Harry Lavender Essay Essay Example for Free

Harry Lavender Essay Essay All characters have their own distinctive voices but the main voice is Cluadia Valentine and she makes all other characters involved in her search to find the real truth of the crime that has been committed to Mark Bannister. Claudia Valentine is drawn into Harry Lavenders web of corruption and the world of organised crime behind Sydneys established image. Marele Days choice to take the traditional hardboiled private investigator approach and not only challenge the stereotyping of characters but also the common setting, from somewhere such as Los Angeles to Sydney. She also brings about many new ideas in relation to characters and themes. The relationships between characters, themes and setting provide a strong message, which at first appearances are tricky and unusual. It is also apparent that the common issue of the good versus evil is explored through both the two sides of the city and the characters of Claudia Valentine and Harry Lavender. The characters may live and breath the city but the city too is living and breathing, every moment unfolding new beauty and new corruption. Marele Days choice of  Sydney as a plot setting is vital to the novel and provokes a reaction in the reader that is one of discovery, exploration and search for truth. In Harry Lavender text, lavender is a sweet smelling flower, which is unable to hide the stench of the criminal underworld in Sydney. There are three references to ‘lavender’ in the novel which emphasise a recurring theme: when Claudia receives the flowers, the secret message that was left for Claudia, the scent of lavender in bloom in Sydney, the clues in the coroner report that lead her to suspect that Harry Lavender might be behind this crime  committed over the reporter’s story. Claudia’s distinctive voice gives the impression throughout â€Å"The life and Crimes of Harry Lavender† that she does not give up easily, which is ultimately her character. Claudia is very analytical in any situation when meeting characters or being exposed to different environments, â€Å"The city looks like a huge building site†. In the â€Å"Drifter† the entire family does not agree with the idea of leaving just for the sake of leaving. The mother, for example the â€Å"her† of the first line has hopes of establishing some permanence here. She is willing to leave in order  to be supportive of the father, which is an aspect of their relationship that is clear in the poem’s first line, when a major decision for the family is made by him alone, without discussion, and told to her. What makes this two text connected are the distinctive roles, that is the role of reversal a female initiative and persistence in a traditional male dominated field; women can do everything men can do challenges the stereotypes of traditional crime fiction and the story of â€Å"Drifters†. Claudia is a domineering character as a detective unlike traditionally male ones while the mother in â€Å"Drifters† is an independent woman, who takes care of herself and her family. Just like Claudia the mother in a way tends to observe in order to understand people. This can be seen in the use of â€Å"Wildly excited for no reason† in reference to her kids. Marele Day uses a lot of the technique of modern day films especially the â€Å"black and white† scenes on Harry Lavender. He is very detached and aloof, (nobody knows where is and what he looks like). We as the audience get to see and hear what Claudia could not get her hands on to solve the problems, like where Mark Banister’s writings on  Lavander are hidden. In contrast to the Harry Lavender text, the use of â€Å"One day soon hell tell her its time to start packing† shows us the obstacles of life experiences that are influenced by the great depression, families such as the one seen in â€Å"Drifter’s†. Claudia’s life becomes depressed and troubled because she cannot solve problems of crimes as fast as she would like to. Claudia contacts the American publisher, Nancy Grosz, who had rejected Mark’s book and arranges for her to return the only remaining disc containing the manuscript. She also phones Steve and plans a holiday with him to  Queensland where she hopes he will be able to meet her children. Just as Claudia is hoping to get close to the victory in this case, Collier gives her message that Harry Lavender has lapsed into a coma and is expected to die overnight. For Claudia this may be the end of the road but her investigation in life will go on. Similarly, hope and willingness to go on at all cost is seen in â€Å"Drifter’s† when mother’s hopes and wisdom of constant movement will give the opportunity to new chances, new ways of sustain the life of the whole family, we see at the end of the text, in the verse â€Å"Make a wish, Tom, make a wish†, which  symbolises her will to cope and accept the problems that are part of everyday life which is very similar to Claudia’s mindset . Although of different genres, â€Å"Harry Lavender† a crime story and â€Å"Drifters†, a poem, dearly portraying the struggles of the great depression in 1920s set in the American rural area, these two texts are connected by two women and their singularity in the struggle of not giving up. When compared, both texts are opening our minds to how singular and distinctive voices the main characters have, sending the message that life is very precious and is worth fighting for.

Cold Wars Third World Countries Essay -- essays papers

Cold Wars Third World Countries The cold war spawned many different third world rebellions and affected many small countries during its course. The cold war occurred after World War 2 between two main opposing sides: United States and the USSR. The reason for the conflict between the two world superpowers was the differential views on government and the politically correct society. The term ‘First, Second and Third world countries’ applies to their association during the Cold war era. First world countries were the countries associated with the United States and it’s other non-communist industrial allies. The countries supporting communism allied with the USSR and they were referred to as second world countries. Third world countries did not have association with neither the first nor the second world countries. Third world countries remained neutral throughout the Cold War. The Cold war was produced by anti-capitalism and anti-communism feelings from the United States to the USSR and visa-versa. The opposing viewpoints started appearing shortly before World War 2. During the beginnings of the Cold war, Joseph Stalin was the leader of the Soviet Union. He led the Soviet Union to major communism empowerment. In 1927, he made a remark to describe the tension that was building. â€Å"The period of ‘peaceful coexistence’ is receding into the past, giving way to a period of imperialist attacks...† â€Å" Our relations with the capitalist countries are based on the assumption that the coexistence of the two opposing systems is possible. Practice has fully confirmed this.† One view on the use of ‘peaceful coexistence’ was that it was a tactic used by the USSR to keep the United States off guard. The United States accused the USSR of seeking to expand communism throughout the world. The USSR however, accused the United States of practicing Imperialism and with attempting to stop revolutionary activity. Even when denying the accusation of spreading communism throughout the world, the USSR was supporting insurgent revolutions in Asia, Africa and Latin America. After the devastation of World War 2, many western European countries became susceptible against communism. To help prevent this, the United States proposed a program called the Marshall Plan to help rebuild the distraught economies. During 1945 and early 1946, the USSR made efforts to cut off contact with th... ...00 American casualties. As to present day, Korea is still divided into its Communist north and Nationalist south. After France’s loss in the Indochina war, Vietnam was split into two portions, the North and the South. The Viet Minh concentrated in the North while the French and their supporters went to the southern half. The USSR and China helped supply North Vietnam with war supplies, but did not support directly with troops. The United States believed strongly that if Communism overtook all of Vietnam, all of Southeast Asia would follow in suit. The American government therefore sent troops and war materials into Vietnam and tried to suppress the communist north. After mass protest at home, the troops were withdrawn. Shortly after however, the South Vietnamese surrendered. In conclusion, the cold war affected many third world countries negatively. Many third world countries participated in civil wars amongst its people, only as a result of the rivalry between the United States and the USSR. The opposing viewpoints between the two nations had caused an outbreak of civil wars, crisis’s and standoffs. Bibliography: My name is Allen Yeung I go to RMA which really sucks Cold Wars Third World Countries Essay -- essays papers Cold Wars Third World Countries The cold war spawned many different third world rebellions and affected many small countries during its course. The cold war occurred after World War 2 between two main opposing sides: United States and the USSR. The reason for the conflict between the two world superpowers was the differential views on government and the politically correct society. The term ‘First, Second and Third world countries’ applies to their association during the Cold war era. First world countries were the countries associated with the United States and it’s other non-communist industrial allies. The countries supporting communism allied with the USSR and they were referred to as second world countries. Third world countries did not have association with neither the first nor the second world countries. Third world countries remained neutral throughout the Cold War. The Cold war was produced by anti-capitalism and anti-communism feelings from the United States to the USSR and visa-versa. The opposing viewpoints started appearing shortly before World War 2. During the beginnings of the Cold war, Joseph Stalin was the leader of the Soviet Union. He led the Soviet Union to major communism empowerment. In 1927, he made a remark to describe the tension that was building. â€Å"The period of ‘peaceful coexistence’ is receding into the past, giving way to a period of imperialist attacks...† â€Å" Our relations with the capitalist countries are based on the assumption that the coexistence of the two opposing systems is possible. Practice has fully confirmed this.† One view on the use of ‘peaceful coexistence’ was that it was a tactic used by the USSR to keep the United States off guard. The United States accused the USSR of seeking to expand communism throughout the world. The USSR however, accused the United States of practicing Imperialism and with attempting to stop revolutionary activity. Even when denying the accusation of spreading communism throughout the world, the USSR was supporting insurgent revolutions in Asia, Africa and Latin America. After the devastation of World War 2, many western European countries became susceptible against communism. To help prevent this, the United States proposed a program called the Marshall Plan to help rebuild the distraught economies. During 1945 and early 1946, the USSR made efforts to cut off contact with th... ...00 American casualties. As to present day, Korea is still divided into its Communist north and Nationalist south. After France’s loss in the Indochina war, Vietnam was split into two portions, the North and the South. The Viet Minh concentrated in the North while the French and their supporters went to the southern half. The USSR and China helped supply North Vietnam with war supplies, but did not support directly with troops. The United States believed strongly that if Communism overtook all of Vietnam, all of Southeast Asia would follow in suit. The American government therefore sent troops and war materials into Vietnam and tried to suppress the communist north. After mass protest at home, the troops were withdrawn. Shortly after however, the South Vietnamese surrendered. In conclusion, the cold war affected many third world countries negatively. Many third world countries participated in civil wars amongst its people, only as a result of the rivalry between the United States and the USSR. The opposing viewpoints between the two nations had caused an outbreak of civil wars, crisis’s and standoffs. Bibliography: My name is Allen Yeung I go to RMA which really sucks

Describe Functionalist and Marxist Perspective on Education.

Describe functionalist and Marxist perspective on education. Functionalist Education can be described as the method whereby society continually passes on the knowledge it has gain from pass generations to the next or future generation. It is centered around and entails the teaching of the three R’s, which includes: arithmetic’s, reading and writing but also encompass social, spiritual, moral and physical component. It is viewed as a secondary agent of socialization as it socializes individuals into the norms and acceptable behaviors of society. Functionalist view education as having many roles but are interested mainly in how education meets society needs. They believe that one of its major roles being to equip individuals with intellectual knowledge. Functionalist also believes that besides it most obvious role of passing on society’s knowledge, education also has other latent roles that affects the individual on a holistical level and is reflective of society values, beliefs and norms. According to Durkheim individuals learn to socialize with one another within the schools through the integration of people from all diversity of society and this he believes is one of the latent roles of education, which he also call â€Å"moral education†. Besides this, functionalist believes that education have other latent or subtle roles that are used to instill in individuals values that stem from political and economic system and as a result help them build their self-confidence and prepares them for meeting society demands. For example, independence is taught through individualism. Functionalist also, believe that sorting (separating students on the basis of merit) another function of the school is essential in determine from early on who is capable of doing what and what job they will be better suited to in the future. The next function to take place after this is networking, they believe this function facilitates matchmaking and is unavoidable within the schools setting as individual of background, interest and education comes together to learn. Marxist Marxist sees education as a continuation of functionalist ideologies. They believe that education is used by functionalist to maintain the line of segregation that exists between the classes. Hence the reason why the Marxist view education as being used to create an â€Å"obedient working class† continuing the status quo. Acting as a persistent cause of inequality continuing to maintain the power structures and giving them the tool to create a â€Å"docile† work force. However, it is the view of the Marxist that the education system could be used as a system that helps in sorting the individuals of society into what is their calling position in life, it is the way it is done that their exist a problem. The problems they believe exist in the strategy that is used to by the functionalist to achieve this. This strategy they see as based on the ideals of functionalism which is according to class, race and gender. This is achieved in the form of the hidden agenda that exist within the curriculum that is used to educate. This hidden curriculum Marxist believes is present in every classroom and is taught through the use of the curriculum, hence the reason it is call the hidden curriculum. To the Marxist school of taught the hidden curriculum is present in numerous forms, this is evident in the funding that is available to school in affluent areas. These school according to Marxism are funded by â€Å"property taxes† because of there affluent location. Because of this they can afford to pay higher salaries to their teacher and this give them better teachers, available books and even technology. This in turn cause the students that attend these school to have better opportunities than child children who are schooled in rural areas that do not get the amount of funding that the other school get. Some of theses children are not even given the opportunity to go to college or even complete school. This inequality is also present in the exams that are given to children of the two classes. This is seen in the traditional IQ test that is given to student for acceptance into school. This test is Suppose to test the mental knowledge of the child but the formation of the test is not based on the intelligence of the child but on cultural knowledge. This creates a bias because children from a poor social background will not be able to answer question base on the culture of the affluence classes. This is called Cultural bias and is caused by inequality of the classes. They disagree with the idea that education can be used as a tool for any individual to move up within the social classes that exist in society. They believe that these principles are far from the truth. As religion is used to opiate the people against the real issues that affect them and to help in keeping them from solving their problems so to is education used to discourage the people from helping themselves and to remain within their social classes. Marxist see education as an influential tool in maintaining the lines that separate the have from the have not. Another argument of the functionalist school of taught is the use of meritocracy to help individual achieve status in life. However that Marxist sees this as a false perception, and believes that through meritocracy functionalist portrays the ideals of inequality of opportunity. Marxist believed that it is just another tool that is used to create an unequal society. The hidden curriculum is also present in the socialization process that takes place in school. It is of the view of many sociologists regardless of association or theory that the school is a major institution in the socialization process. It is for this reason that the Marxist believes that functionalist used this as the bases for the continuation of their theories. They see the hidden curriculum in this case as use to instill the norm and values of the functionalist. This is used to tell student what is deem as wrong or right, not allowing room for questioning. The question that Marxist asks is who is to tell what is right or wrong? Whether culturally, academically or otherwise. The hidden curriculum does not stop at school level but it is seen as being continued through out an individual lifetime whether it is in the home, work place or society as a whole.

The Hawksbill Sea Turtle And The Sea Turtles - 1947 Words

The Hawksbill Sea Turtle is one of seven species of sea turtles that inhabit the ocean. Their scientific name is Eretmochelys imbricata and they belong to the cheloniidae family. The hawksbill sea turtles are named for their hawk like beak. They also have a carapace with an overlapping pattern of scales that form a jagged edge along the shell. They are found mainly throughout the Atlantic, Indian and Pacific oceans. According to the national geographic, they tend to avoid deep waters and prefer coastlines where they can feast on sponges and with sandy beaches close by for nesting. According to the U.S Fish wildlife service of North Florida, the Hawksbill sea turtle also like to swim around rocky areas, coral reefs, lagoons, shallow†¦show more content†¦Not only are they poached specifically for their shell, but also for their meat for consumption of humans but also to be used as shark bait for fisherman. According to the National Wildlife Federation, â€Å"many sponges and small animals consumed, are toxic. The hawksbill body fat absorbs the toxins without making the turtle ill, but their meat is potentially poisonous to humans† (National Wildlife Federation). The IUCN also states that Hawksbill Sea Turtles are also sought out for their hatchling eggs. The next cause for decreasing hawksbill population is the loss of habitat. Degradation such as pollution being introduced to the oceans including untreated sewage, exhaust, trash, chemicals such as pesticides and fertilizers, industrial and powerplant emissions and oil spills – make their way into the water and the natural environment for this species and all ocean species that break down and destroy the ecosystem that they use to survive. Habitat destruction is also a factor that is a risk to this species chance of survival is human filling in wetlands and rivers to build for businesses and residential. Development for tourism is destructing nesting habitats for this species as well as all sea turtle species. Entanglement and ingestion of fish line and fishing nets is another cause for fatalities in the Hawksbill sea turtle species. Water craft strikes also contribute to injuries and fatalities amongst this species.Show MoreRelated Preserving Sea Turtles in United States Essay1726 Words   |  7 PagesPreserving Sea Turtles in United States Sea turtles, which have been around for millions of years, are on the brink of extinction. In many countries, people consider their meat and eggs as prized delicacies. Often times they are just killed for their beautiful shell. However, the leading cause of sea turtle death in the US can be attributed to shrimp fishermen and the nets they use to catch shrimp (1). 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