Essay About Stereotyping Essay

Chimamanda Adichie uses the phrase â€Å"The Danger of a Single Story.† She states â€Å"it robs people of dignity. It makes our recognition of our equal humanity difficult. It emphasizes how we are different rather than how we are similar†. Adichie was referring to stereotyping or is what she calls â€Å"The Danger of a Single Story.† A single story is an oversimplified, usually pejorative, attitude people hold toward those outside one’s own experience who are different. Adichie says â€Å"The single story creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story.† When she stated that it brought me back to my childhood because I remember as a young African American girl growing up with a bunch of Caucasians. I used to get judged because I was black and many kids thought that I came from Africa and that I wasn’t smart or that I didn’t have the ability to read or write because I was African American. They were basically calling me dumb and were grouping all African Americans in that category and I just thought oh they were just joking around, but I came to realize that they weren’t joking. They were kids who were saying things that they have over heard about in their household or have been taught growing up. Stereotyping is still an issue in society today and I feel as though everyone stereotypes. There are many different viewpoints from every individual in the world from their race, background, gender, as well as their age groups. According to Joi Downing, stereotyping is formed many different ways and for many different reasons. Joi states that â€Å"stereotyping is formed to describe a person or to make judgments about a person.† She believes they are formed by social media and what people where taught when growing up. Downing says she doesn’t believe that they were formed in today’s time but that they have evolved from the past. She believes the only reason people stereotype is because that is how they were raised and/or they are just doing what they saw when they were growing up. She states â€Å"I’ve seen this happen in front of my ey es and I know  many people like this.† Downing has reasons and is certain that most people just stereotype because they see other people doing it so they do the same and then there are others who are just doing what they were taught. Although Anthony has the same views as Joi, they differ in many ways. Anthony argues that most people do not intentionally mean to pass judgment on people, however others do. He states â€Å"Personally, I think it is part of human nature to place things into categories. But, over time, we as people have learned how to classify people and things into certain groups depending on color, race, size, or economic stability.† He says that most people simply and innocently assume that due to similarities between individuals or things, they can be automatically categorized. Anthony states that â€Å"Sometimes we end up placing them into a category that has nothing to do with them, but because they seem to look or act similar to something, we automatically assume they are the same.† Anthony believes that everyone automatically stereotypes no matter what, but don’t mean to. Joi and Anthony have just about the same views on single stories, but their views are a little different in some aspects. Anthony argues that people do not intentionally mean to pass judgments on people, but Joi thinks a little differently. She believes that most people just stereotype because they see other people doing it, so they are intentionally meaning to judge or stereotype others. As Anthony being an older Caucasian male, he has different ways of looking at stereotyping than Joi being a young African American female. There are different viewpoints abut stereotyping from many races, age groups as well as gender.

HuckleBerry Finn Essay

â€Å"‘Ransomed? What’s that? ’ ‘†¦ it means that we keep them till they’re dead’† (10). This dialogue reflects Twain’s witty personality. Mark Twain, a great American novelist, exploits his humor, realism, and satire in his unique writing style in The Adventures of Huckleberry Finn. Mark Twain, born in 1835, wrote numerous books throughout his lifetime. Many of his books include humor; they also contain deep cynicism and satire on society. Mark Twain, the author of The Adventures of Huckleberry Finn, exemplifies his aspects of writing humor, realism, and satire throughout the characters and situations in his great American novel. Mark Twain applies humor in the various episodes throughout the book to keep the reader laughing and make the story interesting. The first humorous episode occurs when Huck Finn astonishes Jim with stories of kings. Jim had only heard of King Solomon, whom he considers a fool for wanting to chop a baby in half and adds, â€Å"‘Yit dey say Sollermun de wises’ man dat ever live’. I doan’ take no stock in dat’† (75). Next, the author introduces the Grangerfords as Huck goes ashore and unexpectedly encounters this family. Huck learns about a feud occurring between the two biggest families in town: the Grangerfords and the Sheperdsons. When Huck asks Buck about the feud, Buck replies, â€Å"’†¦ a feud is this way: A man has a quarrel with another man, and kills him; then that other man’s brother kills him; then the other brothers, on both sides, goes for one another; then the cousins chip in – and by and by everybody’s killed off, and there ain’t no more feud’† (105). A duel breaks out one day between the families and Huck leaves town, heading for the river where he rejoins Jim, and they continue down the Mississippi. Another humorous episode appears n the novel on the Phelps plantation. Huck learns that the king has sold Jim to the Phelps family, relatives of Tom Sawyer. The Phelps family mistakes Huck for Tom Sawyer. When Tom meets with Aunt Sally, he â€Å"†¦ [reaches] over and [kisses] Aunt Sally on the mouth† (219) This comes as a surprises to her and Tom explains that he â€Å"[thinks] [she] [likes] it† (219) Later, Huck runs into Tom on the way into town and the two make up another story about their identities. The two then devise a plan to rescue Jim. They use Jim as a prisoner and make him go through jail escaping cliches. While going through these rituals he replies â€Å"‘I never knowed b’ fo’ ‘twas so much bother and trouble to be a prisoner’† (252). In the end, though, Tom reveals that Jim owns himself. Twain uses humor as a way to add realism to multiple situations. Mark Twain employs several examples of realism in the way he wrote The Adventures of Huckleberry Finn. Twain explores the gullibility of society when the duke and king go to the camp meeting and collect money from the poor, unsuspecting, church-going people. The king makes up a story about his profession as a pirate who lost his crew at sea, to which the people respond saying, â€Å"‘Take up a collection for him, take up a collection! ’† (128). Twain uses deceit, lying, and hypocrisy throughout the novel, which appear in various chapters. Twain also reveals examples of realism through the dialect the characters use in the novel. In his book, Twain utilizes the real dialect used at the time, which further demonstrates the realist qualities which he possesses. Throughout the book, Twain includes many different dialects including â€Å"the Missouri Negro dialect; the extremest form of the backwoods Southwestern dialect; the ordinary ‘Pike County’ dialect, and four modified varieties of the last† (2). Other examples of realism occur throughout the setting. The story takes place in St. Petersburg and on the Mississippi, near Twain’s place of birth. In particular, Mark Twain makes use of the episodes of realism as a way to satirize society. Satire, another element in Twains writing, occurs many times throughout his novel as well. A convincing example of satire occurs in the first chapter when Huck says, â€Å"[b]y and by they fetched the niggers in and had prayers, and then everybody was off to bed† (5). This pokes fun at the fact that Miss Watson tries to become a better Christian and a better person but still owns slaves and considers them property. Another satisfactory example of satire occurs when Pap becomes outraged at the thought of a black man having the opportunity to vote. However, the black man actually has more education than Pap (27). Twain uses the Boggs-Sherburn event to include more satire. When Boggs enters the story he says he has come to murder Colonel Sherburn. Sherburn then proceeds to shoot Boggs and the townspeople plan to lynch him. Sherburn laughs in their faces and says to them, â€Å"‘you are – cowards’† (142). Finally the crowd breaks up and moves on (142). Huck reflects on this incident and says â€Å"†¦ the pitifulest thing out is a mob† (142). Another prime example of satire occurs when Huck goes to the Phelps plantation and sees the two frauds, the king and the duke, tarred and feathered. He points out that â€Å"[h]uman beings can be awful cruel to one another† (222). Mark Twain includes numerous examples of satire throughout the novel. Through the use of humor, realism, and satire, Twain illustrates these aspects of his writing style. His style portrays the flaws in society and how pre-Civil War people treat each other. Mark Twain, one of the great American novelists of the nineteenth century, uses his books to teach others about life in the 1840s. Huckleberry Finn Analysis Although there are several themes that are apparent in Mark Twain’s The Adventures Huckleberry Finn, there is one theme that is more distinguished throughout the course of the novel than any other. This satirical view of Twain’s is apparent through his story of Huckleberry Finn. Mark Twain uses satire to convey his views on the failings and evils of society by poking fun at the institutions of religion, education, and slavery. This satirical view of Twain’s is apparent through his story of Huckleberry Finn. Religion is one of the key recipients of Twain’s satire throughout the novel. Huck is forced by Ms. Watson to read and learn about the important people in The Bible, and within the first pages of the book we discover Huck is not fond of the widow or her lectures. Twain uses Huck to reveal his idea that people put so much devotion into the works of long-gone ancestors of The Bible that they ignore other moral accomplishments of the present day. It is shown that religious people seem to be blind to the realities of modern civilization, and are living their lives according to old morals. This is why Huck mentions that the widow does not see any good in his works, and regardless of what Huck feels, his good deeds are not a . . . The youngest Grangerford grows up in a world of feuds, family picnics, and Sunday sermons that are appreciated but rarely followed and never questions the ways of his family. This family lives their lives by tradition, and the fact that the feud is a tradition justifies its needless, pointless violence for them. As Mark Twain once said, â€Å"I believe I have no prejudices whatsoever. Another time, Pap is ranting about an educated black and insists that he is superior to the colored man, even though he himself has no education and, is a drunk. This novel also shows that recognition of a human being is sometimes unintentionally ignored, as seen through religion and education, yet very deliberate through the torment of slavery. After this, Huck begins to truly consider the fact that Jim is smart, â€Å"I never see such a nigger†¦. nything honorable, like biblical events, in the eyes of his elders. By using this feud as an example, Twain shows that people will blindly follow what they have been raised on without stopping to think about the consequences. Huck admires the Grangerfords’ principles, and the interest they placed in good manners, delicious food, and attractive possessions. The reasons for the rivalries between the two families have been forgotten. This idea is brought to the reader’s attention when Col. All I need to know is that a man is a member of the human race. The Shepherdsons done the same† (110). Common topics in this essay: Huck Jim, Mark Twain, Bible Huck, Twain Huck, Grangerfords Huck, Mark Twains, Deacon Winn, Grangerford Shepherdsons, Huckleberry Finn, Ms Watson, huckleberry finn, apparent story, finn mark, mark twain, adventures huckleberry, adventures huckleberry finn, huckleberry finn mark, view twains apparent, view twains, twains apparent, satire throughout, story huckleberry, apparent story huckleberry, beliefs towards, story huckleberry finn, Huckleberry Finn In Huckleberry Finn, Mark Twain created a character who exemplifies freedom within, and from, American society. Huck lives on the margins of society because, as the son of the town drunk, he is pretty much an orphan. He sleeps where he pleases, provided nobody chases him off, and he eats when he pleases, provided he can find a morsel. No one requires him to attend school or church, bathe, or dress respectably. It is understandable, if not expected, that Huck smokes and swears. Years of having to fend for himself have invested Huck with a solid common sense and a practical competence that complement Tom’s dreamy idealism and fantastical approach to reality (Tom creates worlds for himself that are based on those in stories he has read). But Huck does have two things in common with Tom: a zest for adventure and a belief in superstition. Through Huck, Twain weighs the costs and benefits of living in a society against those of living independently of society. For most of the novel, adult society disapproves of Huck, but because Twain renders Huck such a likable boy, the adults’ disapproval of Huck generally alienates us from them and not from Huck himself. After Huck saves the Widow Douglas and gets rich, the scale tips in the direction of living in society. But Huck, unlike Tom, isn’t convinced that the exchange of freedom for stability is worth it. He has little use for the money he has found and is quite devoted to his rough, independent lifestyle. When the novel ends, Huck, like Tom, is still a work in progress, and we aren’t sure whether the Widow Douglas’s attempts to civilize him will succeed (Twain reserves the conclusion of Huck’s story for his later novel, The Adventures of Huckleberry Finn). Mark Twain: Realism and Huckleberry Finn Mark Twain: Realism and Huckleberry Finn Wednesday, August 29th, 2007. Is Mark Twain a Realist, nothing more and nothing less? As well as considering the meaning of Realism in a literary context this essay will critically examine the issues raised by the question with an analysis of Chapter XXXI, in which Jim is â€Å"stolen† and Huck decides that he will help Jim though he believes he will go to hell for doing so. In so doing it will be seen that the assertion is too narrow. One view is that Realism is not attainable: it is simply impossible to represent reality within a literary framework, K. Dauber (1999, p.386), considering Realism, argues that we can only get near to it in the imagination of the reader. The use of metaphors and similes assists us to create, within our own imagination, a landscape within which plausible events occur as part of an understandable and plausible plot. Dauber, strictly speaking, is correct, however Realist texts do exist, in considering them we need a guide as to what it is that makes them Realist. A descriptive term like Realism is useful to the reader. D. Pizer considers that â€Å"descriptive terms† such as â€Å"romanticism, realism and classicism are valuable and necessary† (1961, pp.263 – 269). His starting point is George Becker’s definition. Becker based his definition upon readings of European and American fiction since 1870; dividing realism into three categories: the realistic mode, realism of subject matter, and philosophical realism, Pizer considers â€Å"the realistic mode† based on three criteria: â€Å"Verisimilitude of detail derived from observation and documentation† (1949, pp. 184 – 197). The use of various dialects (discussed in the preface), detailed descriptions of the river and nature are Realist observations. The style fits the first part of this definition. Secondly is â€Å"reliance upon the representative rather than the exceptional in the plot, setting, and character† (1949, pp. 184 – 197). A slave’s escape from captivity and recapture is plausible and thus Realist. Thirdly is â€Å"an objective†¦. rather than a subjective or idealistic view of human nature and experience† (1949, pp. 184 – 197). Observations and descriptions of slavery, life in the South and on the river are objective. In chapter XXXI, Huck must decide between a moral obligation to contact Miss Watson and his debt to Jim for his help on their journey down river. The text of Huckleberry Finn up to, and including, chapter XXXI conforms to Becker’s â€Å"realist mode† definition. On this basis, Twain is a Realist. However, categorisations are just guides as to what we may expect from a text or writer when categorised as Realist, Romanticist or Classicist. Twain explains his style in the preface. From this preface, Twain clearly considered it a Realist book. It is clear and generally agreed amongst critics, that up to and including chapter XXXI, Huckleberry Finn is a realist text. Given the difficulties facing a slave on the run, within the contemporary context of its setting, it is plausible that Jim would face capture and be either lynched, mutilated or at least beaten if caught. However, one cannot consider Twain was â€Å"nothing more and nothing less than a Realist† in the context of this chapter alone. Critics, in the first half of the twentieth century, focused on the ending or â€Å"evasion† for analysis. Since the mid Twentieth Century, attention has focused on issues of race, gender and sexuality. Many view the ending as disappointing: described it as an anti climax, even â€Å"burlesque† (De Voto, 1932). Tom Sawyer’s scheming to set free an already free slave is a betrayal and even â€Å"whimsicality† (T. S. Eliot (although he also argues that this is the only correct ending)). The style of the ending is different from the preceding text, it is more slapstick and humorous. Ernest Hemingway (1935) claimed, â€Å"All modern American literature comes from Huckleberry Finn†, but continued: â€Å"if you read it you must stop where the nigger Jim is stolen from the boys. This is the real end. The rest is cheating†. De Voto (1932) considered the last eleven chapters fell â€Å"far below the accomplishment of what had gone before†¦this extemporized burlesque was a defacement of his purer work† (Cited by Hill, 1991, p 314). Tom Sawyer describes it, an â€Å"evasion†. It certainly detracts from the power of chapter XXXI: Huck’s rejection of Southern values, its belief in slavery and the superiority of whites. The â€Å"evasion† is the missed opportunity to emphasise this rejection by descending in to whimsicality and burlesque. The problem with Hemingway’s advice is that the book does not end at Chapter XXXI. Full analysis requires a complete reading. The whole thrust of the ending, from when Tom returns to centre stage is that of comedy and farce, it is as though Huck is acquiescing in Tom Sawyers pranks and wild schemes. L. Trilling (1948) argues that Huck is simply deferring to Tom by giving him â€Å"centre stage†. Eliot agrees, but then argues that it is right Huck does give way to Tom. The style of the book comes from Huck and the river provides form: we understand the river by seeing it through Huck, who is himself also the spirit of the river and like a river, Huckleberry Finn has no beginning or end (cited by Graff and Phelan, 1995, pp 286 – 290). Therefore, Huck, logically, has no beginning or end: as such he â€Å"can only disappear† in a â€Å"cloud of whimsicalities†. For Eliot this is the only way that the book can end. However, Eliot and Trilling rely on the fact that the River, Huck and Jim are symbolic, that they are allegorical. This suggests that the later chapters of the book are Romantic in style. The entire book must be considered in the context of the ending (however much it may disappoint), it is more a Romance; and to say that Twain is â€Å"nothing more and nothing less than a Realist† is thus incorrect. However, what is Romanticism? In the United States Romanticism enjoyed philosophic expression within the movement known as Transcendentalism, in the texts of Emerson and Thoreau. Symbolic novels of Nathaniel Hawthorne and Herman Melville emphasized concern with Transcendent reality. Nathaniel Hawthorne in the preface to The Scarlet Letter, The Custom House, writes, â€Å"If a man, sitting all alone, cannot dream strange things, and make them look like truth, he need never try to write romances. † Romance offers a symbolic view of the world and, in that context, a historical representation of current issues is crucial (M. Kinkead-Weekes, 1982, p. 74). Symbolism and allegory are fundamental to a Romanticist text: â€Å"astonishing events may occur, and these are likely to have a symbolic or ideological, rather than a realistic, plausibility† R. Chase (1962, p13). Eliot’s interpretation, when considered in this context, asserts that Twain was not in fact writing as a Realist exclusively or, arguably, at all. Hemingway does receive support in his argument that the ending â€Å"is cheating†. From Leo Marx, in his 1953 article: â€Å"Mr. Eliot, Mr. Trilling, and Huckleberry Finn†. He agrees that the ending does not fall within the realist tradition and offends plausibility in several ways: Miss Watson would not free Jim, the interjection of humour is â€Å"out of keeping† with the rest of the book: Huck’s easy transformation from bravely assisting an escaped slave and agonising over this moral position maturely, to clown; is not plausible. To assist in humiliating Jim, a slave transformed to â€Å"freedom fighter†, when known, by Tom at least, that he is free already (however implausible that may be) is at odds with chapter XXXI and all preceding chapters. The ending reflects a conflict within Twain represented by Huck and Tom, he wanted to criticise Southern society but also to gain its approval. He does this by â€Å"freeing† an already free slave, so of the two white heroes, neither transgresses the law, nor break any moral codes of the South, and Huck is saved from going to Hell. This marks a massive retreat from the powerful, and arguably most dramatic, scene in the text: the decision of Huck to reject that society’s values and go to Hell, rather than betray his friend Jim. Marx may have been critical of the ending of the book in terms of content, but, in his 1956 article, which examines the literary style of Twain in Huckleberry Finn, he considers use of language and the â€Å"book’s excellence†. He concludes the article by eulogising the text as one â€Å"which manages to suggest the lovely possibilities of life in America without neglecting its terrors†. The two articles when read together are a powerful argument in favour of categorizing Huckleberry Finn as a Romance Twain a Romanticist rather than â€Å"Nothing more and nothing less than a Realist. † J. M. Cox (1966) challenges Marx’s assessment: postulating that it is a story about a boy who has found himself, through force of circumstance in a difficult position. The reappearance of Tom in the story is a relief to Huck. By deferring to Tom at this stage, Huck is acting within character as developed earlier in the text: happy to be free of the responsibilities thrust upon him. However, this analysis disregards the moral development of Huck in the text up to and including Chapter XXXI and the maturity of his moral deliberations. Marx, and others, are attempting to impose a political agenda that is not evident from the text; succumbing to the fashion that it is necessary for a hero to have an agenda. Huckleberry Finn is a child’s book. To impose sub texts involving subtle critiques of racial, gender, sexual and political issues misses the point entirely and is an over intellectualisation: blatantly ignoring Twain’s instructions at the beginning of the book (R.Hill, 1991). If following Hemingway’s advice then Twain is no more and no less than a realist, but is not to read the book in its entirety: Chapter XXXI is not the end of the text. Twain has succeeded in creating a work of fiction that engenders precisely the kind of debate that he ironically dissuades the reader from indulging in: a literary masterpiece that stubbornly refuses to fit neatly into any categorization at all. To say, â€Å"Twain is a Realist nothing more and nothing less† is thus inaccurate. Word Count: 1609 Bibliography George Becker, (June 1949), pp. 184 – 197, â€Å"Realism: An Essay in Definition†, in Modern Language Quarterly Richard Chase, (1957), The American Novel and Its Tradition, Anchor Books p. 13 James Cox, â€Å"Attacks on the Ending and Twain’s Attack on Conscience†, in Mark Twain: The fate of Humor, University of Missouri Press (1966); excerpted in Mark Twain, Adventures of Huckleberry Finn, a Case Study in Critical Controversy, Edited by Gerald Graff and James Phelan (1995) St. Martins Press pp. 305 – 312 Kenneth Dauber, (Summer 1999), â€Å"Realistically Speaking: Authorship, in late 19th Century and Beyond†, in American Literary History, Vol. 11, No. 2, pp 378-390 T. S. Eliot, â€Å"The Boy and the River: Without Beginning or End† reproduced in Mark Twain, Adventures of Huckleberry Finn, a Case Study in Critical Controversy, Edited by Gerald Graff and James Phelan (1995) St. Martins Press pp. 296 – 290 Ernest Hemingway, 1935, Green Hills of Africa Gerald Graff and James Phelan Mark Twain, Adventures of Huckleberry Finn, a Case Study in Critical Controversy, (1995) St. Martins Press Richard Hill, (1991), â€Å"Overreaching: Critical Agenda and the Ending of Adventures of Huckleberry Finn†, Texas Studies in Literature and Language (Winter 1991): reproduced in Mark Twain, Adventures of Huckleberry Finn, a Case Study in Critical Controversy, Edited by Gerald Graff and James Phelan (1995) St. Martins Press pp. 312 – 334 Mark Kinkead-Weekes, (1982), â€Å"The Letter, the Picture, and the Mirror: Hawthorne’s Framing of The Scarlet Letter† Nathaniel Hawthorne New Critical Essays, Vision Press Limited, p. 74 Leo Marx, (1953), â€Å"Mr. Eliot, Mr. Trilling, and Huckleberry Finn† The American Scholar reproduced in Mark Twain, Adventures of Huckleberry Finn, a Case Study in Critical Controversy, Edited by Gerald Graff and James Phelan (1995) St. Martins Press pp. 290 – 305 Leo Marx, (1956), â€Å"The Pilot and the Passenger: Landscape Conventions and the Style of Huckleberry Finn†, in American Literature, Vol. 28, No. 2, (May, 1956) pp. 129 -146 Robert Ornstein, (1959), â€Å"The Ending of Huckleberry Finn†, in Modern Language Notes, Vol. 74, No. 8 (Dec. , 1959), pp. 698 – 702 Donald Pizer, (1961), â€Å"Late Nineteenth Century American Realism: An Essay in Definition†, in Nineteenth Century American Fiction, Vol. 16, No. 3 (Dec 1961), pp 263-69 E. Arthur Robinson, (1960), â€Å"The Two â€Å"Voices† in Huckleberry Finn†, in Modern Language Notes, Vol. 75, No. 3. (Mar. 1960), pp. 204 – 208 Lionel Trilling, (1948), in Introduction to Adventures of Huckleberry Finn, 1948 Rinehart edition, excerpted in Mark Twain, Adventures of Huckleberry Finn, a Case Study in Critical Controversy, Edited by Gerald Graff and James Phelan (1995) St. Martins Press pp. 284 – 290 Posted in Mark Twain: Realism and Huckleberry Finn, American Fiction | No Comments  » Huckleberry Finn Sponsored Links Huckleberry Finn Youth Find Deals, Read Reviews from Real People. Get the Truth. Then Go. www. TripAdvisor. com Ernest Hemingway wrote that â€Å"all modern American literature comes from one book by Mark Twain called Huckleberry Finn. †¦All American writing comes from that. There was nothing before. There has been nothing as good since. â€Å"The Adventures of Huckleberry Finn was published in 1885, and in that year the public library in Concord, Massachusetts, became the first institution to ban the novel. Twain’s use of the word â€Å"nigger† later led some schools and libraries to ban the book. Huckleberry Finn was first attacked during Twain’s day because of what some described as its indecency; later, it would be attacked as racist. But by the end of the twentieth century, its status as one of the greatest of American novels was almost universally recognized. Huck Finn, the protagonist and narrator of the novel, is around thirteen or fourteen years of age. He is being raised by Miss Watson and the Widow Douglas, both of whom blindly accept the hypocritical religious and moral nature of their society and try to help Huck understand its codes and customs. They represent an artificial life that Huck wishes to escape. Huck’s attempt to help Jim, a runaway slave, reunite with his family makes it difficult for him to understand what is right and wrong. The book follows Huck’s and Jim’s adventures rafting down the Mississippi River, where Huck gradually rejects the values of the dominant society, especially its views on slavery. Bibliography Blair, Walter. Mark Twain and Huck Finn. Berkeley: University of California Press, 1960. Smith, Henry Nash. Mark Twain: The Development of a Writer. Cambridge, Mass. : Belknap Press, 1962. Any new collection of essays on Mark Twain’s Adventures of Huckleberry Finn is quite welcome. With the continuing debates over the novel and its relevance in the classroom, easy access to a variety of viewpoints can only help readers arrive at their own decisions. Katie de Koster’s anthology serves this purpose, offering a range of perspectives from the date of Huckleberry Finn’s publication to the present. In the Series Foreword, the general editors state that the essays for each volume are chosen specifically for â€Å"a young adult audience. † With this audience in mind, de Koster includes brief summaries of each article in the table of contents, and she groups the essays themselves into thematic sections with descriptive headers. Both arrangements will likely help students locate information and ideas relevant to their interests. On the other hand, many of the essays’ original titles have been changed (and this may prove confusing to some scholars), but original publication information is footnoted on the first page of each essay. De Koster has arranged the notably diverse essays into four sections: â€Å"The Storyteller’s Art,† â€Å"Images of America,† â€Å"Issues of Race,† and â€Å"The Problematic Ending. † Each section includes four or five essays. The first section includes opinions by Brander Matthews, Victor Doyno, James M. Cox, Alfred Kazin, and Ralph Cohen. Matthews’ 1885 review provides a practical starting point for understanding the novel as well as its shifting literary and historical significance. Matthews not only praises its realism, the vernacular dialect of Huck, and its humor, but he also admires Twain’s depiction of Southern blacks and Tom Sawyer’s treatment of Jim in the final chapters. Doyno’s selection–excerpted from Writing Huck Finn: Mark Twain’s Creative Process (1991)–focuses on how Twain painstakingly revised the manuscript to shape the individual personalities of each character. Doyno’s excellent and detailed analysis, however, might have served better after Cox’s and Kazin’s more general discussions of Huck’s personality and choices and of Twain’s artistic discoveries and social purposes. In the final essay of this section, Cohen highlights a topic of probable interest to many college-age readers: the games, tricks, and superstitions of Huckleberry Finn. In the second section, â€Å"Images of America,† de Koster chooses essays/excerpts by Horace Fiske, Andrew Hoffman, Gladys Bellamy, and Jay Martin. Fiske’s 1903 appreciation of Huckleberry Finn tends toward summary, paraphrase, and long quotation rather than interpretation, and it seems somewhat out of place in the collection. On the other hand, Hoffman examines Huck as a representative of the nineteenth-century social and political ideals associated with Andrew Jackson. The excerpt by Bellamy purports to discuss Huckleberry Finn as a satire on American institutions, but the section on the institution of slavery has been removed, and the expressed opinions about race often come across as dated. For example, Bellamy writes that Twain â€Å"shows us the African in Jim, imbuing him with a dark knowledge that lies in his blood† (97). Such pronouncements are not well calculated to illuminate young readers’ understanding of Twain’s novel. In the last essay of this section, however, Martin provides a useful and nuanced explanation of Huck’s vacillating position between Nature and Civilization. The third section, â€Å"Issues of Race†, contains essays by John Wallace, Richard Barksdale, Shelley Fisher Fishkin, Eric Lott, and Jane Smiley. Wallace’s oft-quoted essay, in which he describes Huckleberry Finn as â€Å"racist trash,† raises several valid concerns regarding the use of the novel in American high schools, but lacks strength in its textual analysis. Nevertheless, his major concern is taken up effectively by Barksdale, who places the novel within its historical context to show both the ironic intentions of Twain and the difficulty of learning and teaching those ironies in the classroom. Fishkin then explains not only the indebtedness that Twain had toward African American sources, including â€Å"Sociable Jimmy,† black spirituals, and personal acquaintances, but also the impact Twain had on subsequent American writers. Exploring this further, Lott discusses how Twain’s reliance upon blackface minstrelsy both allowed the complex achievement of Huckleberry Finn while simultaneously making it â€Å"perhaps unteachable to our own time. † In the final essay of this chapter, Smiley compares â€Å"Twain’s moral failure† in his characterization of Jim to Harriet Beecher Stowe’s unequivocal anti-racism in Uncle Tom’s Cabin. Overall, this section is the strongest. That these complex understandings of Mark Twain and Huckleberry Finn often tend toward the negative comes as something of a surprise after de Koster’s preface. De Koster introduces this collection within the context of the current racial controversy, but then offers a rather emphatic but largely unsupported series of statements. For example, after recounting Huck’s famous decision to â€Å"go to hell† and free Jim, she writes, â€Å"The Adventures of Huckleberry Finn is clearly antislavery. The reader is supposed to believe Huck made the right choice when he helped an escaped slave† (13). Instead of telling the reader what s/he is supposed to believe, de Koster would do better to explain her reasoning within the complicated matrix of ideas in her collection. On a more positive note, her preface also includes a 20-page biography of Samuel Clemens that provides a useful introduction for students unfamiliar with his life. In the final section of the collection, â€Å"The Problematic Ending,† de Koster includes opinions by Joyce Rowe, Jose Barchilon and Joel Kovel, Carson Gibb, and Richard Hill. Rowe argues that Twain intentionally destroys the â€Å"fictional comforts of verisimilitude† in the final chapters to expose the â€Å"grotesque† values of society, including those of the readers. Barchilon and Kovel offer a psychoanalytic interpretation of the escape, interpreting Jim’s prison as a womb, his chains as an umbilical cord, and the Mississippi River as Huck’s loving mother. Gibb justifies the ending as an intentionally bad joke that reflects the culture that Huck seeks to escape, yet the 1960 essay is most noticeable for the repeated use of the word â€Å"nigger† without quotation marks. Gibb seems to feels justified in this usage because he has explained that Huck and Tom â€Å"believe niggers and people are two different things† (177). However, its use is unnecessary to his argument and also insensitive to the extreme. Because of this, the essay itself seems inappropriate for a collection aimed at young readers. Finally, Hill presents the most formidable vindication of the final chapters to date, arguing that Huck’s response to Tom is plausible for a boy, and that Jim’s response shows an intelligent manipulation of contemporary stereotypes to exert at least some control over a delicate and dangerous situation. All in all, de Koster’s collection offers a useful variety of opinions. It will doubtless contribute to current debates of Twain’s Huckleberry Finn and its place in our classrooms. About the reviewer: Joe Coulombe grew up in the Mississippi River town of LaCrosse, Wisconsin (mentioned briefly in Life on the Mississippi, ch. 30). After earning his PhD at the University of Delaware in 1998, he began a tenure-track position at the

Three Perspectives on a Current Issue from the Three Paradigms Being Research Paper

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What role does the media play in highlighting environmental concerns Essay

What role does the media play in highlighting environmental concerns and shaping decision-making - Essay Example Merskin (2001), media is a unique presentation mode, which tends to fulfil various psychological functions that are helpful for communicating messages within the parties. In this present day context, wherein the entire world is experiencing increased level of globalisation, gaining momentum of liberalisation along with internationalisation and application of innovative technologies, the role of media has increased its significance as compared to the earlier years. It would be vital to mention in this similar concern that media often plays a constructive role in this modern society in the form of raising greater public awareness regarding any particular issue and most vitally, gathering viewpoints, attitudes as well as information towards such issues. It is strongly believed that media is regarded as amidst the most persuasive communication tools, which display the real stage of community (Dwivedi & Pandey, 2013; Duhe, 2007). The diverse forms of media encompasses magazines, newspapers and books, internet medium, radios and televisions among others, which can further be categorised as the print media, electronic media and web media (The University of Iowa, n.d.). These diverse sorts of media are often acknowledged as mass media and are frequently utilised with the aim of disseminating various valuable information. It has been apparently observed that various organisations belonging to this modern day context and the governmental agencies or departments often use the above-discussed mass media forms quite extensively. It is worth mentioning in this similar regard that modern organisations generally tend to advertise their wide assortment of products and/or services through dissimilar forms of social media that comprise magazines and internet medium among others. On the other hand, the governmental agencies or departments generally use the above discussed mass media forms in order to deliver information ab out the respective governmental policies along with

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Radio Broadcasting industry - Research Paper Example iHeartMedia Inc., which is the main competitor for Cumulus Media Inc., focuses on radio broadcasting while owning over eight hundred and fifty full power AM and FM stations in the US, which makes it the biggest owner of radio stations. Furthermore, the company has leased two channels on the Sirius and XM satellite radio while expanding its online presence via the iHeartRadio platform and specializing in outdoor advertising via its subsidiary, the Clear Channel Outdoor Holdings Inc. The tag, clear channel, originated from AM broadcasting and referred to a channel whereby only a single station transmits. In US, clear channel stations boast of exclusive rights to the frequencies their possess in a huge part of the continent during the night time when AM signals can travel further as a result of skywave. The new title of the company is designed to symbolize its rising digital business. At the beginning of 2014, the company announced that it was fostering a marketing partnership with SFX Entertainment, which was to enable the two companies to collaborate as far as electronic dance music content is concerned. This content is designed for its terrestrial and digital radio outlets such as Beatport top twenty countdown, a countrywide talent show as well as an original live music series that is comprised of two concerts. This partnership is supposed to expand on the EDM-oriented outlets of the iHeartMedia, additionally; the company’s staffs believe that the agreement would be instrumental in the provision of a higher degree of national exposure to the present and upcoming EDM artists. Another company that competes with Cumulus Media Inc is Sirius XM Holdings that provides two satellite radio services that operate in the US; XM Satellite and Sirius Satellite Radio. It further has a subsidiary in Canada referred to as Sirius XM Canada that provides Sirius and XM

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Abortion (The Right To Abortion) - Research Paper Example Ethical and moral questions have been raised to this effect about the justification of abortion (Henshaw et al, 1999). To this effect, laws and regulations have been formulated for and against abortion since the period prior to the scientific discovery. The controversy has been stepped up across religious, political, medical and social circles on the right to abortion as laws evolve with changing times (Henshaw et al, 1999). Putting the controversy aside, the right to abortion is necessary as the foregoing discussion indicates. The right to abortion gives the woman the chance for her life to be saved. Abortion is a necessary action to take when the pregnancy puts the mother’s in danger. This happens when the mother is having health complications and/or serious illness such as high blood pressure. In such a situation, the pregnancy can be a risk to the mother’s life because in such a case, the mother is not in a position to maintain the pregnancy. In addition, the pregnant woman could be experiencing complications such as having to succumb to an ectopic pregnancy. This is a very dangerous health complication that can lead to death of the pregnant woman if not treated. A woman with an ectopic pregnancy could die as a result of rapture and severe loss of blood (WebMD, 2010). The only treatment for this complication is ending the pregnancy which is abortion all for the sake of saving the woman (WebMD, 2010). The right to choose as one of the concepts of reproductive health rights is another important reason that justifies abortion. Reproductive health rights refer to the right of both the man and woman to decide on the spacing and number of children (Socialist Worker, 2004). In the contemporary world, most women are working due to the economic and financial demands. Women are increasingly contributing to the family income and some are becoming bread winners in the family. Hence they have the right to take part in the decision making processes on the

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Development Communication - Essay Example (Santos, 2005) Now, Philippine democracy is safe guarded by the country’s laws and other institutions which ensure that the freedom and liberty of Filipinos will be well protected. One of such institutions that serve to protect democracy in the Philippines is the Philippine media. Mass Media in the Philippines plays serves several roles. All of such roles are aimed at ensuring the continuance of a democratic society in the country. The value of media in the Philippines is very significant. The country’s history serves as a testament to the important role of media in the country specifically in the manner by which it helps uphold democracy in the Philippines. This paper aims to analyze the role of Philippine media in the country’s democratic society. Specifically, this paper aims to determine the ways by which media helps protect the rights and liberties of the Filipino people. Also, this paper will look back on the influence of media in the way by which Philippine democracy and government has evolved particularly in the last 30 years. Development communication theories will be utilized for the analysis. Such theories will be supplemented by various published literature that tackle the subject matter. Lastly, this paper will attempt to discuss the role of Philippine media in the eradication of corruption that has long impeded the country’s democratic way of life. The role that media plays in Asian countries is not as valuable as compared to Western countries. (Laird, 1999, p. 63) Moreover, media in Asia is more regulated than media in European and American countries. This is due to the fact that democracy is not as prevalent and wide spread in Asia as it is in other continents. However, globalization has slowly contributed to the evolution of media in Asia. In today’s time and age, Asian media has taken up a more valuable role. Western thought has slowly been integrated in Asian

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American Bar Association, Section of Environment, Energy, and Resources Essay The utility that is currently regulated by a regulatory commission or agency is electricity. The state, federal and local agencies regulate electricity that is delivered to the consumers while at the same time determining the rate of return for the utility. One of the major bodies that perform the duty of regulating electricity rates is the Federal Energy Regulatory Commission (FERC) (McGrew, American Bar Association, 2009). Regulation of electricity as one of the commonly used utility is done by regulatory agencies and authorities that determine the prices that are charged. Apart from the regulation of prices of electricity that consumers are charged, the regulatory authorities also determine the terms of service to the consumers, the budgets and the various construction plans that have been put in place (McGrew, American Bar Association, 2009).                  Electricity is a crucial utility that needs to be regulated so as to ensure the protection of the consumers from unscrupulous retailers of the utility (McGrew American Bar Association, 2009). The regulatory rules laid down help in setting the retail rates that are charged on consumers while at the same time helping the retailers to recover the various expenses that they have incurred hence provide them with a rate of return on its capital that can be considered to be â€Å"fair.† Regulation of electricity retail rates by government agencies and regulatory commissions is also faced with the problem of allocating the common costs that are involved in the regulation (McGrew, American Bar Association, 2009).                  Furthermore, the utility’s rate of return for the retailers is also affected by the politics, whereby this allows latitude that is involved in the setting of rates for the different consumers in the market (McGrew, American Bar Association, 2009). The regulation by the government as well as the regulatory agencies and commissions also require that the utility serves all the customers as well as be able in planning expansion and additions of facilities for the purpose of anticipating growth in the market (McGrew, American Bar Association, 2009). Deregulation has been part of the strategy that has been found to have some impact on the supply of electricity as well as the rates charged on electricity supply and distribution.                  According to the â€Å"Federal Power Act† (McGrew, J. H., American Bar Association, 2009), the wholesale price of electricity in addition to the charges on transmission, needs to be based on the costs of production (McGrew, American Bar Association. (2009). However, due to deregulation, the FERC tends to accept the prices that are set by the markets as long as the set standards by the agency are met. The main reason for this acceptance of prices set by the markets is to encourage and support competition within the industry and reduce monopoly (McGrew, American Bar Association, 2009).                  The deregulation of the industry in general makes economic sense in that when there is sufficient competition. Competition within a market helps in the provision of quality service to consumers because each of the suppliers tries their best to attract customers (McGrew, American Bar Association, 2009). Therefore, it means that the rates charged on consumers will not be as high as when there is monopoly in the industry. The general policy by FERC of wanting to expand the role played by the markets as well as increase deregulation makes economic sense in terms of revenues that suppliers will make as well as a healthy market for consumers (McGrew, American Bar Association, 2009). Reference McGrew, J. H., American Bar Association. (2009). FERC: Federal Energy Regulatory Commission. Chicago, Ill: American Bar Association, Section of Environment, Energy, and Resources. Source document

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Walter Gropius and Mie van der Rohe | Comparison

Walter Gropius and Mie van der Rohe | Comparison As it known about two famous German architects, Walter Gropius and Mies Van de Rohe, who had been worked together and made a great contribution to the world architectures. Although both of them focus on the Modern building technology, they still have their own unique features and design philosophies. Walters main themes of architecture is standardized house, prefabrication and developed house for low-income workers whereas Mies Van de Rohes Less is more and God is in the details are his famous sayings. This essay talks about the two famous architects from Germany and the similarities and difference between their unique architectural buildings. In this essay, some of the greatest masterpieces before WW2 such as the Tà ¶rten Estate, skyscraper, IIT campus buildings are mentioned below. Walter Gropius, a German architect and educator, who established the Bauhaus school of design, which has become a predominant force in architecture in 20th century. Gropius was famous for the Bauhaus style and the prestige of the architecture had established when he grouped with Adolph Meyer. Walter Gropius went against the Nazi regime and escaped Germany secretly in 1934. He taught architecture at Harvard University in Britain after a few years. Then, the Bauhaus concepts and design principles were generated and introduced by him. During the 1938 to 1941, he worked on some houses with Marcel Breuer and all of them established the Architects Collaborative in 1945 (Jackie Craven n.d). Ludwig Mies van der Rohe, another prestigious German architect, who had worked with Walter Gropius and highly regarded as one of the pioneering masters of Modern architecture. Although he had never received any formal education in school, it would not stop the pursuit of establishing a new architectural style. Less is more and God is in the details are his aphorisms. He continued to seek a rational method that could navigate the innovative process of architectural design and strived to a concept of minimal framework of structural order fight against the freedom implication of free-flowing open space-skin and bones building style. Mies van der Rohe became well known for the glass and steel, this style clarified that the Barcelona Pavilion expressed as well as the planar inner walls that are an outgrowth of the belief that space must be made universal and flexible (Ludwig Mies Van der Rohe: architect biography 2011). Mies s design for the housing was stemmed from his early study of the Kari Friedrich Schinkel. This project was famous from drawing and photographs. In 1912, Mie established his practice as an unique architect in Berlin. At that time, there was a competition that had been held for a skyscraper design on Friedrichstrasse in Berlin. Although Miess scheme was successful and forward-looking, the project could not be accepted due to the poor conditions would not match with the solution (Ludwig Mies Van der Rohe: architect biography 2011). Walter Gropius- design philosophy The architectural design of Walter Gropius was on the basis of the new architecture, which was not just about shelter any longer, but a kind of expression. The whole world has changed the idea from the gigantic structures to the stability and protection of the architectural buildings. In the modern age, we can concentrate on the architecture itself and the pursuit of our humans expressed feelings. Walter Gropiuss ideology of designing buildings is far more advanced and preferable to the modern time than turn people in the past. He has more focused on the central expression and utilitarianism of every buildings rather than beautiful structure and extravagant materials (Design Philosophy 2011). Walter Gropiuss New Architecture included the new materials and modern technologies of the World. He said that excellent design should be available to all and truly believed that it was not impossible by using standardization and prefabricated homes. The use of walls was just the most distinguishing angle of the buildings he designed. The simple form that provided by him was the best way to express life (Design Philosophy 2011). Bauhaus/International style of architecture has a number of unique features: namely, functionality Vs ornamentation, asymmetry and regularity Vs symmetry, and space Vs mass. Walter Gropius gave up the old concept and style of the architectural building, while he mainly put these three ideas in the front line- functionality, asymmetry and space. Bauhaus buildings are normally cubic with right angles; they have smooth facades and an open floor plan (Yael Zisling 2000). Bauhaus architecture primarily relates to the social aspects of design and workers departments. Tel Aviv, a newly evolved city, which embraced the style. This style of architecture was popular at a time due to the new engineering advancements that allowed to be built around steel or iron frames, that was, the walls did not support the structure any longer, but only enveloped from the outside. The International Style was the kind of architecture that never depended on the past style of the buildings; conversely, it made an attempt to set up a new and modern style. In Tel Aviv, Bauhaus architecture benefited a foothold because there was no real entrenched architectural style. However, the style of the architecture could be discovered in many places in Tel Aviv (Yael Zisling 2000). Ludwig Mies Van de Rohe design philosophy Miess glass skyscraper proposal actually had not been accepted by those clients because there was a thirty-story tower designed for an usual site situated near the crossing of the broad avenues, and this free-form scheme without any effective solutions for the structure. In 1923, the proposal was known from the photos of a model and several drawings. It can be shown from this project that Mies Van Der Rohe moves to a real modern style, it has become of great interest. He took over a number of studies of these architectures, which includes block building at that time (Ludwig Mies Van der Rohe: architect biography 2011). In 1924, the plan for a brick building has a close resemblance to the de Stiji paintings of Van Doesburg. Mies Van der rohe regarded the brick as an old material and utilized it in the design for this planed country house. The Walls were free standing, sliding out from beneath the roof into the landscape. The walls linked with glass enclosures produced an entirely new effect, with radical implications for living style. Mies van der Rohe used these concepts to good effect in the Barcelona Pavilion of 1929 (Ludwig Mies Van der Rohe: architect biography 2011). Walter Gropius -technology Due to the Industrial Revolution, the world had evolved dramatically, while art schools ignored new technology and ideas. Gropius supported students to exploit new industrial materials and processes. Walter Gropius believed that art should serve the proletariat and those of completed buildings. The main themes of Gropius architecture is standardized house, prefabrication and developed house. These ideas were applied into his private missions. In 1926, Gropius designed a 60-dwelling low-income community in Dessau, Germany- the Tà ¶rten Estate. He often helped the urban workers who live under the poverty lines. In order to help those poor workers, Gropius planed to design economical buildings with small but comfortable rooms by using cheap materials like cement and prefabricated elements. He tried to improve the sunlight and air circulation in the room by placing the windows (Walter Gropius and the Legacy of Modernism / Maddie  Wardley 2011). At present, most of the modern buildings adapt the Bauhaus style. There is a typical case of Truro House design. This house makes full use of the energy-saving techniques like solar power and it is divided into the wings. One is used for family visits and could be closed to reduce the energy. Just as Gropius, the buildings prefer to white color, big windows and a flat roof. The structural elements have been exposed under the sunlight. Perhaps Gropius fancies about the transparency in these buildings so that visitors can see through the construction and inner workings. Therefore, the Truro House can demonstrate a theme of technology, comfort, conservation and functionality by this famous designer. Up into now, the architecture is still largely affected by Bauhaus Modernism (Walter Gropius and the Legacy of Modernism / Maddie  Wardley 2011). Mie van der Rohe Technology Mie van der Rohe designed Czechoslovakia in 1930, the largest luxurious Tugendhat House in Brno. On a sloping site, this building is with a compact two-story plan and entered from the street at the higher level. The living rooms and dining rooms give more space and quality. Its use of exterior terraces on both levels is omparable to Le Corbusiers Villa Stein in Garches, France, 1927. The house is the same in function as large, late nineteenth-century country houses. Individual spaces could be shut off using draperies on ceiling tracks. The curved wall denning the dining room is Macassar wood, with an onyx freestanding wall denning space between living area and study. The Brno chairs designed for this house have been generated. The house suffered damage and is now owned by the city of Bmo (Ludwig Mies Van der Rohe: architect biography 2011). Ludwig Mies van der Rohe was counted among the founders of modern architecture and design. One of the most emulated architects of the 20th century, he taught architecture for almost 30 years. Mies came to Illinois Institute of Technology to head the universitys Department of Architecture soon after the closing of Bauhaus, the renowned design school that flourished in Germany from 1919 until the rise of Nazism in 1933. During his 20 years as chairman of the department, he built up a curriculum based on the Bauhaus philosophy of synthesizing aesthetics and technology. He strongly emphasized on the grounding in the fundamentals of architecture and on a disciplined method of problem solving is reflected in IITs curriculum. According to his career, Mie had affected a great many architects and they made his theories into a movement (See Architecture 2011). His own designs, ranging from the Barcelona Pavilion in Spain to the Seagram Building in New York to IITs S. R. Crown Hall changed the skylines of cities all over the globe. Mies established Crown hall, which depicted on the banquet stamp, in 1955, was considered to be one of his greatest architectural masterpiece. In order to provide for a flexible, columnless interior, Mies stopped the roof from four steel girders maintained in the midway through eight external columns. Crown Hall has been regarded as an immortal contribution to the architecture of Chicago and the world. In 1941, Mies also designed the masterpiece of IIT campus, which was the most remarkable projects he believed and the only person to come close to attaining the whole realization. There are 20 architectural buildings around the old campus, which are the greatest Mies-designed buildings in the world. Hence, IIT campus has become a landmark of Chicago(See Architecture 2011). Similarity Difference Not surprisingly, it is evident from the details provided that there are some similarities and differences between Walter Gropius and Mies attitudes toward the technology and stylish building to the specific group of people. Walter Gropius focuses on low-income workers and he tries to build up the affordable and comfortable homes for people. Moreover, he considers the cost consumption of materials, the architectures practice, space, sunlight and air circulation. Further, he believes that architecture should express a kind of feelings or theme rather than its extravagant materials consumption and too distinguished surface. It has been discovered that the buildings that Walter Gropius designs are almost the peoples living place and the structures are modernized and fully transparent. The Bauhaus/ International style of architecture hold its ideology: functionality, asymmetry and space with lower cost consumptions. This would be fine match with the modern peoples perceptions and demands. However, although Mie van der Rohes architectural style still toward the Modernism, it seems that Mie vans buildings are far more preferable to the metropolitan building such as skyscraper. This is the striking difference between the Mie and Walter Gropius. The Mie van der Rohe has strongly emphasized the details, qualities and aesthetics. For example, the living rooms and dining rooms give more space and quality. Its use of exterior terraces on both levels is omparable to Le Corbusiers Villa Stein in Garches, France, 1927..Also his architectural buildings normally located on the Campus or the city centres, IITs S. R. Crown Hall is the one case to prove it. Mies architectural theories can build up a big city for one country whereas Walter Gropiuss can establish a comfortable home for people. Maybe this is where the difference is. Still, there remain some similarities between them. First, they both apply modern technology to the building establishment; second, no matter Walters the three main themes or Miess God is in the details, they all made the greatest contribution to the human race, to the country, to the modernization. Meanwhile, they hold the common attitude to the modern technology and impart their way of thinking to the next generation. Conclusion All together, this paper discusses the main architectural styles and design philosophies from Walter Gropius and Mie van der Rohe before the second world war. Walter Gropius prefers to the functionality of the building, while Mies is more likely to design it in an aesthetic way. They both have the typical masterpieces which located in different places. There are also a lot of research findings about their architectures, designs and attitudes toward the modern technology. Based on these series of comparison and contrast, it has been noted clearly that the situation of architectural development and technology goes to the certain extent that has already reached the contemporary design model-skyscrapers or the Tà ¶rten Estate, unfortunately, the conditions of architecture could not meet the requirements of solutions at that time. Nevertheless, their ideas have surpassed all the unavailable conditions and exerted the strong power to push the historical movement. How do children learn? How do children learn? How do children learn? Describe and evaluate behaviourist and cognitivist theories of learning, with reference to influential researchers and writers in each field. Child development that occurs from birth to adulthood was mostly ignored throughout much of history. Children were often viewed as small versions of adults rather than individuals and little attention was paid to the many advances in cognitive abilities, language usage, and physical growth. It wasnt until early in the 20th-century that interest was taken in the field of child development. This then tended to focus on abnormal behaviour. The following are some of the theorists that specialized at looking at cognitive development; these include Piaget, Bruner and Vygotsky. Jean Piaget (1896 1980) was a constructivist whose work has been a major influence both on child development and on learning and education. Piagets view was that from birth to adulthood children pass through a number of different stages of cognitive and mental development. As well as this he highlighted that the individual child played a big role in their own development and learning. He also recognized that the social environment plays a part alongside this. Although recognizing this he did not emphasize it, therefore his work focuses on the individual child impacting his or her own development. Piaget broke his cognitive development in to four different stages; Sensori-motor (birth to around two years), pre-operational (two to around seven years), concrete-operational (seven to around twelve years) and finally formal-operational (twelve years and onwards). As I said above although these stages have ages against them all individuals learn and development at their own rate and so may not hit these stages at the same time as all their peers do. This is something you see in schools and why work needs to be differentiated for the different abilities as they are all learning at their own rate. Piaget also believed that children learn through processes of adaptation which is known as assimilation, accommodation and equilibration. An example of assimilation can be that child A establishes the concept of cats as black. Child A then progresses to accommodation where the toddler ‘accommodates new information that cats can be different colours. Equilibration is where child A then needs to have this reinforced by further experiences before accommodating this in to their understanding. Schemas are one thing that came out form Piagets work. These are early ideas and concepts based on linked patterns of behaviour and are part of the childrens way of understanding their experiences. Schemas often occur in clusters and dominate a childs play at any one time. For example the idea of transporting, children will take time to investigate the different ways in which to move objects, such as using bags, trucks and trolleys. Jerome Bruner (1915) and Lev Vygotsky (1896-1934) built on Piagets theory. They stressed the role of play, talking with adults and interacting with the social world. Piagets view of the child being a solitary learner is here replaced by that of the child as a social being. Children use their learning skills and knowledge of their own culture, received from adults to develop their ideas and learning that they could not do as a solitary learner. Vygotsky saw children as active organisers of their own lives which agreed with Piaget however he extended this to believing that social relationships and interaction with other people where needed to develop intellectually and that â€Å"knowledge develops through interaction with others† (Mistry, M 2009) So where Piaget emphasized the individual learner, Vygotsky is now emphasizing the role of the adults in helping children learn. From this he identified the ‘zone of proximal development, which is where children show signs about being ready to move on in their own development and learning. Adults then need to intervene and â€Å"help children to move into the zone of actual development and the cycle goes on.† (Smith, M 2006, p117). There are other areas in which theorists have specialized in, one of them being behaviour. Some of these theorists are Pavlov, Skinner, Bandura and Watson. These theories are part of the transmission model which builds on the thinking of the philosopher John Locke (1632-1704). Transmission theories are less to do with what goes on inside the mind and more to do with what goes on with the external outputs and influences of learning. There are two main components of transmission theory: learning theory and social learning theory. This is where those theorists come in so will look at them in more detail. The learning theory is where children learn through experience, this is shown through classical conditioning and operant conditioning. Ivan Pavlovs (1849-1936) work on the behaviour of dogs is an influential example of how the learning theory has developed through the twentieth century. Pavlovs research consisted of conditioning dogs by feeding them when a bell rang or a light shone. This progressed and went on for some time until finally when the bell rang or the light was flashed the dog would automatically salivate. The dogs had been conditioned to this way of thinking. This is something that is reflected in schools today for example when the bell rings at the end of the lesson the children then know that it is then a break time. This is repeated everyday during school and so the children become conditioned in to this way of thinking. These behaviours are continued through life even by teenagers and adults. For example at secondary school when the bell went at the end of a lesson myself and peers would automatically make the move to pack up our things and move to our next lesson or on to break time. Other things that we condition children to do is sit on the carpet with their arms and legs crossed. Also to hang their coats up and put their bags away, this becomes and automatic routine for children when they come in to school in the morning. Further development from Classical conditioning is Operant conditioning which psychologist B. F Skinner worked on. This operant conditioning is more to do with shaping and modifying behaviour rather than creating certain behaviour patterns. Skinner again worked with animals during his research, he gave the dogs food as a reward. The food was used as positive enforcement, if the dog was not to do what Skinner wanted he would ‘punish them by giving them electric shocks for example. Doing this repeatedly meant that the bad behaviour the dog presented with soon became eliminated. This works the same way for children, good behaviour is rewarded with stickers or golden time for example and the bad behaviour would be treated with detentions or telling off, singling out. This then works in the classroom as well, the children learn what behaviour is expected of them and what they will get in return for what they do. Smith, M (2006 p112) says that â€Å"By selectively reinforcing behaviour that is wanted adults can change the way children behave. This is called behaviour modification.† The social learning theory is where children learn through example. This leads on from the Learning theory but also emphasizes that children learn behaviours by observing and imitating adults, especially those that are important to the child. Some of these may include family members and the class teacher or other professionals that the child may work with. It has also been shown that children imitate each other. Albert Bandura (1925-) did an experiment using Bobo dolls. He showed three groups of children a doll being kicked and hit by other children which was then followed by showing a different consequence to the different groups. One of them being told off showing the behaviour was unacceptable, one being praised for what they had done and the last was not shown any consequence. After this they were then put in a room to see how they would react. This then showed Bandura that children would repeat what they had seen. This is seen in schools as well, both positively and negatively. Having mixed ages in classes or on the playground together means that younger children can look up to the older children and imitate their behaviour. The older children have been in the school longer therefore know how to behave more for example lining up in the playground at the end of lunch, the smaller children can then see this as an example and know what is then expected of them. John Watson (1878-1958) is another theorist that looked at conditioning behaviour. His research consisted of conditioning children to have a fear of a small white rat. He would present the rat alongside with a loud noise or bang which would scare the child. Although this then proved the theory of conditioning children the ethics of the experiment are often criticized today, especially because the childs fear was never deconditioned. Today in schools both the cognitivist and behaviourist theories are used. Without even knowing it, the teacher and whole school will have conditioned their children in to their overall daily routine as well as routines they take part I throughout their day. It is also shown in day to day lesson the differentiation that the teacher puts in to them in order for the children to be able to work at their own rate but still be pushed and progress through the work they are doing. Through the school planning and class planning these theories are used in everyday circumstances. 1550 words Part 2: 1500 words To what extent should theories of how children learn influence the way a class teacher plans and teaches lessons? Justify your answer with specific examples from your own experience and your reading. Our education system would not be the same today without the influence of many different theorists. Theorists such as Vygotsky, Pavlov, Piaget, Skinner and many more have influenced our day to day working with young children and people. I believe that theses theories are important and hold vital reasoning behind the way children act and learn throughout school and play. I myself without knowing will have used some of the techniques used by these theorists in their research for helping the children in my care progress. I think it is important to have knowledge about the theorists and to implement them to a certain degree in everyday teaching. For example Vygotskys theory Zone of proximal development, the teachers need to be aware of the levels of cognitive development in the group in order to know the right amount of scaffholding to give to the children. Teachers also need to work out strategies and provide tools for the children to realise and scaffhold themselves to move on to the next level. This development can be shown with differentiation in the classroom. In a school I have recently worked in they used this technique of allowing the children to recognize what level they are at and where they need to be working. Although the children were differentiated in to ability groups the children were given the opportunity to choose at what level they worked at for some of the activities. The Zone of proximal development kicked in when the child then felt ready to move on. The teacher would have extension work for all groups, lower groups were given the next levels work and the higher ability group would be given further extension work to better themselves. This is a reflection of Vygotskys theory allowing the children to have a choice and encouraged to challenge themselves, which they would often do willingly. Scaffholding which I have mentioned above is a term used by Bruner. Using this in the classroom may consist of providing clear and realistic goals, providing examples for the children to see on the board, making the task in to manageable chunks and also aiding the children with any parts that may cause frustration. â€Å"An example of this might be when a parent helps an infant clap or roll his hands to the Pat-a-Cake rhyme, until he can clap and roll his hands himself.† (webpage 2 bibliography) This I have also seen in a school before where the teacher would demonstrate the lesson before hand on the board. A clear ‘I can statement was also put on the board for all the children to see the objective for the lesson, this was then copied down as the title for that days work which meant they could easily see if they had met their target or not. If at any time the majority of children or a large group of children were finding a specific task difficult the class teacher would stop the whole class or ask those finding it too challenging to come to the front and work through it together before going back to tackle it individually again. In one school I have worked in they grouped all their foundation subjects and science into one, calling it Topic. This covered all the subjects well and although the whole class did this together without differentiated tasks the children would be learning and building on their knowledge at different rates. For example if the topic was space there may be children that are coming in to the work with a lot more background knowledge than those of others. In this case they are able to help those that need it and guide them to gaining more knowledge themselves. This shows and highlights that all children learn at their own rate as they can take in and hold different amounts of information. This reflecting the theory of Piaget where he states that children learn differently and at their own pace. I feel the most used theory is the reward system within the classroom and whole school. This is something that I have seen used in every school I have been in to and is a development from Skinners theory. His theory was to reward dogs for good behaviour and punish them for behaviour that he did not want. This is used in every school to a certain degree. For good behaviour in school you could give the children stickers, golden time or person of the week. As well as this for bad behaviour certain sanctions could be put in place for example extra work, missing of break times, informing parents, loss of privileges and even exclusion if it comes to that. The school I have recently worked in had a sticker reward system where the children gained them for good behaviour, good work and excelling in extra duties or work. This sticker was then ticked off in their work and put up on a class sticker board of one hundred. When they have filled this up they get a reward of an extra fifteen minute break time, they then start another hundred square and after that get another class reward. Therefore instead of individuals getting the rewards they are working as a group to progress and get them. They have certain sanctions for punishment put in to place as well. (Appendix 1) Although reward systems are widely used in schools â€Å"There is a debate about the appropriateness of rewarding good behaviour with stickers or small treats since it could be assumed that good behaviour is the norm.† (Jacques, K 2007 p127) Pavlovs original Classical conditioning of getting the dog to salivate awaiting food when the bell rang or the light flashed is still seen in schools today. Examples of this would be that when the bell rang at intervals during the school day the children recognize that it represents the end of a lesson ready for break time or that it is even home time. When this happens the children begin moving about anticipating the teacher saying you may go out. Another example of this is when you ask the children to come and sit on the carpet they will go and sit with their arms folded and their legs crossed. This is because at a young age when in nursery or reception this is the expectation therefore the children have been conditioned in such a way to continue showing this behaviour. This was something I have done myself even up to the ages of 14 or 15 at secondary school when we had assemblies where we had to sit on the floor, we would all sit still with our legs crossed. I think this benefits a lot of children having a routine that they do most days and having expectations of behaviour given to them by the class teacher and school. However some of these are not always beneficial for when they get to an older age for example during school many children will be asked to be quiet and work quietly and then when they are asked unexpectantly to share with people and feedback to a group they do not have the confidence or the ability to do so well as this is something they are not used to doing. I think this is even shown at our age in University seminars that I take part in now as you can see the students that have the better ability at speaking in front of others. Having said this at schools now I feel that they are taking advantage of the use of talking partners and group discussions to help involve all students in speaking in public and in front of their peers. In conclusion I feel that there are advantages and disadvantages of taking on board the different theories and using them in everyday practice. I have seen in many schools implications of the theories being used. Although all these are very beneficial and aid in how the school day runs and the flow of the day there are a few disadvantages to think about. One being the fact that children are conditioned for certain things that may not help them in later life, as I have stated above that we condition children in being quiet a lot of the time while working, this can influence their ability in older life to not feeling confident enough to talk in front of others. This is something that I can speak of from experience. However after taking all this in to consideration I feel that the theories do help to improve the working environment in different settings. I think the theories are very practical with working in todays school environment.

Rappaccinis Daughter - Ambiguous Essay -- Rappaccinis Daughter Essay

Rappaccini’s Daughter  Ã‚  Ã‚  -   Ambiguous  Ã‚  Ã‚  Ã‚   Hawthorne’s Rappaccini’s Daughter is a Gothic romance and a thwarted, almost-allegory with a plethora of ambiguous meanings. As Hawthorne identifies in the previous quote, this story is a blatant parallel towards the story of Original Sin. The issue, then, lies in the representation. Who is playing Adam and Eve? Who is Satan and who is God? At first glance it is easy to assume that the two love birds, Giovanni and Beatrice, are Adam and Eve; while Beatrice’s black cloaked father is Satan, and God is either an omniscient overseer, represented in nature, or absent from the story all together. However, Hawthorne begins the endless possibilities of role assignments by suggesting that Beatrice’s father, the diabolic scientist, Rapaccinni, could be Adam. "It was strangely frightful to the young man’s imagination, to see this air of insecurity in a person cultivating a garden, that most simple and innocent of human toils, and which had been alike the joy and labor of the unfallen parents of the race. Was this garden, then, the Eden of the present world?---and this man, with such a perception of harm in what his own hands caused to grow, was he the Adam?" (1232) Hawthorne’s "Rappaccini’s Daughter" is a Gothic romance and a thwarted, almost-allegory with a plethora of ambiguous meanings. As Hawthorne identifies in the previous quote, this story is a blatant parallel towards the story of Original Sin. The issue, then, lies in the representation. Who is playing Adam and Eve? Who is Satan and who is God? At first glance it is easy to assume that the two love birds, Giovanni and Beatrice, are Adam and Eve; while Beatrice’s black cloaked father is Satan, and God is either an omniscient ov... ...y evil character as Iago and to simultaneously be compared to a type of Christ. "Rappaccini’s Daughter" contrasts nature to science. Rappaccini and Baglioni are scientists, Giovanni is studying it and Beatrice is a victim of it. Nature, in it’s romantic form, does not exist in this tale. Rappaccini’s garden is about as natural as walking into the plastic flower department of a craft store and commenting on the bold colors and illustrious blooms. It might look magnificent from the window of Giovanni’s abode, but it was crafted by man, not nature. Rappaccini takes "nature" a step further by making something as natural and pure as life, twisted and synthetic. Nature has become perverse and contorted by science. Works Cited: Hawthorne, Nathaniel. Rappaccini's Daughter, included in Heath Anthology of American Literature; Houghton Mifflin Co., New York, 1998.

The Importance of Diet and Nutrition Essay example -- Health Nutrition

The Importance of Diet and Nutrition A child's diet and nutrition is a growing concern. Parenting is one of the most difficult jobs in the world, and often times parents struggle just to get their children to eat. Most parents assume that as long as their children eat something, it is fine to let them eat what they want. The wrong approach to food can give children mixed messages about proper nutrition and lead to serious problems later. Parents are solely responsible for children's poor eating habits. "Children today, more susceptible than any to propaganda, are eating an increasing amount of sweets, lollipops, crisps and refined carbohydrate food." (Mount 23) To know what children are eating these days, one must simply watch Saturday morning cartoons. Children are targeted by advertisement after advertisement with bright colors and toys. From sugary cereals to new and improved cookies, children decide the types of food they want to eat from commercials and select those products when grocery shopping with mom or dad. With fun characters and special toys in every meal, fast food restaurants lure children in. Though children may be taken in by advertisements, their parents are the ones who buy the products and ultimately have the power to say "no." Parents unfortunately do not take a stand. They give in to avoid temper tantrums and get their children to eat something, but more lies at stake than a public scene. "Sweets, lollipops and crisps with the help of television ad vertising have eroded what innate good nutritional sense remained... and the stage is set fair for widespread subnutrition." (Mount 67) A movement away from fruits, vegetables, and grains towards fats and sweets has become increa... ...as a child, chances are the same bad eating habits will carry over into adulthood. Parents must realize their own struggles with obesity, high blood pressure, and heart problems are linked to their diet. In order to prevent their children from going through the same issues, they must plant the idea of nutrition now. Parents have ultimate control over the health and growth of their children. It is time they faced that responsibility. Works Cited Environmed Research Inc. homepage. pp. 1-2. http://www.nutramed.com/children/index.htm (Retrieved November 5, 1998) Martin, H. Darlene. "Dietary Guidelines for Children Age Two to Five". pp. 1-4. Issued On-Line January 1996. <http://www.ianr.unl.edu/pubs/Foods/g1249.htm (Retrieved November 5, 1998). Mount, James Lambert. The Food and Health of Western Man. New York: John Wiley & Sons, 1975. The Importance of Diet and Nutrition Essay example -- Health Nutrition The Importance of Diet and Nutrition A child's diet and nutrition is a growing concern. Parenting is one of the most difficult jobs in the world, and often times parents struggle just to get their children to eat. Most parents assume that as long as their children eat something, it is fine to let them eat what they want. The wrong approach to food can give children mixed messages about proper nutrition and lead to serious problems later. Parents are solely responsible for children's poor eating habits. "Children today, more susceptible than any to propaganda, are eating an increasing amount of sweets, lollipops, crisps and refined carbohydrate food." (Mount 23) To know what children are eating these days, one must simply watch Saturday morning cartoons. Children are targeted by advertisement after advertisement with bright colors and toys. From sugary cereals to new and improved cookies, children decide the types of food they want to eat from commercials and select those products when grocery shopping with mom or dad. With fun characters and special toys in every meal, fast food restaurants lure children in. Though children may be taken in by advertisements, their parents are the ones who buy the products and ultimately have the power to say "no." Parents unfortunately do not take a stand. They give in to avoid temper tantrums and get their children to eat something, but more lies at stake than a public scene. "Sweets, lollipops and crisps with the help of television ad vertising have eroded what innate good nutritional sense remained... and the stage is set fair for widespread subnutrition." (Mount 67) A movement away from fruits, vegetables, and grains towards fats and sweets has become increa... ...as a child, chances are the same bad eating habits will carry over into adulthood. Parents must realize their own struggles with obesity, high blood pressure, and heart problems are linked to their diet. In order to prevent their children from going through the same issues, they must plant the idea of nutrition now. Parents have ultimate control over the health and growth of their children. It is time they faced that responsibility. Works Cited Environmed Research Inc. homepage. pp. 1-2. http://www.nutramed.com/children/index.htm (Retrieved November 5, 1998) Martin, H. Darlene. "Dietary Guidelines for Children Age Two to Five". pp. 1-4. Issued On-Line January 1996. <http://www.ianr.unl.edu/pubs/Foods/g1249.htm (Retrieved November 5, 1998). Mount, James Lambert. The Food and Health of Western Man. New York: John Wiley & Sons, 1975.

Steam-powered Boilers

Boilers are closed containers where a fluid is heated to generate steam above the atmospheric pressure (Steingress, 2001 5). Thus, they are often called steam-powered boilers since the steam they generate is utilized as a source of energy such as electricity. Boilers have two primary parts. These are the compartment for fuel combustion and the other compartment for evaporation of water to produce steam (Prasad). The steam produced then, leaves the water compartment and is used for various purposes (Steingress, 2003 4).The main materials for boiler construction can be carbon steel, stainless steel, brass or cast iron. These materials are used since they are not flammable and they are good conductors of heat. Inside the boiler, combustion of fuels such as wood, coal, natural gas or oil, generates the heat needed to turn water into steam. History of Boilers Pneumatica was the first steam machine ever produced in the history of mechanics. This steam engine was the first employment of wat er generated into steam to produce power. It was invented in the 1st century by a Greek mathematician and inventor named Hero of Alexandria.In the Middle Ages and Renaissance period, Italian architect and inventor Giovanni Branca designed the first boiler. The boiler discharges steam, which in turn, struck the blades of a wheel thus, causing it to rotate. Later, in the year 1785, Scottish inventor James Watt redesigned the previous boiler. He introduced the use of spherical and cylindrical vessels heated from below by open fire to generate steam. This design is what makes up the modern-day boiler (Prasad). Applications of Boilers Boilers have various purposes. Nevertheless, most of its applications are in the field of energy generation for further functions.One good example is the use of boiler in the first steam engine produced. Thomas Savery built this steam engine made of two copper vessels, which are alternately filled with steam from a boiler. The said engine was used for pumpi ng water out of mines (Prasad). Other useful applications of boilers are boiler feed water deaerator, external combustion engine, fossil fuel power plant generator, and ship propeller power generator. There are still other uses of boilers especially in the industry; however, these applications are specific for each type of boiler.There are two major types of boilers: fire-tube boilers and water-tube boilers. Fire-tube Boilers The fore-runner of a fire-tube boiler was invented by Oliver Evans in America. Evans built a boiler consisting of cylindrical casings where one is inside the other and the region between them containing water. The fire and fuel in this type of boiler are inside the cylinder thus allowing an increase in steam pressure (Prasad). Fire-tube boilers, compared to water-tube boilers, have low steam production rate. However, this type of boiler has a high steam storage capacity.Fire-tube boilers usually utilize solid fuels; nevertheless, liquid fuels can also be used u pon adaptation of the device. One hazard of fire-tube boilers is that they are sometimes explosive (Prasad). In fire-tube boilers, the boiler barrel is almost completely filled with water with a small space above to enclose the steam that is produced. The source of fuel is a furnace, which is cooled by water around it, to prevent overheating which may cause explosions. Fire- tube boilers are also known as smoke-tube or shell boiler and fire pipe.Boilers of this type are typically used for steam locomotives and for heating buildings in stationary engineering fields. There are several kinds of fire-tube boilers that differ only in the way the flu gasses, which provide the heat, are transported in a variety of tubes. These types are Cornish boiler, Lancashire boiler, Scotch marine boiler, locomotive boiler, vertical fire-tube boiler and horizontal return tubular boiler (Shonas Wreck Guide). Water-tube Boilers This type of boiler was introduced later than its counterpart. It was invente d by George Herman Babcock and Stephen Wilcox in 1867 (Prasad).Unlike fire-tube boilers, water-tube boilers have high steam production rates. However, they have less storage capacity than fire-tube types. Water-tube boilers are characteristically used in high-pressure applications because the narrow pipes of this type can endure pressure despite their thin walls. Furthermore, water-tube boilers have less risk of explosions since the water used is only minimal. In water-tube types, the water flows through tubes, which are heated externally by gases. Steam is then collected into a drum located above the tubes.This type is also inexpensive in a sense that the water is just circulated inside the tubes. The water is heated then turned into steam and again cooled to water upon accomplishing its purpose. Water-type boilers also have different classifications, which are D-type, O-type, A-type, flex-tube boiler, Babcock and Wilcox boiler, Stirling boiler, thornycroft boiler, and yarrow boile r (Prasad). Safety Precautions Since steam boilers are pressurized vessels, it has a risk of explosion. Boiler explosions are damaging since they are boiling liquid expanding vapor explosions.In this case, the pressure exceeds the capacity of the vessel and thus, explodes into destructive steam, not to mention the furnace that may add to the explosion. Furnace explosions may also occur in boilers. It is thus advised that maintenance and regular inspection of the boiler be done. One well-known explosion took place in the steamer â€Å"Eclipse† on January 27, 1865. In this disaster, 27 were killed and 78 were wounded (Hewison 1). Therefore, hazards of boiler explosion can certainly be disturbing. Maintenance and regular replacement of defective or weak parts of the boiler should be done regularly.Works Cited â€Å"General Ship Layout†. Shonas Wreck Guide. 17 April 2008. Hewison, Christian H. Locomotive Boiler Explosions. David and Charles. 1983. Prasad, Vishwanath. â₠¬Å"Boilers. † Microsoft Encarta Online Encyclopedia. 2007. Microsoft Corporation. 17 April 2008. Steingress, Frederick M. Low Pressure Boilers. 4th Ed. American Technical Publishers. 2001. Steingress, Frederick M. , Harold Frost and Darryl Walker. High Pressure Boilers. 3rd Ed. American Technical Publishers. 2003.