Free Essays - A Clockwork Orange :: Clockwork Orange Essays

  Clockwork Orange   Ã‚  Ã‚  Ã‚  Ã‚   by   Ã‚   Anthony Burgess   This novel is short–only being about 180 pages–but looks may deceive you, or in other words don’t judge a book buy its cover or its thickness. A Clockwork Orange is actually 360 pages because you have to read between the lines. You may think that the story’s theme is that the future will be filled with horrible decadent violence (that is what I first thought), but if you read between the lines you will understand that this book is written for one main purpose, a purpose other than entertainment.   Ã‚     A Clockwork Orange was written in 1962,   story about the future which was meant to be around 1995 to 2000 (a car used in the story called a 95' Durango). A boy about seventeen, Alex the narrator and main character living in London, rampages about with his â€Å"droogs† (friends) raping, stealing, beating and even killing people. Alex one day is caught for murder and jailed but two years later he is luckily freed twelve years before his sentence ends to take advantage of a new treatment for violent people like him that he volunteered for. He goes through the therapy and succeeds and returns back to civilization. He now becomes sick when he is about to commit a violent or sexual, but also when the Ninth Symphony by Beethoven plays (a minor defect from the treatment). Alex is driven to attempt suicide from this defect because he is locked within a chamber playing this song and does not accomplish his task. He is hospitalized and returns to his â€Å"ultra-violent† self while the inhumane treatment does not work because it does not even give people a choice about being violent.   While Alex helps to present the theme, two different outcomes are formed. First, Alex goes through a great change from being â€Å"ultra- violent† to becoming Lamb-chop and then back to being â€Å"ultra-violent†. Second, the theme defines the major conflict of the story. Although the conflict does not have to do with Alex directly, he helps to illustrate it. The conflict is not solved in the book and will probably never be solved, but it does bring up for debate what Anthony Burgess thinks about right or wrong, regarding   the controversial situation of a cycle of violence. â€Å"Violence makes Violence,† is what was once said to Alex by   P. R. Deltoid, his teacher from school before he went to prison. This book brings up . What do we do to someone who has committed a violent crime? Do we punish them with more violence, for instance death, or do

Bullying and Students

Preventing Bullying Ralph Washington SOC 312 Child, Family & Society Bridget Morales March 18, 2013 Bullying can be a very bad thing in our classrooms. It can hinder the development of a child and in cases cause them to harm themselves (Bojczyk, Shriner, Shriner, 2012). As a teacher it is our job to recognize the signs of bullying and create a lesson or activity to make students aware of the problem. This may not solve the problem of bullying, but if more students are aware of the problem then more can be done about it.After reading â€Å"The Bully in the Mirror† by Antonio (Pacer Center, 2012), I think that it would be nice to do a dramatic play or scene around bullying. Monday- The first day of the week we would research and get an understanding of bullying. Students must be aware of the different types of bullying and the signs of bullying. This activity should be based on what the student thinks first and then compare their answers to the research. The students’ ans wers should be posted in the classroom and then use websites such as http://www. stopbullying. com to see just how many of the answers match the research.This website tells the educator what to do as well as the students. Teachers must first make their classroom environment safe and inviting before this activity can take place (stopbullying. com, 2000). Children are more acceptable to open up if they are in a comfortable setting. When the answers are match and the class decides on the best ones to use, and then have the students write them down. This will be the base of our activity. Tuesday- We continue our lesson on bullying by reviewing from the previous day. Today we take our information from yesterday and use it to write a short poem to prevent bullying.Encourage the students that it is not important if the poem rhymes or if it is in the actual format of a poem. The meaning behind what they write is what is important. Then have the students come up and read what they have writt en and discuss it with the class. The teacher must emphasize that laughing is considered a form of bullying and no laughing will be tolerated while the poems are being read (Bojczyk, Shriner, Shriner, 2012). After the poems are read then the teacher should collect them and then randomly pass them out to the students.Using their classmates work the students are asked to take the poems home and create a scene to use in our production at the end of the week. Wednesday-The scenes should be completed and now it is time to work as a group. The class is divided up into two groups and the students should use their homework to create a short play. While this is going on the teacher must re-emphasize that laughter and picking is still a part of bullying and it will not be tolerated. The teacher needs to encourage the groups to choose parts that they think will best help the students in that group.If a student is considered more outspoken then they should play a part of a shy kid or the one th at is being bullied. Use the shy student to be the bully. Reversing roles will allow the other to feel what the child goes through on a daily basis. The students are asked to take their roles on home and practice with their parents and be ready to rehearse the next day. Thursday-Rehearsal begins today. The teacher becomes the director and helps the students with their skits. The teacher must realize that the object of this lesson is to teach the students how to recognize and prevent bullying.The best way for them to understand is to use their own language and concepts. The teacher is only there to guide them through the process. During rehearsal ask questions as to why they choose to use certain lines or sayings. Ask the class as a whole if they understand what is taking place in the skit. By the end of the day the students should have some idea on how to portray their part and they should be ready for the final performance. Friday-It is show time! The students are given one more ch ance to go over their lines before the performance begins.All week they have been working on this project and they have an understanding of bullying, but the other students in the school may not. As a final gesture to prevent bullying, the students are asked to perform for another class. The shock may be a little much for some, but it is part of the lesson. The students are asked to do this to see if they will be able to handle things outside their norm and to see if the other students are able to watch the play with being judgmental. Once again, the teacher must let the students know that laughing and picking is part of bullying.After the show is over, then the teachers should open the floor for discussions. Instead of the teacher answering the questions, allow the students that did the skit to answer the questions. The teacher should only interject when necessary. This whole lesson is to allow some change on the bullying problem. It was a creative way for a bully to see his or her ways without having to expose themselves to others. Sometimes when we can actually see our problem, then we can recognize it within ourselves. That is way Antonio used the mirror in his writings. We have to take a look at ourselves in order to see what is wrong with us.By using the skits the bully can sit back and say â€Å"hey that sounds a lot like me†. Then they are able to start to change. Now that the students have an understanding on bullying and can recognize it, they can interject when they see someone being bullied or they can help someone who has a problem with bullying. A student like Antonio needs to learn that they will have more friends and have more fun if they just fit in and not trying to be superior. Students should embrace a bully and befriend them and when they see them starting to stray, call them out on it.Let them know that they can come and discuss anything and the â€Å"buddy system† will work. Reference Bojczyk, K. E. , Shriner, B. M. , & Shr iner, M. (2012). Supporting children’s socialization: A developmental approach. San Diego, CA: Bridgepoint Education, Inc. Pacers National Bullying Prevention Center: The End of Bullying Begins with you. Retrieved March 18, 2012 from http://www. pacer. org/bullying/resources/activities/toolkits/intro-to-bullying-prevention. asp Stop Bullying: What Can You Do. Retrieved March 18, 2012 from http://www. stopbullying. gov/what-you-can-do/educators/index. html

Qnt 561 Week 1 Problem 81

a) The Ludlow Wildcats baseball team, a minor league team in the Cleveland Indians organization, plays 70 percent of their games at night and 30 percent during the day. The team wins 50 percent of their night games and 90 percent of their day games. According to today's newspaper, they won yesterday. What is the probability the game was played at night? % of games played at night = 70% % of games played during day = 30% % of night games won =50% % of day games won= 90% Probability of winning = Probability of winning at night + Probability of winning during day = % of games played at night x % of night games won + % of games played during day x % of day games won = 70% x 50% + 30% x 90% = 0. 35 + 0. 27 = 0. 62 Probability that the game was played during night given that the game was won = Probability of winning at night / Probability of winning = 0. 35 / 0. 62 = 35/62 Answer: Probability = 35/62 This can be understood in a different way Let the number of games played be 100 Out of these 100 games, 70 games were played at night and 30 during day Out of 70 games played at night no of games won = 50% x 70 = 35 games and the number of games lost = 50% x 70 =35 Out of 30 games played during day, no of games won = 90% x 30 = 27 games and the number of games lost = 10% x 30 = 3 Thus total games won = 35 + 27 = 62 (Total games lost = 35 + 3 =38, but this is not required for calculation) Thus out of 62 games won , 35 were won at night Thus probability that the game was played at night, given that the game was won = 35/62 b) With each purchase of a large pizza at Tony's Pizza, the customer receives a coupon that can be scratched to see if a prize will be awarded. The odds of winning a free soft drink are 1 in 10, and the odds of winning a free large pizza are 1 in 50. You plan to eat lunch tomorrow at Tony's. What is the probability: 1. That you will win either a large pizza or a soft drink 2. That you will not win a prize? 3. That you will not win a prize on three consecutive visits to Tony's 4. That you will win at least one prize on one of your next three visits to Tony's We have to convert odds into probability Probability = odds / (1+ odds) Odds of winning a free soft drink are 1 in 10 Therefore, probability of winning a free soft drink = (1/10) / (1 + 1/10) = 1/11 Odds of winning a free large pizza are 1 in 50 Therefore, probability of winning a free large pizza = (1/50) / (1 + 1/50) = 1/51 What is the probability: 1. That you will win either a large pizza or a soft drink The events winning a pizza and winning a soft drink are mutually exclusive (since you can either win a pizza or you can win a soft drink but not both at the same time as you have only one coupon ) Probability of winning either a large pizza or a soft drink = Probability of winning a large pizza + Probability of winning a soft drink = 1/51 + 1/11 = 62 /561 = 0. 11 or 11% 2. That you will not win a prize? Probability of not winning a prize = 1- Probability of winning a prize = 1- 62/561 = 499/561 = 0. 9 or 89% 3. That you will not win a prize on three consecutive visits to Tony's Since the events of winning / not winning on consecutive visits are independent events we will multiply the probabilities Probability of not winning a prize on three consecutive visits = Probability of not winning on first visit x Probability of not winning on second visit x Probability of not winning on third visit = (499 /561) x (499 / 561) x (499 / 561) = (499/561) ^3 = 0. 70 or 70% 4. That you will win at least one prize on one of your next three visits to Tony's Probability of winning at least once = 1- probability of not winning even once = 1- (499/561) ^3 = 0. 30 or 30% c) There are four people being considered for the position of chief executive officer of Dalton Enterprises. Three of the applicants are over 60 years of age. Two are female, of which only one is over 60. 1) What is the probability that a candidate is over 60 and female 2. Given that the candidate is male, what is the probability he is less than 60 3) Given that the person is over 60, what is the probability the person is female Out of 4 applicants Male = 2 (both over 60) Female = 2 (1 over 60, 1 less than 60) 1) What is the probability that a candidate is over 60 and female Out of 4 candidates only 1 is both female and over 60 Therefore probability = ? = 0. 25 or 25% 2. Given that the candidate is male, what is the probability he is less than 60 Both male candidates are over 60 therefore probability = 0 3 Given that the person is over 60, what is the probability the person is female There are 3 persons over 60 out of which 1 is female Therefore, probability = 1/3

Free Essays on The Women Of LeFanu And Poe

The Women of LeFanu and Poe The women in the stories of Edgar A. Poe and Sheridan LeFanu are of two different persuasions but both have in common their death and demise. Poe’s stories exist mostly in the natural realm, some in the psychological, and LeFanu’s lean towards the supernatural. To understand why these two prolific men wrote about women the way they did we have to examine their background with women. Poe had a tough childhood growing up. He lost his father and mother only a year apart in 1810 and 1811. His sister went crazy and lost her mind. While he was in school, around the age of fifteen, a mother of one of his classmates acted as a mother figure for him. But she also died. Her death was a result of a brain tumor. Poe thought of her as the mother he always wanted. Later on in his life he married his thirteen year old cousin. She burst a blood vessel and became a vegetable until she died. With all the women in Poe’s life dying you can see the reason why he wrote about women either dead or dying in his stories. In contrast to Poe much less is known about J. S. LeFanu. His wife died in 1858 and this drove him to be a very depressed and reclusive man. This perhaps led him to write about the women dying in the supernaturally way they do. Poe’s use of women seemed to lean on abuse and murder. He always has their life end undesirable and in calamity. The women die by the men’s hand. LeFanu uses women in a very different way. In Carmilla the woman is the aggressor but alas in the end dies by the hand of the men. Poe uses his women in a way that they are in the story line but have no real particular use or interaction. In Black Cat the wife never spoke or had any real interaction. She was basically just another piece of the setting. In Fall of the House of Usher the sister doesn’t speak and had no particular part. The women in The Murders in the Rue Morgue were referre... Free Essays on The Women Of LeFanu And Poe Free Essays on The Women Of LeFanu And Poe The Women of LeFanu and Poe The women in the stories of Edgar A. Poe and Sheridan LeFanu are of two different persuasions but both have in common their death and demise. Poe’s stories exist mostly in the natural realm, some in the psychological, and LeFanu’s lean towards the supernatural. To understand why these two prolific men wrote about women the way they did we have to examine their background with women. Poe had a tough childhood growing up. He lost his father and mother only a year apart in 1810 and 1811. His sister went crazy and lost her mind. While he was in school, around the age of fifteen, a mother of one of his classmates acted as a mother figure for him. But she also died. Her death was a result of a brain tumor. Poe thought of her as the mother he always wanted. Later on in his life he married his thirteen year old cousin. She burst a blood vessel and became a vegetable until she died. With all the women in Poe’s life dying you can see the reason why he wrote about women either dead or dying in his stories. In contrast to Poe much less is known about J. S. LeFanu. His wife died in 1858 and this drove him to be a very depressed and reclusive man. This perhaps led him to write about the women dying in the supernaturally way they do. Poe’s use of women seemed to lean on abuse and murder. He always has their life end undesirable and in calamity. The women die by the men’s hand. LeFanu uses women in a very different way. In Carmilla the woman is the aggressor but alas in the end dies by the hand of the men. Poe uses his women in a way that they are in the story line but have no real particular use or interaction. In Black Cat the wife never spoke or had any real interaction. She was basically just another piece of the setting. In Fall of the House of Usher the sister doesn’t speak and had no particular part. The women in The Murders in the Rue Morgue were referre...

Definition and Examples of Spelling in English

Definition and Examples of Spelling in English In written language, spelling is the choice and arrangement of letters that form words. English spelling, says R.L. Trask, is notoriously complex, irregular, and eccentric, more so than in almost any other written language (Mind the Gaffe!, 2006). Pronunciation: SPEL-ing Also Known As: orthography Etymology: From Middle English, reading letter by letter Examples and Observations [S]pelling is not a reliable index of intelligence...Many intelligent people struggle with English spelling, while others will find it comparatively easy to master. Learning to spell correctly requires remembering numerous unusual and peculiar spelling forms. Some people are just better at this form of rote learning than others... One of the reasons why English spelling is so unpredictable is because its vocabulary consists of many words derived from other languages, which have been adopted with their original spellings intact. Understanding the origins of these words and the languages they have come from will help help with spelling them. (Simon Horobin, Does Spelling Matter? Oxford University Press, 2013) A Mutt of a Language That English is such a mutt of a language only served to make the resulting spellings that much harder. Old English had already been borrowing from, and interbreeding with, Dutch and Latin before the Norman invasion. The arrival of Norman French opened the floodgates for more linguistic mixing and orthographic variability. (David Wolman, Righting the Mother Tongue: From Olde English to Email, the Tangled Story of English Spelling. Harper, 2010) Spellings and Respellings in Early Modern English The high status accorded to the classical  tongues in the Early Modern period meant that Latin and Greek words were adopted with their spellings intact- so we find Greek phi spelled with a ph rather than an f in philosophy and physics.  A reverence for Latinate spellings  prompted the respelling of a number of words previously borrowed into English directly from French, whose origins lay in Latin. A silent b was added to debt and doubt to align them with the Latin debitum and dubitarer; a silent c was inserted into scissors (Latin scissor); l was introduced into salmon (Latin salmo), and a silent p into receipt (Latin receptum). In most cases these silent letters drove spelling and pronunciation further apart, though in some instances, like perfect and adventure (Middle English parfait and aventure), the inserted letter is now sounded. (Simon Horobin,  How English Became English. Oxford University Press, 2016) A Spelling Challenge (Canadian Edition) [I]t remains unlikely that most of us could spell the following sentence correctly on the first attempt, without a computerized word-check, and without reading it over first: We should accommodate the possibility of unparalleled embarrassment occurring in an eccentric physicist who endeavours, though harassed by diarrhoea, to gauge the symmetry of a horse caught gambolling in ecstasy within the precincts of a cemetery wall. (Margaret Visser, The Way We Are. HarperCollins, 1994) Standardization of English Spelling For most of the history of the language, English speakers took a lackadaisical approach to spelling; the notion that a word should always be spelled the same way is a much more recent invention than the language itself. The standardization of English spelling began in the 16th century, and although it is unclear at exactly what point our spelling became set, what is certain is that ever since it happened, people have complained that the rules of spelling, such as they are, just don’t make sense. (Ammon Shea, The Keypad Solution. The New York Times Magazine, Jan. 22, 2010) American Spelling and British Spelling George Bernard Shaw once defined the British and Americans as two peoples separated by a common language. Not just in accent and vocabulary but in spelling, too, this is true. Like the spelling of honor versus honour and defense versus defence, the use of one L versus two in certain positions in words is a sure sign of American English. Classic examples include American traveled, jewelry, counselor, and woolen versus British and Commonwealth travelled, jewellery, counsellor, and woollen. Yet American spelling may sometimes take two Ls, not only in obvious cases like hall but in controlled, impelled, (from control and impel) and elsewhere. Most of our specifically American spelling rules come from Noah Webster, the Connecticut-born educator and lexicographer whose magnum opus was his 1828 American Dictionary of the English Language. (David Sacks, Language Visible. Broadway, 2003) Reading and Spelling There is no necessary link...between reading and spelling: there are many people who have no difficulty in reading, but who have a major persistent handicap in spelling- this may be as many as 2% of the population. There seems moreover to be a neuro-anatomical basis for the distinction, for there are brain-damaged adults who can read but not spell, and vice versa. (David Crystal, How Language Works. Overlook, 2006) Belloc on the Worship of Spelling What fun our posterity will have with our ridiculous worship of spelling! It has not lasted very long. There has not really been such a thing as spelling for much more than two hundred years in English, and there was no religion of it till perhaps a hundred years ago... Our fathers cared so little for the ridiculous things that they did not even spell their own names the same way throughout their lives, and as for common words they seem to have had an instinct which I cannot but applaud for ennobling them with repetitions of letters and flourishes, with the pretty trick of using a y for an i and doubling consonants. In general they were all for festooning and decorating, which is a very honest and noble taste. When they said of a man I esteam hym ne moore than a pygge one knows what they meant and one feels their contempt vibrating. Put into the present stereotyped form it would far less affect, or effect, us. (Hilaire Belloc, On Spelling. New Statesman, June 28, 1930) The Lighter Side of Spelling A very pretty speech- s-p-e-e-c-h, sneered the bee. Now why dont you go away? I was just advising the lad of the importance of proper spelling.BAH! said the bug, putting an arm around Milo. As soon as you learn to spell one word, they ask you to spell another. You can never catch up- so why bother? Take my advice, my boy, and forget about it. As my great-great-great-grandfather George Washington Humbug used to say- You, sir, shouted the bee very excitedly, are an impostor- i-m-p-o-s-t-o-r- who cant even spell his own name.A slavish concern for the composition of words is the sign of a bankrupt intellect, roared the Humbug, waving his cane furiously.(Norton Juster, The Phantom Tollbooth. Random House, 1961)Somebody who’s working for the city should learn how to S-P-E-L-L.A slew of officials have failed to report a humiliating spelling error- SHCOOL X-NG- plastered on Stanton Street outside a Lower East Side high school for months.(Jennifer Bain and Jeane Macintosh, In for a Bad Spell. New York Post, Jan. 24, 2012)

Critique of Professional Lecture #1 and Lecture #2 Assignment

Critique of Professional Lecture #1 and Lecture #2 - Assignment Example Technologies are designed to effectively enhance production and decision making performances. The first lecture focuses on the importance of technology in healthcare (Lawrence Technological University, 2014). The paper shows that today’s healthcare system is far better than the healthcare system of more than twenty years ago. Dr. V. Moudgil reiterates that the average life span of individuals is more than 60 years of age. On the other hand, the average life span of the individuals 20 years ago was less than 50 years of age. Modern technology contributed to individuals living longer lives. Dr. Glen Greene spoke on the use of medical technology implant device inserted in a child’s throat allowed the child to breathe without the help of ventilators or breathing machines. Mr. Sean Bumstead focused on innovative technology enhanced medical care, resolving consequences of healthcare issues. Mr. Bumstead focused on resolving the cost of healthcare businesses, generating profits. Mr. Bumstead indicated that hackers generated $ U.S. billions from steal credit card and o ther information. The hackers increased their theft outputs by using cloud technology. Dr. John Tu focused on the government’s funding healthcare programs by allocating funds to hospitals and medical professionals. The second lecture focuses on the technology presentation of Microsoft management officer John Fikany (Lawrence Technological University, 2014). Mr. Fikany shows the different technologies developed and promoted by one of the world’s technology giants, Microsoft. Mr. Fikany shows how the future world of technology makes the life of the ordinary citizen easier. The Microsoft technology products were created in order to make the information technology device owners more productive. By letting the information technology devices do the mundane mathematical, word processing, and other data gathering and preparation, the Microsoft device owners

Learning Environment Research Paper Example | Topics and Well Written Essays - 4500 words

Learning Environment - Research Paper Example Then, there is something called the honor code. "From 1913 to World War II, the honor system expanded to all academics, including problem sets, lab reports, and essays. After the war, with perhaps some influence from the military, the treatment of [school] property and the theft of personal belongings became an important part of honor [in school]" (History of the Honor System, 2002, p. 1). With the honor code, the responsibility for maintaining honor lies with the students. "One element of an integrity strategyis the use of an honor code, which has been related to a reduction in academic dishonestyHonor codes typically have some of the following characteristics: unproctored examinations, a pledge students sign on exams and assignmentsin which students are encouraged to reporttheir peers' academic dishonesty" (Konheim-Kalkstein, 2006, p. 169). Conversely, if students are furtive or are trying to cheat, most likely the fact is that they are simply dishonest. Simply put, academic honesty in the classroom can be difficult to maintain, especially if there is no way to assess the standards put in place by the teacher. Integrity is typically categorized as character. ... 169). The honor code may work, or it may not, depending upon the individual students' level of honesty. If they are generally morally-abiding students, they are less likely to cheat or lie. Conversely, if students are furtive or are trying to cheat, most likely the fact is that they are simply dishonest. Simply put, academic honesty in the classroom can be difficult to maintain, especially if there is no way to assess the standards put in place by the teacher. III. Implications of Different Theories in Integrity Integrity is typically categorized as character. "Integrity is one of the most important and oft-cited of virtue terms," and here four types of integrity will be discussed: integrity as standing for something; integrity as moral purpose; integrity as virtue; and integrity in relation to social and political conditions (Integrity, 2008, p. 1). Cheshire Calhoun, in his piece Standing for Something, notes that "integrity hinges on acting on one's own views, not the right views (as those might be determined independently of the agent's own opinion)" (Calhoun, 1995, p. 250). Standing for something is typically seen as weak in some circles. However, having the courage to stick to one's morals or values in life is commonly seen globally as a strength. There is the old saying which many know, "Stand for something or you'll fall for anything." Many times people have to rely on their gut instinct in order to know what to do in a particular situation. Let's take a particular situation, where a student is faced with the opportunity to cheat off another student's work in class. Realistically, the student may just cheat. However, perhaps the student may