The Lord of the Flies
William Golding’s book, The Lord of the Flies is a wonderful, fictional book about the struggle and survival of a group of boys trapped on an uninhabited island. This book kept me very interested and made me want to keep reading. The characters were very diverse and each had very appealing qualities in themselves. The setting is brilliantly described and the plot is surprisingly very well thought out. Many things like these make this book such a classic.
Although there are not many characters in The Lord of the Flies, there are many different personalities and differences between them. The first character in the book is Ralph. Ralph is twelve years old with blond hair, and is the most charismatic of the group. He is described as being built "like a boxer," is somewhat charismatic and is chosen for chief, who makes it his job to lay down rules and try to organize a society. Throughout the novel he is always in conflict with Jack, who wants to be chief himself. Ralph and Piggy agree with each other’s ideas, but Ralph doesn’t realize how important Piggy really is to him until the very end of the novel. Although Ralph never reaches the understanding about the Beast that Simon does, he knows right from wrong.
Jack is about Ralph's age, with a skinnier build and red hair. His freckled face is described as being "ugly without silliness." From the very beginning, he seems to harbor emotions of anger and savagery. At first, he is the leader of his choir group, who becomes hunters as the book progresses. Finally, his savage personality and ability to tell people what they want to hear allows him to overtake Ralph as chief. Jack does not believe that the Beast exists and is the leader of anarchy on the island. From the start of the novel he does not like abiding by rules of any kind. He simply wants to hunt and have a good time. Not seeming to care about being rescued, Jack and his tribe are examples of the Beast running rampant. In the beginning of the story Jack, still conditioned by the previous society he had been apart of, could not bear to kill a pig that was caught in the brush. As the plot progresses he becomes less and less attached to any societal norms.
William Golding’s book Lord of the Flies is a novel based on a group of schoolboys that were flying on a plane to escape World War II and were shot down. They were shot down over a deserted tropical island in Britain. The boys suffered a large fire that burned the island, little food, and a boy that is out to kill everyone by the end of the book.
The Zoological Society of London (ZSL) breeds Globally Endangered animals and then introduces them back into the wild. ZSL states that the main reasons of extinct species are: Poaching, Pollution, Climate change, and Over Population of the human race due to the need of homes, shops, hospitals and other amenities. The rain forest once encompassed four billion acres of Earth has now depleted to 2.5 billion acres of Earth within a few hundred years. Wetlands have also been destroyed and the provide drinking water for wildlife and humans. Maybe the solution to this problem is not locking away the animals that are endangered, but cracking down on the destruction of habitats. Maybe there should be places where property is restricted ...
School is a fundamental location for the child’s mind to grow and prosper and the child is able to socialize and adhere to the environment that he or she learns about. In addition to education, simply being a component within the institution also formulates our beliefs. Schools are a prime institution to learn about green education in which it will prepare students to be sustainable in the future. In Ernest Callenbach’s Ecotopia, the protagonist, Will, travels to an ecological utopia where he learns how to live in a sustainable or an Ecotopian manner. Unlike the fictional story of Ecotopia, the United States’ way of living is vastly different. I am going compare and contrast the elementary educational systems and the role of teachers, students, and curriculum discussed in Ecotopia to the United States. Furthermore, I am going to argue that no educational system prepares the youth to be truly sustainable but there must be an ideal medium that addresses both Ecotopian and United States values to become “greener” citizen. The idea of being a “green” citizen conveys the idea of living a natural life and making minimal yet better ecological choices.
The book Lord of the Flies was William Golding’s first novel he had published, and also his one that is the most well known. It follows the story of a group of British schoolboys whose plane, supposedly carrying them somewhere safe to live during the vaguely mentioned war going on, crashes on the shore of a deserted island. They try to attempt to cope with their situation and govern themselves while they wait to be rescued, but they instead regress to primal instincts and the manner and mentality of humanity’s earliest societies.
The experience of teaching ELL students was very enlightening to me. At the time I was expected to teach this lesson, students were in the middle of their social studies unit of responsibility. They learned about various types of responsibilities, and one of them was responsibility to the environment. The actual lesson I was supposed to teach focused on the importance of making choices that would have a positive impact on students’ close environment. I was also to talk about environmental problems in the students’ neighborhood, and encourage them to devise some solutions to those problems.
Lord of the Flies by William Golding is a novel that represents a microcosm of society in a tale about children stranded on an island. Of the group of young boys there are two who want to lead for the duration of their stay, Jack and Ralph. Through the opposing characters of Jack and Ralph, Golding reveals the gradual process from democracy to dictatorship from Ralph's democratic election to his lack of law enforcement to Jack's strict rule and his violent law enforcement.
Zoos today say that one of their main goals is to conserve endangered species and eventually reintroduce them back into the wild. However, Benjamin Beck, former associate director of biological programs at the National Zoo in Washington, found that over the past century only 16 of 145 reintroduction programs worldwide ever actually restored any of the animals back to the wild (qtd. in Fravel). He also found that a majority was carried out by the government and not the actual programs themselves. Beck noted that the billions of dollars the zoos were receiving were going towards hi-tech exhibits and marketing strategies to get people to go to the zoos. So which zoos are actually attempting to save the lives they claim to be? According to David Hancocks, a former zoo director with 30 years’ experience, many zoos that are not affiliated with the AZA do not spend hardly any of their fu...
To begin, zoos are unethical because animals inherit mental issues while in captivity. According to "Play time at the Zoo" by Elizabeth Carney, "Bored animals can be dangerous. They can exhibit self-mutilation, hyper aggressiveness and loss of appetite" (149). This is important because animals execute these behaviors regularly, so the animals can be harmed. If the animals did not live in zoos they would not be harmed. Also, according to a video produced by Discovery News, un-noticed stress can result in bad health for animals (==). This is significant since animals lives can be dramatically shortened from their poor health. The stress can be caused by the light levels and noise levels and because the light and noise is so high the animals would
I have heard people say that Emily Dickinson used dashes whenever she could not find the words to fully express what she meant. While this is true in one sense, it is preposterous in another. Dickinson's careful and clever choice of words does not seem to be consistent with someone who would simply enter a dash once at a loss for words. Punctuation is a necessary tool for all writers to create an effect that words alone can not. In “I died for beauty,” the dashes force the reader to pause at certain moments to intensify the suspense and sheer gravitas of what is being said. For example, in the opening line “I died for Beauty—but was scarce,” there is no word that could be placed in this line to more strongly convey the narrator's death for beauty to ...
“It is estimated to be 50 times more expensive to keep an elephant in a zoo than to protect sufficient natural habitat to sustain that elephant and many other animals.” (CAPS, Sad Eyes & Empty Lives- The reality of zoos) Indeed, only if the billions of dollars that spent on building a zoo are optimized to preserve habitats and animal welfare, can our grandchildren still have a chance to see more rare animals by their own eyes.
Emily Dickinson became legendary for her preoccupation with death. All her poems contain stanzas focusing on loss or loneliness, but the most striking ones talk particularly about death, specifically her own death and her own afterlife. Her fascination with the morose gives her poems a rare quality, and gives us insight into a mind we know very little about. What we do know is that Dickinson’s father left her a small amount of money when she was young. This allowed her to spend her time writing and lamenting, instead of seeking out a husband or a profession. Eventually, she limited her outside activities to going to church. In her early twenties, she began prayed and worshipped on her own. This final step to total seclusion clearly fueled her obsession with death, and with investigating the idea of an afterlife. In “Because I could not stop for Death”, Dickinson rides in a carriage with the personification of Death, showing the constant presence of death in her life. Because it has become so familiar, death is no longer a frightening presence, but a comforting companion. Despite this, Dickinson is still not above fear, showing that nothing is static and even the most resolute person is truly sure of anything. This point is further proven in “I heard a Fly buzz”, where a fly disrupts the last moment of Dickinson’s life. The fly is a symbol of death, and of uncertainty, because though it represents something certain—her impending death—it flies around unsure with a “stumbling buzz”. This again illustrates the changing nature of life, and even death. “This World is not Conclusion” is Dickinson’s swan song on the subject of afterlife. She confirms all her previous statements, but in a more r...
In “The White Heron” the heron was protected from the hunter by a girl. The girl could represent a zoo while the young hunter could represent people who exploit animals for personal reasons, such as money. Zoos promote the awareness of animals that are going extinct. This would allow for people to help fund the repopulation of those animals. If more people are aware of new animals on the endangered species list, there is more of a chance that researchers will get more funds. Zoos also make habitats for animals on the verge of extinction where otherwise there would be none. There is some controversy between zoos and endangered species. Because of the limited gene pool of a species, the variation is limited greatly. This will –as an end result- lead to inbreeding which will create mutations and defects in the offspring.
Zoos are an unsuitable environment for wild animals and should, therefore, be abolished. Firstly, zoo animals are kept in a very confined area compared with their vast natural habitat. Secondly, breeding programmes are far less successful than zoos claim. Thirdly, zoo animals are exposed to many diseases and other dangers.
He divided their environments into different levels. Firstly, he described the microsystem as the system that is closest and one that will have the most influence on them. School and home fall within this system. For example, parent’s and teacher’s views on sustainability will influence how a child reacts to it. Also children’s interactions with parents, teachers and peers will affect how they are treated in return (Bronfenbrenner, 1994). Clearly this is why ecologising education is important and by doing so education creates critical thinkers. The potential benefits for young people that are eco-literate are that they can begin to negotiate and act on their own purposes, values and feelings, rather than those that they have uncritically acquired from others (Mezirow, 2000). Through learner driven participation children show that they should be treated as solutionaries, and vital stakeholders in the fight for their sustainable futures. Secondly, there are the exosystem which includes schools and the community, and the macrosystem which includes broader society, such as national customs and political philosophy. The decisions made within these systems effects them, though they have no say in the decision making process (Bronfenbrenner, 1994). This shows unmistakable signs of why ecological approaches to environmental sustainability are being hindered. The decisions about
Throughout Emily Dickinson’s poetry there is a reoccurring theme of death and immortality. The theme of death is further separated into two major categories including the curiosity Dickinson held of the process of dying and the feelings accompanied with it and the reaction to the death of a loved one. Two of Dickinson’s many poems that contain a theme of death include: “Because I Could Not Stop For Death,” and “After great pain, a formal feeling comes.”