and around my area whenever I saw deforestation for new buildings in the locality. I made sure I planted trees and shrubs that grew naturally in that area so that I could conserve the tiny species of insects, animals and birds that lived on these wild herbs. I did not want to beautify it with plants from the nursery but I wanted to preserve the natural foliage for saving the lives of all those who depended on it. I sacrificed my entertainment funds to buy trees and plant them nearby. I spent my time of partying on week ends to look after these trees instead. Every new leaf on the plants would revive my faith in my self. This action gave me confidence on how we could save the planet with small individual efforts rather than talk big and plan big for the government system to execute in the state. I have realised that when actions arise out of inner inspiration there is no sacrifice in them. There is absolutely no feeling of being deprived of neither time nor money when you are involved in an action which originated from your mind and heart for a noble cause you believed in. The money I spent to buy the trees did not pinch me a bit. I did not miss not seeing those movies and those outings with friends. I was nourished by an extra inner energy which boosted me for more such actions above my own self. The week end hours I sacrificed with my friends did not feel like a sacrifice but gave me immense satisfaction in the end of the day. I realised how much I could do to better the lives of all around me not just for my self but for the betterment of all. I learnt so much about environment I had never learnt through the internet. Physical work gave me good physique and I saved up the money I spent on gymnasiums instead. This activity in turn gave me an appetite for food so I cooked good meals and had sumptuous food instead of fast food junk I used to eat before. My overall health improved to an extent never before so how could I ever call this a sacrifice? I realised that the inner self was the source of well being. Not harming others and thinking of others gave rise to inner potential. I awakened to the fact that I had the capacity and the capability to do anything all alone. I understood that others did not create my misery. I felt free as I realised I had the power to create my own happiness. Meditation opened up inner doors to the treasures of human qualities that are hidden in each one of us. The Zen view of suffering unfolded all the ignorance I had about my problems. The teachings of Buddhism taught me to live free, fearless and with peace even if I was in the middle of a shopping mall, a crowded elevator or a class full of boisterous peers. I could still find my own space of perfect peace and tranquillity in the same world. I could connect to my inner self to be able to reach out to the universe in return.

Importance of Law to Different People Essay

Various schools of law define law from different angles and this is done by mainly looking at the purpose that is to be achieved. The meaning of law maybe different to a lawyer, a law enforcement agency, a law breaker and even a business man. If defined simply then law is a system, a set of rules and guidelines that are enforced/implemented through a set of different government institutions. It helps to shape politics, economics, and most importantly, society by serving as a mediator of relations between people and different groups (Various, 2011). They are considered to be the basic of behavior, and at the same time, orders established by the Government of a country. These guidelines are applicable to anyone and everyone, with the expectations that are followed rather than broken, without any discrimination. Law is the command of the sovereign. It imposes a duty and is supported by a sanction, which will be looked at further in this writing. Law is made of three elements: command, duty and sanction. To implement and enforce law and provide services to the public, a government’s bureaucracy, the military and police are vital. With all these organs of the state are creatures created and bound by law, an independent legal profession and vibrant civil society inform and support their progress (Various, 2011). Law is a fair means of keeping everyone equal in the eyes of the state, and rid out crimes which are the cancer of society. Law is a generic term which is further divided into categories so no walks of life isn’t out of the reach of the law enforcers. Law is not a man made phenomena as we can see law in effect in nature too. It is something that keeps things in balance. Some might argue that law isn’t required, but man in its nature is inclined to sway from the right code of conduct. Law doesn’t enforce something un-natural but kosher ways of doing things. The need of Law is fundamental, it sets up guidelines for appropriate behavior that has been perfected over time and based on moral beliefs. And also Law is a divine quality given to man to controls mans sinful nature for centuries. When can see the importance of Law in man life by the example of Adam and Eve, they had guidelines they had to follow, no matter how limited it was, and when they were broken they were punished for it. This shows that the need of Law or guidelines is something as natural to mankind as breathing. Law has a different meaning to a lawyer, a law enforcement agency, a law breaker and a businessman. A lawyer assists others in understanding the rule of law and provides his help to those who want to enforce the law for a particular purpose. The objective of a law enforcement agency is to promote law and ensure that it is being followed in an organized manner. A law breaker is not try to understand the rule of law and just wants to disrupt the society by breaking it. A business man has to follow the law in his day to day dealings and to a business man, law is mainly a set of rules and regulations that have to be followed in order to carry out the business. The objective of this paper is to highlight how various individuals perceive law and the meaning that law has to them. Law is there to serve different purposes and law can only be easily defined if this purpose is apparent. The aim of this paper is to show what perception different individuals have of law. It is very important to know the differences in perception of various segments regarding law to be able to understand how it would be defined by them. This would help us analyze and interpret the way they look at law and might help us in forming a mutual definition of law. It is necessary to shed light upon what law means to different segments in order to create a linkage among the common elements exist so it becomes easier for us to understand the actual meaning of law. Methodology The topic that has been covered in this paper can have a legal as well as a social impact. It can have a social impact because it highlights the different meanings that law can have to different individuals in the society which can assist the members of the society to understand how various individuals perceive law. Law is importance to all the individual but the degree of importance surely varies. The paper sheds light on the importance that different individuals attach to law hence having a society wide impact. The paper can have a legal impact because it shows us how the various segments of the legal system including the lawyers and law enforcement agencies perceive law and how essential law is to them. This can help us interpret their reaction towards various aspects and also help us understand how different segments within the legal system might work. What does law mean to a lawyer? Law has a great deal of significance to a lawyer. Law is needed to resolve these disputes and lawyers use these laws a valid ground for resolving such disputes, as exemplified by the famous story of the Judgment of Solomon. It was thought even from classical times that law performed a very important function – that of encouraging and helping people to do the right thing. For example, Aristotle (384 BC – 322 BC) argued that people needed the discipline of law to habituate them into doing the right thing, from which standpoint they could then appreciate why doing the right thing was the right thing to do and lawyers set examples for others through use of laws. Up until the 20th century, this view of law was accepted by law makers, with the result that the legal system contained a large number of ‘morals laws’ – that is, laws that were designed purely and simply to stop people acting immorally, according to the lights of Christian teaching on what counted as immoral behavior. For the lawyer law is formulated to improve the system of legal representation, ensure that lawyers conduct their business in accordance with the law, standardize lawyers’ behavior, protect the legitimate rights and interests of litigants, safeguard the correct enforcement of laws and bring into full play the positive role of lawyers in establishing a socialist legal system. Lawyer refers to personnel who have obtained a business license for setting up a lawyer’s practice in accordance with the law and who are providing legal services for the public. When setting up a practice, lawyers must abide by the Constitution and the law, and must scrupulously observe professional ethics and discipline. Lawyers who set up in practice must use facts as a basis and the law as criteria. Lawyers who set up in practice must accept supervision by the state, the public and litigants. Lawyers who set up in practice in accordance the law are protected by the law.

Bureau of Alcohol, Tobacco, Firearms and Explosives

Bureau of Alcohol, Tobacco, Firearms and Explosives Kareem Canty    Introduction The Bureau of Alcohol, Tobacco, Firearms and Explosives (ATF) is an agency within the United States Department of Justice. The Bureau of Alcohol, Tobacco, Firearms and Explosives protects American citizens from dangerous and illegal activities involving, as its name suggest, alcohol, tobacco, firearms and explosives.â€Å" The mission of The Bureau of Alcohol, Tobacco, Firearms and Explosives is to conduct criminal investigations, regulate the firearms and explosives industries, and assist other law enforcement agencies. This work is undertaken to prevent terrorism, reduce violent crime and to protect the public in a manner that is faithful to the Constitution and the laws of the United States (The Bureau of Alcohol, Tobacco, Firearms and Explosives). Though The Bureau of Alcohol, Tobacco, Firearms and Explosives is a law enforcement agency one of the primary responsibilities is tax collection. The Bureau of Alcohol, Tobacco, Firearms and Explosives i s responsible for taxes on alcohol, tobacco, ammunition, and firearms. The Bureau of Alcohol, Tobacco, Firearms and Explosives is an important agency protecting Americans. History of the Bureau of Alcohol, Tobacco, Firearms and Explosives The Bureau of Alcohol, Tobacco, Firearms and Explosives has been the sole agency responsible for regulation and taxation of the above mention categories since July 1 st 1972. However, some of the duties of The Bureau of Alcohol, Tobacco, Firearms and Explosives have existed in some form in the United States since 1789. Initially, these activities were performed by the Department of Treasury. On July 1 st 1862, the Office of Internal Revenue was founded. This new agency was now responsible for all taxes, including those on alcohol and tobacco. The Office of Internal Revenue included enforcement agents to pursue those who evaded taxes. In 1919, the Volstead Prohibition Enforcement Act and the Eighteenth Amendment to the Constitution made it illegal to produce or transport alcohol. Enforcement of these policies fell on the Office of Internal Revenue. In 1920, the Prohibition Unit was created. This agency was made up of the agents focusing on liquor laws. On April 1 st , 1927 the Prohibition Unit officially became a bureau under the Treasury Department. Congress established a new Bureau of Prohibition under the Department of Justice in 1930. This new bureau was now responsible for enforcing Prohibition. Then, the Treasury Department was still responsible for the tax and regulations associated with Prohibition, under the new Bureau of Industrial Alcohol. In December 1933, the Twenty First Amendment to the Constitution ended Prohibition. Shortly after, President Roosevelt created, via executive order, the Federal Alcohol Control Administration to regulate the newly legal industry. This agency was replaced in less than two years by the Federal Alcohol Administration (FAA). The FAA was founded as part of the Treasury Department, wh o was again responsible for supervising the alcohol industry. In 1934 the Alcohol Tax Unit was founded as part of the Bureau Of Internal Revenue. The FAA combined with the Alcohol Tax Unit. Prohibition, though over, resulted in a lasting culture of organized crime. Due to the violence resulting from organized crime, the National Firearms Act was passed in 1934 and the Federal Firearms Act passed in 1938. These Acts regulated firearms, largely via taxes. In 1942, the enforcement capacity of firearm regulation was entrusted to the Alcohol Tax Unit. Around this time, the ATU became known as the Alcohol Tax Division until the 1968 Gun Control Act. With this act, the Bureau of Alcohol, Tobacco, Firearms and Explosives was now responsible for additional substances, including explosives. In July 1972, the Treasury Department Order NO.120-1 officially shifted all activities involving alcohol, tobacco, firearms, and explosives from the Internal Revenue Services to the Bureau of Alcohol, Toba cco, Firearms and Explosives After over one hundred years of restructuring, The Bureau of Alcohol, Tobacco, Firearms and Explosives has finally achieved stability in its structure and its duties. One major change the Bureau of Alcohol, Tobacco, Firearms and Explosives has undergone was its adoption of anti- arson enforcement. In 1982, congress amended the original legislation that outlines the duties of the Bureau of Alcohol, Tobacco, Firearms and Explosives to include arson. Since the 1970s the Bureau of Alcohol, Tobacco, Firearms and Explosives has grown both its budget and its staff. The Bureau of Alcohol, Tobacco, Firearms and Explosives has added over a thousand employee positions. Since 1973, the Bureau of Alcohol, Tobacco, Firearms and Explosives budget has increased from $74 million to $1.07 billion (The Bureau of Alcohol, Tobacco, Firearms and Explosives).

Leadership Research Paper Example | Topics and Well Written Essays - 250 words

Leadership - Research Paper Example Looking into the Trade Unions one will not fail to underscore the role they play in trying to air the grievances and opinions of junior workers (Thacker and Wayne, 1995). Through the trade union employees ensure change of policies and strategies in running a company e.g. better working conditions, efficiency and remuneration increment. The other of upward influence in an organization is when the junior staff engages in direct contact with the managers in tying to solve a pending issue. It should however be noted that this is more prevalent in an organization whose manager takes the participative style of leadership says Thacker and Wayne (1995). In this form a manager tries to consult in order to solve the various problems affecting their organization. It is therefore possible given the individual circumstance for there to be an upward influence in an organization more so in solving prevailing

Trials and Verdicts Assignment Example | Topics and Well Written Essays - 750 words

Trials and Verdicts - Assignment Example Later, Davis appealed by claiming that the location evidence, which the prosecution used without obtaining a warrant, violated his rights contained in the Fourth Amendment. The 11th US Circuit Court of the Appeals did not overturn Davis’s sentence and applied â€Å"good faith† exception to cushion the prosecution from punishment stemming from unconstitutional reliance on the law. The district was appropriate for handling the Davis’s case. The district courts have a jurisdiction to handle the trials of criminal, as well as the civil nature. The federal court district has a mandate to decide a case. It is noteworthy that the federal district court is the starting point of all cases that arise under constitution, statutes, and treats. In this regard, the Miami district court was suitable for conducting the trial and sentencing the defendant. Notably, the court did not contradict its mandate as stipulated in the federal court system. In essence, the district court appropriately handled and decided the case. The defendant entered a plea bargain after admitting that he killed Nancy Cooper and subsequently dumped her body in a drainage ditch on Fielding Drive. The police investigation indicated that the offender had strangled Nancy before dumping her in a ditch. The prosecutors argued that Cooper killed Nancy because the latter had planned to divorce him during the trial (Blythe, 2014). Nancy’s family had been waiting for the guilty plea to know who exactly killed Nancy. Superior Court Judge Paul Gessner posed the question to Bradley Cooper to inform the court whether he murdered his wife. Bradley pleaded guilty to the second-degree murder in 2014 although he had maintained he was not guilty of the first-degree murder since 2008. Cooper received a less sentence of twelve years in prison and a credit of 2,156 days that he had already served (Blythe, 2014). In my opinion, the Nancy’s family received a fair justice. Nancy’s death and circumstances

Impacts of Gangsterism in USA 1919-1929 (History) Coursework

Impacts of Gangsterism in USA 1919-1929 (History) - Coursework Example ce there was widespread anxieties about the fears of the USA losing prospect of its traditional ways in the future.1 Tension heightened due to the epidemic of strikes that rose in the republic at the war’s end, majority of them resulted to high prices and various frustrated union-organization drives. The golden age of gangsterism was caught amidst sprawled shocking crimes. There were lush profits of illegal alcohol leading to mass police bribery. The republic experienced violent wars that broke up in its leading cities between several rival gangs-which were rooted in the immigrant neighborhoods. They were fighting to control the wealthy market of booze. The rival gangs used their sawed-off guns and machineguns to do away with the bootlegging competitors, who had attempted to muscle in on their premises. In 1920, a gang war broke up in Chicago leaving 500 mobsters dead.2 Few arrests were made, and the convictions were even lesser since the button-lipped gangsters took cover for one another with the underworlds policy of silence. Chicago was the most spectacular instance of lawlessness in America during this time. In the year 1925, â€Å"Scarface† Al Capone, who was a grasping and a murderous booze distributor, started six years of gang warfare, which netted him millions of dollars collected from blood-spattering.3 He drove through the streets in an armor-plated car which had bullet proof windows. He was a renowned public enemy number one, but he could not be convicted of the cold-blood massacres that took place in Chicago, on St. Valentine’s Day in 1929. He later served eleven years of detention in a federal penitentiary where he was accused of income tax evasion, and was later released as syphilitic wreck.4 Al Capone had six years of alcohol distribution, and this made him a millionaire. He may have looked like a businessman on vacation, but he had bigger and nastier businesses than most of the businessmen in Chicago. Gangsterism rapidly moved into other

Making reference to appropriate human rights provisions, critically Essay

Making reference to appropriate human rights provisions, critically discuss to what extent the legal definition of the family has developed - Essay Example In order to maintain these rights in an effective manner, every nation should formulate certain laws and rules that ensure the well-being of its citizens. In the present scenario, we find a tremendous growth of population and it is very essential to make reconsiderations of the strategies that are adopted to maintain human rights. Lack of mutual understandings among people is, in some cases, the reason for the distress faced by them. The provisions of human rights are very essential for the existence of the framed laws and regulations. â€Å"The promotion and protection of all human rights and fundamental freedoms must be considered as a priority objective of the United Nations, in accordance with its purposes and principles, in particular with the purpose of international cooperation. In the framework of these purposes and principles, the promotion and protection of all human rights is a legitimate concern of the international community. The international community must treat human rights globally, in a fair and equal manner, on the same footing, and with the same emphasis. The Platform for Action reaffirms the importance of ensuring the universality, objectivity and non-selectivity of the consideration of human rights issues†. (The United Nations Fourth World Conference on Women 2005). It is necessary that all people fulfill their appropriate responsibilities and obligation, for the purpose of protecting the fundamental human rights in a most effective manner. More importantly, the appropriate provisions of human rights are also taken in to consideration about the code of conduct and other ethical principles. The adequate norms and policies of human rights are properly maintained by the political and legal enactments of various countries. Human rights of a person include personal freedom, economic, cultural and social freedom, equality etc. As per the legal frame work, every person is treated in an equal manner.

Pick five of your favorite fallacies. Find advertisements, short news Essay

Pick five of your favorite fallacies. Find advertisements, short news stories, political arguments, etc (not all of the same - Essay Example One prominent area such logical fallacies occur is in arguments surrounding gay marriage. Increasingly gay marriage has assumed a prominent place in the lexicon of American civil rights challenges. Significant objections have been raised to gay marriage by conservative groups who wish to, as they indicate, preserve the sanctity of marriage. In reality these groups implement a variety of fallacious arguments. One prominent argument is that, â€Å"Marriage, the defenders contend, cannot possibly be treated as a â€Å"fundamental right† open to gays and lesbians because such a right must have a foundation in American history, legal traditions, and practices† (Denniston). The above argument clearly implements the appeal to traditional fallacy. The appeal to tradition fallacy argues that since for a long period of time something has been one way, in the future it will continue to be that way. As the argument is that gay marriage should continue to be illegal because it was h istorically prohibited America, it is implementing an appeal to tradition. It seems that rather than truly believing this argument, the intention of people making the argument is to support their position on gay marriage by bringing people’s attention to such precedent. ... For instance, a recent story about the upcoming National Football League draft implemented the fallacy of confusing cause and effect. Essentially, this fallacy operates by examining the relations between occurrences, and then erroneously arguing for a linkage between cause and effect. In terms the National Football League draft one article has speculated that the Kansas City Chiefs should pick a quarterback – Geno Smith – with the first pick (Kardar). While quarterbacks are frequently chosen with this pick, Geno Smith can arguably be said to not be worth the pick and that instead the franchise should go with a different position. The article is implementing cause and effect because it has considered that since many rookie quarterbacks were successful this year in the National Football League, they will necessarily be good next year. Rather, it is highly possible that the quarterbacks that were successful this year were so because they were all exceptionally talented and their success will not influence the success of future quarterbacks. Ultimately, it appears that the writer’s intention was out of a genuine belief that the National Football League has changed considerably, such that rookie quarterbacks are now able to succeed in ways they previously were not able to. Another prominent area of investigation in contemporary society is drug use. With the advent of designer drugs in the late 20th century, an increasing division emerged between casual drugs and those that were considered exceptionally dangerous. Because of this division many politicians and anti-drug activists have implemented the logical fallacy of the slippery slope. The slippery slope argument considers that if one thing is allowed then it will

Stereotype Essay Example | Topics and Well Written Essays - 500 words

Stereotype - Essay Example Women on the other hand can now be seen to be getting involved with the kind of work that gender wise, was left for man. The main concepts that have been presented in the articles are stereotypes that are experienced among the Stay At Home Dad. From the story, it can be learnt that SAHD faces several stereotypical arguments such as being unmanly enough. According to the Glen Sack, it is believed that men should always be out there fending for the family and should not be preoccupied with the household duties. Sometimes they are also accused of living at the mercies of their stronger wives who have to go out there and fend for the family. In the case of the Hispanic women, the authors Jeffery Shelter and Michael have identified the connotations like, Hispanic women being hot female or sexual firebrands. These stereotypes are fueled by the media, which just pick the generalization and relay it without establishing facts around it. Jeffery and Michael also suggest that this stereotype is something that is transferred from the parents specifically the mothers who at the tender age of their children begin to teach children about the images and what to regard as a good image and what is bad. They also do this through color separation, where male children are associated with the blue colors while female children are The change in the gender roles has been one of the achievements that have been made in the society to ensure that gender equality and equity are observed. This however also comes with its own challenges. First and foremost, when gender roles change, new responsibilities are realized. With increase in rights, comes responsibility. What has been elaborated carefully in the articles particularly by Glen Sack on SAHD. Men now got to adjust to new role of taking care of the children in the house. He now must admit that women must also now contribute in the house just like the man would do in order to sustain

Romeo and Juliet Essay Example for Free

Romeo and Juliet Essay During the first scene of the play we are introduced to several character and the setting for the play. The story is set in the Italian city of Verona. Italy was regarded as a wealthy and romantic country where extravagant love affairs took place. Verona is a town that was popular with the rich and classical civilisation. This makes Verona an ideal setting for the tragic romance. The play was written in the 16th Century (1595) and is about forbidden love. A pair of star crossed lovers, find themselves facing death due to their feuding families. We are introduced to two different families with one major thing in common. They despise the other family. Both families will go to extreme lengths to out do the other. They will do anything from biting their thumb at each other, to fighting to the death. Both families take any opportunity to hurt/ destroy the other family. Sampson and Gregory, Capulet servants, are roaming Verona looking for trouble. Well not carry coals. They come across Abraham and another servant from the Montague household. A fight breaks out; Benvolio one of the Montague family tries to stop the fight (part fools). Matters are made worst as Tybalt a Capulet arrives and sets on Benvolio. Talk of peace? I hate the word, as I hate hell, all Montagues, and thee. The fighting threatens to get out of hand as Lord and Lady Capulet and Montague arrive on the scene. Prince Escalus arrives and orders the families to stop or they will suffer a grave penalty. They are told to throw their mistempered weapons to the ground. The Capulets are ordered to leave. Lady Montague finds out from Benvolio what had happened and expressed her pleasure that Romeo was not there. Benvolio describes Romeos recent strange behaviour and general sadness to Lord Montague. Benvolio discovers that Romeo is in love but that the women he loves has resolved to do nothing with men. Benvolio suggests that Romeo should forget her and examine other beauties. Romeo assures him this is impossible. At the beginning of the scene Romeo is noticeably absent. We discover he is suffering from love sickness, the object of his unanswered devotions being Rosaline. This was the reason why Romeos fit of depression was brought on. He is adamant that there is no other woman for him. This accounts for the confusion that we see in his conversation with Benvolio. His speech is crammed with oxymorons and contradictions as he struggles to make sense of his predicament. Romeos love sounds very artificial, its not true its almost as though he is over reacting and being too false. He is acting very emotionally and in the opposite way to what a respectable young man should act. We first see Benvolio in the market place trying to stop the fight. This shows Benvolio is the opposite of Tybalt and does not want to start a fight. Benvolio is a close and sensitive friend to Romeo able to judge his affections with his own. His response to Romeos dilemma is sympathetic and practical, forget to think of her. He addresses Romeos situation in a very masculine way. He tells Romeo to forget her and examine other beauties. In contrast to Benvolio, Tybalt is hot tempered, vindictive and aggressive. He appears first when Benvolio is endeavouring to separate the aggressive parties. He goes for his sword rejecting Benvolios plea to keep the peace. His response sums up all you need to know about his part in the play: What, drawn and talk of peace? I hate the word, as I hate hell, all Montagues, and thee. He is obliged to withdraw by the entry and strong words of the Prince but his seething hatred for the Montagues are not eased. Tybalts first appearance establishes him as one who enjoys a fight and will never back down to a fight. Lord Capulets first appearance is him rushing in wearing a night gown calling for his long sword to join the fight. This shows him to be a comic figure in the play (Shakespeare wanted his plays to be humorous and make the audience laugh and jeer) especially when his wife remarks he would be better off with a crutch. The Prince Escalus is a victim of circumstance; he is always just too late to do anything. He is plainly angered by the families feud yet lacks the strength to reconcile their differences. After the third civil brawl the prince threatens Capulet and Montague with their lives. The prince has no real power in the city and finds it hard to stop the families fighting. The families are becoming a major problem in the city and are disturbing everyday life, and injuring innocent people. So far in the play we have been introduced to two rival families. Whose goals are to become the most important family in Verona and destroy the other family. The first family being the Montagues (Lord Montague, Lady Montague. Romeo, Abraham, Balthasar and Benvolio) and the other the Capulets (Lord Capulet, Lady Capulet, Juliet, Sampson, Gregory and Tybalt).

Contrast Of Films And Literature Film Studies Essay

Contrast Of Films And Literature Film Studies Essay There are many things to be considered when comparing literature and film. Using the knowledge gained in class, the differences between literature and film will be explained with a focus on the film and literature of Oedipus Rex. This play makes you think and shows us how important the theater was and still is as a way of communicating a playwrights ability to build something from the inside out. In addition, adapting literature to a film is a challenge for sure, and since the beginning, films have been considered the realm of the actors and the script itself. The process of characters construction, the techniques, the language, and the references are very important aspects to be considered while making films because after all they are based on the play itself, which the directors will reduce in size to fit in a time frame between one and three hours. By looking and thinking critically, plays and films are dedicated to each other; films are just a new way of thinking. Many films were made based on books which were used to tell a story about something. For example, telling the reader or the viewer about the life of a person doomed to be destroyed by its own wrong doings; a kingdom whose people are suffering because of political arrogances due to family problems including a drunk king that cares about his own well-being; or a love story ending in tragedy dramatized by the separation of the two main characters. Of course there is more to these stories that films do not always depict, in some cases the literary text makes us think about morals, gives us advice, or poses questions about real life circumstances. Sometimes the film does not always portray this and a more in-depth analysis will be found by reading the actual play. The video created in 1984, Oedipus the King with Michael Pennington, Claire Bloom and John Shrapnel, translated and directed by the late Don Taylor, can show the spectacular performances of all the actors, especially King Oedipus. The techniques used by the director draws attention, while the other elements used in the video including the sound, light, and fog direct you to another point of view and create the reality of the situation. The costumes were appropriate for the time period, except for the main character, Oedipus the King was dressed in a white suit while the others were dressed for the correct time period. Maybe this decision was made by the director to separate Oedipus from the rest of the actors, or it is possible it could be a mistake not realized until after the film was done. The film is fantastic but it cannot be, in any way, a replacement for the original play by Sophocles. (http://www.encyclopedia.com/video/OpqVmviDEvk-oedipus-king-part-212.aspx) One of the differences among the film and the play is the approach for understanding. If people who has recently read the play and have been asked what the play intends to tell, it is possible to have some different answers, which will be in accordance with the concerns and priorities of each reader. Now, if a group of people was just done watching the video and have been asked the same questions, even after the film not being the same as the original script, the possibility of having the same answer is much more like because the film captures the viewers attention at the same time by all the effects used. The version of Oedipus the King starring Christopher Plummer, made in 1967 by U.K production directed by Philip Saville, brought the story to life. In the beginning of the film we can see Oedipus as adult attacking his father on the wagon and killing him. This part is presented as slides of pictures to demonstrate how it began; each picture can be used as a flash back, as you watching the film, to explain a little more about the details and the use of images as an alternative from language used for plays. Sometimes people can lose interest reading the play, but with the growing fascination and effects of films its almost impossible to lose concentration in what is going on. (http://www.youtube.com/watch#!videos=atN3Ko8Ni3Mv=EUzr-48JIwM) The Chorus in this video, with no doubts, calls the attention of the viewers and carries a very important part of the video. It symbolizes the people of Thebes and acts as a guide, directing our attention to the truth about what is going on. In addition, it acts as the voice of reason, when Oedipus does not. After each part, the chorus has a task which is to clarify and guide the audience to what is happening with more details, explanations and sometimes mediators. For example when Tiresias reveals Oedipus fate to the Chorus, the chorus remains inert: But that a mortal seer knows more than I know-where Hath this been proven? Or how without sign assured, can I blame Him who saved our State when the winged songstress came, Tested and tried in the light of us all, like gold assayed? How can I now assent when a crime is on Oedipus laid? (http://www.gutenberg.org/files/31/31-h/31-h.htm / (Ant. 2) after last words of Teiresias) Most of the Greek plays written were done in very different society than the one we live in today and most of the time it was presented to one entire community in which were used to seeing and experiencing this kind of activity at that time. This is one of the main challenges in which directors face today to produce a film. The directors have to work not only with the spectacular mythical traditions of the play but they have to somehow combine the old tactics into a modern way to draw the attention of viewers. (http://wogone.com/iq/Sophocles_Oedipus_Rex_in_Modern_Film.pdf) One of the differences between literature and the films are the interpretations. Most of the audiences today grown without the recognition of ancient literature and begin their journeys focusing directly to films. After learning that about the particular film they have watched was made from a play or a book, the viewers can become more interested to the subject and most of the times they find themselves reading the scripts. In a dissertation undertaken as part of the requirements for the degree of B.A. joint honors in Classical Literature, Civilization and Russian Studies called Sophocles Oedipus Rex in Modern Film using the film done by Pier Pasolini, an Italian poet, intellectual, film director, writer and creator of Oedipus Rex filmed in the summer of 1967, N. Woodbridge from the University of Birmingham wrote: Another major choice facing the director is whether to produce modern tragedy in the medium of the theatre or of film. Theatre is often considered more conducive to Greek tragedy as it was the original medium used. Film can be thought to be incompatible with Greek tragedy as there are obvious difficulties in transferring plays which have existed for 2500 years into a medium that has only existed in the last century. (http://wogone.com/iq/Sophocles_Oedipus_Rex_in_Modern_Film.pdf / line 31) In this work Pasolini had a true vision based on the original work of Sophocles. The movie adaptation is considered by many to be a frustrating and boring film while others classify as a beautiful work. Many also felt that the double period of time was a bit confusing, modern at the beginning and end of the film and basically ancient in the middle. However, Pasolini used a chronological order showing the full circle of his work. In addition, his work was very close to the original work of Sophocles, it shows that the life of Oedipus was predetermined and governed by his fate. The dedication and talent of Pasolini and his production team were the main input responsible for the perfect adaptation of this famous tragedy into film version. The tragedy of Oedipus, whether written or in film, shows the values given by the Greek tradition. Reading or watching people somehow sympathize with Oedipus, crying to his tragic fate and at the same time purifying the emotions of the readers and viewers. The tragic error of Oedipus was his pride and arrogance to his indestructibility. People also can feel suspense and fear because the reader knows what will happen to Oedipus in the end. The perfect demonstration of how life can change and show a person cannot, in any way, diverts its fate. Sophocles used a combination of special intelligence and creativity by mixing mythology and tragedy into this perfect play. Without a doubt, all tragedies created by Sophocles are considered exceptional for its quality of work and its power, bringing more attention into our new generation.

I Know Why The Caged Bird Sings :: Free Essays

I Know Why the Caged Bird Sings In the autobiography I Know Why the Caged Bird Sings, the main character Marguerite, also known as Maya is influenced a great deal by those around her. Throughout her young life, Maya watches and learns from her older brother Bailey, as well as her guardian and grandmother, Annie Henderson to whom Maya and Bailey refer as â€Å"Momma†. Though later in her preteen and adolescent years, Maya finds refuge in the strength and intelligence of Ms. Bertha Flowers and in high school Maya grows to respect and admire a teacher, Miss Kirwin, except for the sporadic presence of Maya’s Mother, Vivian Baxter, Maya most heavily depends on Bailey, Momma Henderson, and Ms. Flowers for guidance in her childhood years. First and foremost, Maya adheres to the strength of her older brother, Bailey Jr. Bailey serves as the most important role in the protagonist’s young life. In the autobiography, Maya quickly states, â€Å"I would be the major loser if Bailey turned up dead. For he was all I claimed, if not all I had.† Bailey is one year Maya’s senior; however, it makes no difference for they both share many of the same interests, such as reading poems and playing games. Maya feels comfortable asking Bailey for advice, and therefore trusts Bailey with all of her honest emotions. Even through Maya’s period of silence to the outside world following her rape, she is not afraid to speak to her brother. From Bailey Marguerite derives immense confidence over the span of their childhood together. Secondary only to Bailey, Annie Henderson influences her granddaughter as an awe-inspiring role model. Momma displays a deep faith and much self respect. In chapter 24, Momma takes Maya to a white dentist and demands that he help relieve her horrible toothache. When he refuses to help them, Momma goes inside to speak with him; Though Maya’s estimation of the encounter differs somewhat from reality, the entire incident helps to instill in Maya a

The Allegory of the Cave: Turn Around :: essays research papers

The Allegory of the Cave: Turn Around   Ã‚  Ã‚  Ã‚  Ã‚  Putting the Allegory of the Cave into my own words seems comparable to the Christian idea of using the lord's name in vain. First, I'd like to introduce a phenomenon I have observed throughout my life time. I call it soul resonance. Bear with me here. When two objects emit sympathetic vibrations, the sound or force multiplies. Example: Two tuning forks of the same frequency are struck upon each other and held a few feet apart. The vibration is much stronger. Something basic about each object recognizes a similar quality in the other, and amplifies it. As with so many other laws of science, this law applies to many other phenomena. I believe this is what people feel when they first hear the Allegory of the Cave . . . soul resonance. Somehow, something deep inside tells them that here we have found a singular truth.   Ã‚  Ã‚  Ã‚  Ã‚  The Allegory, taken as the story of one man, narrates his life from ignorance to enlightenment. He sits within a cave, facing away from a blazing fire. He stares at the wall opposite him, watching pretty shadow puppets. He listens to the exotic, wonderful, and large words whispered in his ears by the puppeteers. He would naturally turn around, or perhaps even stand, but chains bind him to the ground, and the puppeteers have servants who hold his head in place. One day, a situation arises where he finds that the chains are broken, and he stands. This is against the will of the servants, but they have no physical power over him, if he does not allow it. He turns round and sees the fire and the puppeteers and then he realizes that all has been lies. He is not what they have told him. He does not feel what they have said he does. The fire blinds him. The puppeteers, seeing they have lost another to knowledge, quickly get rid of him by pushing him into the dark cave that looms off to the side, hoping for his demise. The man is lost, he has gone from darkness to light to darkness once again. Something within him tells him to climb, and he does, scrabbling. He cuts himself many times, and many times he almost falls to his demise on the rocky ground below. He pauses often. Until there comes a time when he sees a distant light at the exit/entrance to the cave. When he sees this light, he is not sure whether this is yet another shadow puppet on the wall, but it is upward and that is where he must go.

A Civil Engineering Success :: essays research papers

Civil Engineering History and Heritage U.S. 20 Iowa River Bridge   Ã‚  Ã‚  Ã‚  Ã‚  The Iowa River Bridge on Highway U.S.20 was built in such a way that it not only was able to expand the once two lane blacktop roads into a four lane highway, but also to keep environmental impacts of construction and existence of the bridge to a minimum. The $21 million dollar bridge consists of two 12.0 m wide deck structures that each contain five spans of 92 m. These deck structures are made from erecting a weathering steel I-Girder superstructure. â€Å"Each deck structure will consist of a 230 mm concrete slab with a 38 mm low-slump concrete wearing course supported by a system of four 3450 mm deep I-girders spaced at 3600 mm centers†(1). The support for these structures will be cast-in-place reinforced concrete substructure units. These units consist of two column bents ranging in heights of 20 m to 38 m, and are founded on drilled shafts or driven H-Piles. Engineering Success   Ã‚  Ã‚  Ã‚  Ã‚  The construction method used on this bridge is the first of its kind in the United States on a steel I-girder highway. The bridge was constructed by a launch erection method in order to avoid damaging its surroundings. This method allowed for large steel portions of the structure to be assembled on large rollers behind one of the bridge abutments and then pushed from pier to pier with the use of hydraulic thrusts (or pulling with motors and cables). This area is one of few woodlands left in Iowa, and by doing intensive research Engineers were able to obtain their goal while leaving as much of the natural surroundings unaffected as possible. Lessons Learned   Ã‚  Ã‚  Ã‚  Ã‚  As stated earlier, this was the first use of this construction method and therefore a lot of lessons came from this erection of this bridge. Among these were mostly environmental concerns. The reason this method was necessary is due to all of the environmental concerns through the Iowa Greenbelt, which is home to a number of endangered animals, plants and aquatic life. Another aspect of the bridge that the environmental issues affected was the timeline. This included a â€Å"winter shut-down† for a little over 5 months due to the eagle’s roost, as well as the need to shut down any time noise or activities seemed to disrupt the eagles roosting habits.

How Children Utilize Their Mathematical Mind as Part of Their Natural Progression Essay

â€Å"Dr Maria Montessori took this idea that the human has a mathematical mind from a French philosopher Pascal and developed a revolutionary math learning material for children as young as 3 years old. Her mathematical materials allow the children to begin their mathematical journey from a concrete concept to abstract idea†. With reference to the above statement please discuss how these children utilize their mathematical mind as part of their natural progression, to reason, to calculate and estimate with these Montessori mathematical materials in conjunction with their aims and presentations? What is a mathematical mind? The Mathematical Mind’ refers to the unique tendencies of the human mind. The French philosopher Blaise Pascal said that ‘every human being is born with a mathematical mind’. Dr. Montessori borrowing this concept, further explained that the mathematical mind is the â€Å"sort of mind which is built up with ‘exactitude’†. â€Å"In our work therefore, we have given a name to this part of the mind which is built up with exactitude, and we call it the ‘mathematical mind’. I take the term from Pascal, the French Philosopher, Physicist and Mathematician, who said that the man’s mind was mathematical by nature, and that knowledge and progress came from accurate observation.† – Maria Montessori, The Absorbent Mind, Chapter 17, Pg. 169 She said the qualities of a mathematical mind was such that always tends to estimate; needs to quantify, to see identity, similarity, difference, and patterns to make order and sequence. The concepts within the mathematical mind do not simply refer to common associations with math, such as basic operations. Instead, Montessori believed that the human tendencies lead one to be mathematical in thought. That is, basic human tendencies such as order, orientation, exactness, repetition, activity, and manipulation of objects, all lead to the development of a mathematical process of thought. â€Å"The child perceives, without conscious reasoning, patterns of relationships: things to things, things to people, pe ople to people†¦ The mathematical mind [therefore] is a power to organize, classify and quantify within the context of our life experience† Mathematics is not only about additions or subtractions a child learns at the school, it is all around the child from the day he is born (or may be well before that). It is a well known fact that an embryo can hear its mother. So the mother says â€Å"the baby kicked me twelve times today† or  Ã¢â‚¬Å"my delivery is within another two weeks† when he was in her stomach. And then after he was born he may hear ‘you were born on the second’ or ‘at eight you go to the bed’ or ‘one button is missing in your pajama shirt’ or in the society he may be questioned ‘how many sisters or brothers do you have?’ etc., A child’s day to day life is all connected with mathematics and all the basic conversations he has is very much involved with mathematics. In that case the child is born to a world that is full of math, created by human for their benefits and the child needs to adapt to it. Children need math to sort, categorize and group things within his environment. They need to count, they need to learn the time and then gradually they need to work with arithmetic’s, geometry and algebra in the school when they grow up. â€Å"We must convey to the child the belief that we have made mathematics ourselves, and that we re-make it every time we move, think, work or play. We should help the child understand that it is simply part of our being human to have a mathematical mind†. – Gettman D, BASIC MONTESSORI, Chapter 1, Page 159. Teaching mathematics to a young Montessori child is not a difficult task as he is very much exposed to numbers during his day to day life. By the time they enter into the Montessori school most of them are able to count one to ten (we call this â€Å"rote counting†, they just count without knowing the real meaning of the counting). Even in the prepared environment, though the child does not directly work with the mater ials within the math shelf as he enters, he however indirectly learns math concepts such as repetition, calculation, exactness, fraction, estimation and classification and most importantly order through the practical life activities. A significant discovery that Dr. Montessori made was the importance of offering indirect preparation for the math materials while children were in the sensitive periods for movement and the refinement of the senses. It is through children’s work with the Exercises of Practical Life and Sensorial materials that they first encounter and experience the concepts of measurement, sequence, exactness, and calculation Sensorial education is the basis of mathematics. Dr. Montessori said that children are sensorial learners. They learn and experience the world through their five senses. So sensorial education helps the child to create a mental order of the concepts he grasps using his five senses. â€Å"The skill of man’s hand is bound up with the development of his mind, and in the light of history we  see it connected with the development of civilization.† – Maria Montessori, THE ABSORBENT MIND, Chap 14. pg. 138 Montessori firmly believed that the ‘handsâ €™ are the mother of skills. By providing Montessori sensorial materials to the child she was convinced that correct manipulation with quality and quantity would certainly create a lasting impression in the child’s mind with the understanding of mathematics. We place materials quite intentionally on trays, we color code activities, materials are displayed in a logical sequence, and we break down movements during presentations into series of sequential steps. The sensorial materials simply present three mathematics concepts of completeness, geometry and early algebra. Dr. Montessori was convinced that there are two things to be introduced before working with mathematics. â€Å"Before beginning mathematics work, the child must therefore do two things: explore and accept the notion of idealized things with isolated qualities, and gain practice in the requisite intellectual.† – MMI Mathematics Course Manual pg. 6 The child’s intellectual skills are developed through both practical life and sensorial activities. In practical life activities, children practice calculation skills when determining how much water to pour when carrying out exercises like pouring water from jug to bottle with an indicator line, or spooning beans from bowl to bowl with an indicator line, or from jug to jug; up to the more complex activities of sweeping which have the qualities of repetition, calculation and exactness. The Sensorial work is a preparation for the study of sequence and progression. It helps the child build up spatial representations of quantities and to form images of their magnitudes such as with the Pink Tower, knobbed cylinder etc. These sensorial materials also provides the child with the skills of calculation with the pink tower and red rods; as the child judges the size and length of the cubes and rods respectively, as well as repetition with baric tablets etc., All of the materials in the Montessori classroom have been specifically designed to attract the interest of the student, while at the same time teaching an important concept. The purpose of each material is to isolate a certain concept the child is bound to discover. The Montessori maths program is divided into parts to facilitate a sequential and gradual progress in the maths concepts starting from simple to complex. During circle time, informal  activities or games are introduced to initiate complex maths concepts like seriation, one-to-one correspondence, sorting and more in the simplest way. Without counting or even uttering a number name, the child is actually introduced to maths through preliminary maths activities. Dr. Montessori also said, ‘what the hand does the mind remembers’. The very first math material to be presented to the child is the number rods. Number rods are very concrete and help the child to feel and understand meaningful counting. It is also not very new to the child as he has already worked with the red rods before. The only difference is number rods are colour coded with red and blue, which helps the child to visually discriminate the difference in length and then to count the rod. The teacher presents the material by a three period lesson, and by repeating the same activity again and again, the child understands that two means two things and three means t hree things and so on and so forth. The aim of the number rod is to help the child Learn the names of numbers 1-10 and visually associate the numbers with the quantity as well as to show that each number is represented by a single object, as a whole, separate from others. The number rods help the child memorize the sequence of numbers from 1 to 10. When the child counts one rod as a single unit, he immediately notices an increment in the number rod â€Å"2† even though it is still a single unit thereby helping him to associate the numbers to the quantity. â€Å"Rarely, however, can he count with certainty the fingers of one hand, and when he does succeed, in doing this, there is always the difficulty of knowing why,†¦The extreme exactness and correctness of a child’s mind need clear and precise help. When numerical rods are given to children, we see them even the smallest take a lively interest in counting.†Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Maria Montessori, The Discovery of the Child, Chapter 18, pg. 265 . â€Å"The satisfaction of discovery leads to an enthusiastic interest in numbers when the child is able to demonstrate the fundamental mathematical operations, rather than simply being told seemingly dull and meaningless facts. He physically holds the quantities that he sees represented by written symbols. He combines the materials, counts, separates and compares them while visually grasping and reinforcing the ideas in a way that is concrete, rather than abstract.†Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Teaching Montessori at Home. Now the child is working with the concrete materials to understand the quantities of numerals one to ten and then he knows the written symbols too. The next step is to teach him how to combine the quantities with the written symbols. This is done through a set of fun games. The Teacher invites the child to bring the number cards and the rods to the mat and then gets the child to identify the concrete value (the rod) first and then find and match the number card with the rod. Next the teacher requests the child to identify the number cards randomly and match them with the rods. This activity helps the teacher to observe how thoroughly the child is familiar with the numbers. The next two games help the child to understand the sequence of numbers. When the numbers and the rods are randomly scattered on the mat, the teacher requests the child to identify the number rods in sequence and then match the numbers with it and build the stair then in the next activity the child identifies the number cards in sequence and then matches with the respective rods and builds the stair. The aims of these exercises is to establish the child in the recognition of numerical symbols 1-10., as well as help him learn association of quantity to symbol and also help the child understand quantity and sequence of numbers using manipulatives. Once the child is very clear with numerals one to ten, the next step is to teach the decimal system. Decimals are introduced to the child with the concrete manipulation using the golden beads. Through a three period lesson, the child is introduced to one, ten, hundred and thousand. The child feels and sees what one means by a small unit and then sees that ten is a long bar and then hundred is a flat square of ten ten-bars bound together and finally the thousand is a cube made up of ten 100 squares. The child can visually discriminate the difference in the sizes of different value and then feels it too. ‘Counting through’ helps them to further internalize the concept of decimal system. The teacher counts up to nine units and t hen says ‘if we have one more unit we will have a ten bar’. So this helps the child to understand that to make ten we need ten units. Then to make hundred we need ten ten-bars and then finally the thousand cube is made out of ten hundred-squares. The great deal begins with the decimal system operations. Here the child is introduced to additions, subtractions, multiplications and divisions. The child learns the exact abstract way of additions or subtractions using the golden beads and large and small number banks. All these activities are teacher directed and working with these activities, helps the child understand that addition means combining two  amounts together and then have a big amount at last; that subtractions means giving some amount away from what he had and then what remains is a small amount; that multiplication means having the same amount in to different numbers of times and gets a large amount as the answer; and finally, that divisions are giving the amount away equally or unequally among two or three people. These operations are very concrete to the child since he sees and manipulates the materia l. After manipulating with the concrete materials, the child moves to the abstract counting. Using the large number cards, the teacher introduces the written symbols of power of ten (the decimal system). Then moves to the ‘counting through’ with the written symbols. Once the child is through with quantities and the written symbols the teacher shows the child to link concrete with abstract making the ‘Bird’s eye view’. Through the bird’s eye view the child can clearly see the process of the quantity increases with the written symbols. It gives the child the sensorial impression that when the symbol increases from one to ten, ten to hundred and hundred to thousand value of the quantity also goes higher. The aim of introducing the decimal system, is to help the child understand the concept of ten, learn the composition of numbers as well as the place value system and their equivalencies. After the decimal system operations, the child progresses to informal recording. By this time, the child knows the numbers very well and he is familiar w orking with sums too. The informal recording introduces the child to small number rods. In the first presentation, he is concretely introduced to composition keeping ten as a guide and showing him how to make ten using rods up to six. Decomposition is also equally concrete, first he makes ten and then takes one away the child sees he is left with nine. During this presentation, the symbols of plus, minus and equal to, are also introduced and in the second presentation he is introduced to recording. The teen board is introduced to the child when he is through with the decimal system. It is also called ‘linear counting’. The short bead stairs varying in colour and quantity (one is red, two is green, three is pink, four is yellow, five is light blue, six is purple, seven is white, eight is brown and nine is deep blue) The coloured bead bars show clearly the separate entities from 1 to 9 and the ten-bars are the main concrete materials involved with the linear counting. First of all, the child learns to build the short bead stair and then combines the short bead  stairs with ten bars to teach the names of quantities eleven to nineteen. When the child understands the names of values, the written symbols are introduced through the ‘sequin board A’. Similarly the names of quantities from ten to ninety are also introduced and then the ‘sequin board B’ is used to teach the abstract concept of written symbols. The hundred and thousand bead chains reinforce the child’s counting from one to a thousand and also helps the teacher to evaluate child’s standards with understanding counting. The coloured bead bars show clearly the separate entities from 1 to 9, in combination with the tens they show the child that numbers 11 to 19 are made of ten and a number 1 to 9 The purpose of introducing the child to the linear counting exercises is to develop the child’s ability to recognize and count to any number. As well as learn skip counting. The child’s own sound knowledge of the numbers 1 to 10 and their numerical order acts as a guide â€Å"This system in which a child is constantly moving objects with his hands and actively exercising his senses, also takes into account a child’s special aptitude for mathematics. When they leave the material, the children very easily reach the point where they wish to write out the operation. They thus carry out an abstract mental operation and acquire a kind of natural and spontaneous inclination for mental calculations.† – Montessori M., The Discovery Of The Child, Chapter 19, pg. 279 BIBLIOGRAPHY Maria Montessori, The Absorbent Mind, Montessori Pierson Publishing Company, the Netherlands, Reprinted 2007 Maria Montessori, The Discovery of the Child, Montessori Pierson Publishing Company, the Netherlands, Reprinted 2007 Modern Montessori Institute, DMT 107 Mathematics Students’ Manual David Gettman, Basic Montessori, Saint Martin’s Press, 1987 Elizabeth Hainstock, Teaching Montessori in the Home, Random House Publishing Group, 2013

Cities vs Suburb

August 10, 2010 Cities VS Suburbs There many opinions about cities and suburbs. What are the differences between them? I have lived in Richmond, KY for a year. It is a very small, county place. Then I have been living in Elizabeth, NJ for 2 years. It is not big like New York. I can come to some difference between cities and suburbs. For example, these differences between cities and suburbs are attractions, density of population and their environment. Cities offer a massive amount of attraction. Cities are the principal edge of what is happening.For example, in New York City we can find the best and the most extensive museums, theaters, concert halls. Also we have a wide choice of bars, nightclubs and restaurants. New York City is a city that never sleeps. If you want dinner at 11:00, you can find a wide range of restaurants open until late hours. On the contrary, Suburbs are places where you can’t the same amount of attraction as in the cities, but you can get pleasure from th e environment such as forests, animals, parks, and tourist places.For example, I liked Kentucky because I traveled across it. I will never forget when I went to this place called Cumberland Fall, also known as the  Little Niagara, or the  Niagara of the South. It is a large waterfall  on the  Cumberland River  in southeastern  Kentucky where you can see a rainbow every full moon. In conclusion cities have more attraction than the cities Another difference between cities and suburbs is the density of population.Cities have a mass transit of people that may be convenient, but it's hardly private. Neighbors can easily look in the windows of buildings across the street. Also, Cities have a lot of traffic because of the density of population. Traffic and finding a park are always problematic during the work day because of the amount of people in the cities. For example, in New York City is a very crowd city where you can find many tourists everywhere. On the other hand, the s uburbs are less crowed than the cities.Additionally to less population, suburbs have long distance between places, and its roads are bigger than the city roads; consequently, there is not much traffic, and we don’t feel the big mass of population. To sum up density of population is a big variety between cities and suburbs. Other different between cities and suburbs is their environment. The cities have a very noisy environment. For the same reason you can get dinner at 11:00 PM, the city is very rowdy at 11:00 PM.Police sirens and fire truck horns are amplified, and you can hear them all night. There isn't any quiet in the city; you can hear what's going on in the apartment beside you, above you, and below you, and they can hear you. However, in the suburb you can hear the sound of the nature, such as birds, wind, and trees, and it stimulates you. For instance, in the suburb we have many family that need to get the kids off to school, have late night dinners, and many other a ctivities during the day that midnight jazz don't do much for them.For example, when I was in Kentucky I loved to go to the park and just sit in the grass and listen to the wind. All in all cities are more rowdy than the suburb In conclusion, my experience in both places helped me to create criteria about the differences between the cities and the suburbs. Attraction, density of population and environment are some of the different between cities and suburbs. I prefer to live in the suburbs where you can be safe and have peace of mind, without a big population and traffic.

I Spy Literary Analysis

Prehal Patel ENG 1302 Ms. Mach February 20, 2013 Literary Analysis â€Å"I Spy† by Graham Greene is a short story published in 1930 that takes place within a tobacco shop in England during World War 1. The story is regarding a young boy, Charlie Stowe, who has never before smoked a cigarette and therefore he decides to sneak into his father’s  tobacco shop  to steal a pack of cigarettes. Charlie hides in the shop when he sees his father comes back along with two men. He watches his father and the two men as they converse about confidential work. Charlie goes back to bed when his father and the two men leave the house.In the story, Greene uses various literary devices such as character, imagery, and setting to represent many ideas. There are two main characters in the short story. The first main character is Charlie Stowe, a twelve year old boy who is teased by his classmates at school because he has never smoked a cigarette. That is why one night he sneaks downstair s to his father's tobacco shop to get hold of a cigarette. He knows it is not the right thing to do, but he decides to do it anyways to try to lessen his schoolmates' ridicule though all through the story he has an imperious fear of being caught.However, the consequences of being caught trying to steal cigarettes are less than the consequences of not smoking at all for Charlie. The second main character of the story is Charlie's father; he is described to be an ‘unreal wraith,' not liked by his son. As the story continues, it becomes obvious that Mr. Stowe has been taken into custody for being a spy, and is being brought to the shop to grab his coat before he is led, seemingly, to trial and execution.It is apparent, however, from Charlie's recollections of his father revitalizing himself with proverbs and muttering to himself, that he actually may not have wanted to have the treacherous occupation that he did. Both of their society’s morals have been detached, Charlie's by his schoolmates and Mr. Stowe, assumingly, by German spies coercing him to join their defenses. They both know they are doing wrong and, though they present their dread in their own way, they are scared nevertheless about what might happen if they don't do their individual tasks.The imagery illustrated in the story presents the central idea of fear. Throughout the narrative, light is represented as the danger of being caught. The candle in his mother's room, the spotlights sweeping the windows of the shop, and the policeman's flashlight all provide threats to Charlie's mission of stealing a cigarette. And each time the light shines Charlie shies away from the light in fear. Also, the character of the shop itself lends to deception and fear. The phrase â€Å"smoke-filled room† usually stirs feelings of surreptitious secrets and deals, and this room is no different.The anxiety is almost as perceptible as the smoke in this room of faint transactions. Imagery shows pillars of morality and fortitude through the two agents accompanying Mr. Stowe. They both had their identical suits, mackintoshes, bowlers, and these government agents, presumably from the British MI-5, represent those who do not have to make decisions for them and have their policy of morality laid before them. The setting of the story notably gives the story a secretive and dark aspect. Story takes place in Great Britain in the early twentieth century.Britain at this time in history was coming off with the jingoism policy, implying that there is a vast amount of dedicated patriots living in the area. Charlie's mother happens to be one of them. Therefore she has nothing but good to say about the queen, and nothing but bad to say about the Germans. Charlie's father also validates the patriotism, saying that as soon as the neighbors find out he is a spy for Germany, they will break down his tobacco shop. The story takes place in a town off the coast, so there are spotlights are frequently swe eping across the sea searching for German boats.The story also takes place in the middle of the night, which is known to be the darkest hour off the day. This creates a mysterious and fearful feel to the story. In conclusion, â€Å"I Spy† is a story about ones morals and fear of standing up for them. The main idea and themes lie within the character, imagery, and setting of the story. The theme comes across as dramatic events stimulate personal morals and children often inherit their parents’ traits for better or worse. In order to present these ideas Greene utilizes various literary devices throughout the story to give the narrative depth.