Teen Violence in Schools

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Ever since the Columbine massacre occurred, people were asking "why?" There were reports that the

shooters did not fit in, had barely any extra-curricular activities, and had no parental influence, as their

parents were always working or away. These were true, but how bad does it have to get until someone

decides to take such drastic measures as these shooters did? At what age does a sense of violence grow in a

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person's mind? Can it be prevented? Many questions need to be asked about teenage violence, and some

will be answered.

"In Germany they came first for the Communists, and I didnt speak up because I wasnt a

Communist. Then they came for the Jews, and I didnt speak up because I wasnt a Jew. Then they came for

the trade unionists, and I didnt speak up because I wasnt a trade unionist. Then they came for the

Catholics, and I didnt speak up because I was a Protestant. Then they came for me, and by that time no

one was left to speak up. -- Martin Niemoller, 145. This quotation may get people thinking that W.W.II

was a long time ago, and it will not happen again; a Nazi regime will not try to gain power. Violence is

everywhere; and there have been so many times that a teen could have spoken up because they knew of a

school shooting, yet they did not. "Those who do not learn from history are doomed to repeat it." -- George

Santanyana. Maybe they did it out of fear, but because they did not speak up, many innocent people died.

Violence is a constant fact of life. And with more children growing up in a society where violence is

becoming more acceptable, you must fear our future.

Teens today are facing too much pressure, anger and isolation from groups around them and will

tend to not know how to deal with these problems effectively if they are not overcome. The main problem

affecting these teens is most likely their own peers; since they are now at an age where they feel they must

adjust their own behaviour, attitudes, and appearance in order to fit in.

Columbine; if you were to say this word around a group of people, they would know what it was.

A Colorado school, placed under attack in April 1 by two students, Eric Harris and Dylan Klebold.

Dressed in their trademark trenchcoats, they entered their school at 110 am and opened fire. They killed

1 students and one teacher, before killing themselves. Twenty three more were injured, several of these

injuries were critical.1 What even possessed these teens to do it is unknown, and most likely will continue to

be unknown. They came from well established families, and had good backgrounds. There were reports of

them being pushed into lockers by their peers, making them feel like outcasts. But how far does it have to

go? How bad does this harassment have to get before they just "snap"?

The teens from Columbine, Eric Harris and Dylan Klebold obviously did not fit in. They hated the

kids at school, and decided to get revenge. They came prepared for a huge assault too, bringing a -mm

assault rifle, a semiautomatic pistol, two sawed-off shotguns and a supply of some three dozen homemade

bombs. Some of these bombs, filled with shards of glass, would go off and tear into the bodies of their

victims. Other 0-cm pipe bombs were filled with nails and BBs to spray victims with these deadly

fragments. They planted about 5 devices throughout the school, including a -kg propane tank inside a

duffel bag, rigged with a gasoline can and a timer.

After all school shootings, the blame game starts. Many turn to the media, peer pressure, parental

control and influence, and in the case of Columbine, gun control. The boys were fascinated with violent

computer games, they made their own Web site, which had links to bomb making sites. A father of a

student said that he gave printouts from this Web site that included this threat " I live in Denver, and I

would love to kill almost all of its residents... People with their rich snobby attitude, thinking they are all

high and mighty... I will rig up explosives all over town and detonate each one of them at will after I mow

down a whole area of you."4 After the man gave police this warning, they did nothing. One of the boys'

favourite movies was Natural Born Killers, a 14 movie by Oliver Stone, which depicted young

murderers utterly devoid of remorse. They even made their own video in which they talked about destroying

the school. They showed this video to one of their classes, but nobody took it seriously.5

The boys were also pushed around by their peers, verbally assaulted, and felt like misfits in the

school. For their first years of High School, they had blended in nicely, and in Grade 11, "They totally

changed," said Mike Paavilainen "They started wearing all black and keeping to themselves. It was kind of

weird."6 Columbine was full of jocks and preppies, and as the boys began to dress strangely, listen to

suicidal themed music, and develop a fascination with Hitler, it is easy to see how they did not fit in. A

diary of one of the boys showed that they had been planning their attack for a year, for the date of Hitler's

birthday (April 0). The dairy said, "We want to be different, we want to be strange and we don't want

jocks or other people putting [us] down.... We're going to punish you."7

Dylan Klebold's parents were very well-to-do. His father, Thomas ran a real estate company, and

his mother, Susan was a college councellor. They lived in a $750,000 house on an exclusive road. Dylan

owned a BMW, which he drove every day to the Harris' house. Eric Harris lived in a $00,000 home,

where his father Wayne is a retired air force pilot.8 They lived well enough, and with so much money, one

could find it hard to see why they decided to change. Where were their parents when they were planning

these dangerous acts? Police found a shotgun barrel on a dresser and bomb making materials in one of the

boys' room. A lot of the weapons were clearly visible, and the parents should have noticed something, yet

they did not. Even neighbours reported hearing glass shattering the night before the attack - most likely

things to go into their deadly bombs.

In terms of nature versus nurture, there is no gene for violence. Violence is a learned behavior, and

it is often learned in the home or the community from parents, family members, or friends. Children that

show aggressive behaviour at a young age are more likely to grow up to become involved in

violence--either as a victimizer or as a victim. The home is the main factor that starts accepting violence at

a young age. A child who sees a parent or other family member abused is more likely to see violence as an

acceptable way of behaving and will use violence to solve their own problems. Although violence is not

from a person's genes, studies show that there is a connection between violent behavior and some inherited

traits. Some of these traits are things such as impulsiveness, learning difficulties, low IQ, and fearlessness.

These traits can lead to a person becoming violent. Another study shows that males are more likely to be

violent.

Dylan Klebold and Eric Harris were alienated; they chose to be. So they focused their resentment

and rage on powerful images of violence and anarchy. Stephen Kent, a sociologist at the University of

Alberta who specializes in alternative belief systems says, "What happens with extremely alienated kids is

that they will most likely obtain their values from the primary deviant subgroup. They spend increasingly

large amounts of time with one another, to the exclusion of contact with a larger society." If this group

were to encourage the members to ignore the pain of others, then the members will soon believe that pain is

not a big thing. So they can then vent their anger on the object of their hatred, in this case, all of the

students at Columbine that were different from them. Since the boys made their victims beg for mercy, it

showed that they were on a huge power-trip, and had huge amounts of rage inside them.

There is no profile for a school shooter. Some of the children that committed a shooting at school

were popular, some were outcasted by their peers. Some of them had good grades, and others were failing.

Some of the kids were in foster care, others were from good homes, where some of their parents were well

known members of the community. It does not always depend on the teen's personality traits, it is usually

just what they feel inside.

Jefferson County District Attorney David Thomas talked about all the things that could have led

upto this massacre. He spoke of cultural change, how children grow up where violence is now more

acceptable, how the police failed to see the signs, and how society makes children without feeling or

remorse.10 Alan Leschied, a leading Canadian researcher on teen violence, points out that there are a lot of

factors involved to create a Columbine. "It's dangerous to take a very complex thing and whittle it down to

one single cause. It is a combination of how culture is working, how the family is working, and how culture

within that school was developing. All of this came together to create this tragedy."11

The signs of a teen willing to commit a violent act may not be obvious at all times. Most teens

want to make it seem as if they are in control, and try to mask their true feelings. The best people who can

prevent a violent act from occurring are friends and family. If parents are able to have a comfortable

conversation with their children, then they should consider it. Also, many children who feel rejected can

start to do the same to others. Some will try to distract themselves with movies or games. Mostly, children

have not been taught how to deal with their anger, so when dealing with their feelings, they do the wrong

things. Basically, whenever a child seems to be acting in a strange manner is when friends, family or school

should consider intervening.

In hopes to prevent violence, programs can be put in place at a young age. These do not have to be

taught in schools, but parents can help to prevent violent behaviour. To encourage children to act polite and

non-violent, it is encouraged that they have positive role models, which can help to boost their self esteem.

Children need to have supportive relationships, with parents, teachers and friends; this helps them to

develop a sense of trust. Being socialized correctly can help in improving overall social skills, peer

relationships and a belief in oneself.

In July 000, The Federal Interagency Forum released some statistics that rates of juvenile violence

have dropped to the lowest point in 0 years. Although teen murder rates have dropped by 60%, and teen

violence by 0%,1 it does not mean that violence is totally banished. Violence is a factor and will remain a

factor in all of North American society. The culture of violence is only going to increase during the coming

years because violence is becoming more acceptable on television. Many of those students who went on a

school shooting actually warned their classmates and family beforehand what they wanted to do. These

children were trying to get attention, they just went about it the wrong way. It is now upto their peers,

family, teachers and community to give these children the help they need, before it gets out of hand, before

more die.

Bain, Colin M. / Colyer, Jill S. The Human Way Introducing Anthropology, Psychology and Sociology

Canada Oxford University Press, 001, 8-41

Chisholm Patricia "Teens Under Siege" MacLean's Magazine May , 1, -4

Phillips, Andrew "Lessons of Littleton" MacLean's Magazine May , 1, 18-1

http//abcnews.go.com/sections/us/DailyNews/ethics_violence0106.html [5//0]

http//www.cbsnews.com/stories/00/05/16/national/main508.shtml [5//0]

http//www.sacwriters.com/sacindy/articles/christ/kids_these_days.htm [5//0]

http//www.foxnews.com/story/0,,1755,00.html [5/7/0]

http//planetx.bloomu.edu/~jrandreo/violence.html#Statistics [5/7/0]

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Lenin's influence upon Russian Revolution

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Before a revolution occurs a number of preconditions are often necessary. Consider this statement regarding the situation in Russia and, in doing so, comment on the attitudes of Lenin and of the Germans to events in Russia in 117, the main reasons for the collapse of the Tsarist regime in Russia in 117 and the role played by Lenin and the Bolsheviks in the revolutions in Russia in 117.

Lenin's attitudes to the events of Russia in 117 were of eagerness to get back to Russia. His fertile mind was developing plans by which he would be able to develop plans by which he would be able to develop a new republic now the 00 year monarchy had ended.

Germany's attitudes were of hope, like Lenin's, but for different reasons. Germany believed that revolution was disaster to a country and by allowing Lenin and his compatriots to return they were helping to spreading Revolution. Germany had this attitude of hope and expectancy because, by allowing people such as Lenin back to Russia, they could expect an end to the war with Russia and therefore fight only one front instead of two.

They are both long term and short term factors which resulted in the spontaneous overthrow of the Tsarist monarch in 117. When Tsar Nicholas the II abdicated from the throne, Russia was in turmoil, set against the backdrop of wide social disorder and economic corruption and inefficiency. The ineffective and corrupt rule by the Tsars in the 1th Century created this backdrop and served as a stimulus for further discontent. The rapid industrialisation in the late 1th Century, both created harsh conditions in Russia and provided a large number of discontented urban workers. It is because of this that the Bolsheviks were able to spread their revolutionary ideas. The defeat in the Russo-Japanese War and the failure of the Duma to control Nicholas' inefficient rule both created misery amongst the Russian people. The long term causes that continually festered the conditions of the people only needed a spark to ignite the revolution.

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World War One provided this catalyst. Although accompanied by patriotism and extreme nationalism, some predicted the war would end the reign of Nicholas. By 117 this proved to be true. There are several factors which isolated the Tsar and ignited the revolution the Tsar's role is commander in Chief linked the failure of the army with the monarchy; the role of Nicholas's wife, a German and Rasputin, a suspected German agent, created much hatred as they took control while the Tsar was at war; the state of the army, trained inefficiently and affected by lack of food and supplies, deteriorated; the failure of the Duma and collapse of the economy and the fact that there was a mass migration from the country to the towns placing pressure on the availability of food and shelter. All these factors culminated in the revolution, which was in fact a spontaneous outburst of the discontent of the masses.

Lenin and the Bolsheviks were said to have "ridden the wave of the discontent, guided them safely through the Marxist channels". Although Lenin did not play a significant role in the February Revolution, his role in the second revolution, "a planned coup" where a provisional government was overthrown, was vital.

The Bolsheviks, though use of promised land reforms and alternatives to the Tsarist monarchy, only had a limited role in the first revolution. It was really a spontaneous action, beginning with bread riots, of the discontented millions.

The October/ November revolution, where the provisional government was overthrown and the proletarian based republic established, was a direct effect of the actions of Lenin and the Bolsheviks.

Lenin arrived in Petrograd in April, immediately attracting the support of the people and Soviets with his catch-cry "Peace, land, bread and all power to the Soviets." Lenin established the April Thesis, a summary of the Bolsheviks; aims and methods, and tried to have it indoctrinated as the policy of the Soviets.

After a premature coup initiated by the proletariat and unwontedly enforced by the Bolsheviks, Lenin and his followers were forced into hiding. It was not until the attempted Kornilov coup in September that the Bolsheviks became and established and powerful force in Russia. The continuing failures of the Provisional Government saw the Bolshevik rise to power, eventually seizing the Winter Palace and taking power.

Lenin and the Bolsheviks' role in 117 was vital, not so much for the first revolution but more so in the second. They initiated policies and manipulated the weakness of the Provisional Government and eventually were able to comfortably seize power as the leaders of the new proletarian Russia.

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On Some Phenomena of Untranslatability in English-Chinese Translation----From a Linguistic Point of View

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On Some Phenomena of Untranslatability in

English-Chinese Translation

----From a Linguistic Point of View

Thesis statement Apart from the cultural factors, some linguistic elements also account for many phenomena of untranstability in English-Chinese translation, because sometimes the linguistic form of the source language plays an essential role in conveying the original content. In some cases the form itself is the very content being conveyed; in others the form is closely related to what is conveyed in the original. Usually translators give up the pragmatic meaning or ignore the referential meaning of the original according to specific situations so that the problem can be partly solved.

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In English-Chinese translation, as in other kinds of translation, it is quite usual for translators to come across some tricky words or sentences which seem to be almost impossible to translate. Considering the distinct differences between the English language and the Chinese language, these kinds of ¡°untranslatable¡± phenomena are understandable. Apart from the cultural factors involved which serve as an essential part of the reason for untranslatability, some linguistic elements also account for these somewhat unsolvable difficulties in translation. Actually, if many untranslatable cases are carefully analyzed, it can be found that in these cases, the relationship between the form of the source language and the content contained by the original is often quite special. This kind of specialty can be classified into two types a) the form of the source language itself is just the content being conveyed; b) the form of the source language is closely related to what is expressed in the original.

a) The form itself is the content being conveyed.

Sometimes, some aspects of the form of the English language like the phonemic, lexical, grammatical or syntactic features present themselves as the content being expressed in a sentence or paragraph. In other words, what is conveyed in the original is a certain characteristic of the language itself rather than any object or idea. Without the form of the original language, this sort of content can not exist any more. Certainly it cannot be reproduced in the form of another language such as Chinese. See a couple of examples

Ex.1. A Why are you never hungry when you play on a beach?

B Because of the sand which is there.

In this example, the pronunciation of ¡°sand which is¡± in the original which is similar to that of ¡°sandwiches¡± can be identified only when it is put into actual utterance. Here the phonemic representation of the original sentence is the very thing that matters, yet it cannot be transformed into Chinese, thus the whole sentence becomes untranslatable.

Ex.. A What makes a road broad?

B The letter ¡°B¡±.

The above is a riddle. The author takes advantage of the characteristic of the combination of the letters in two words i.e., ¡°road¡± and ¡°broad¡±, and makes the dialogue a kind of humor. As not only are the meaning of the words involved here, but their form plays an essential role, it is hard to deal with this sort of phenomenon in translation, too.

Ex.. A What words may be pronounced quicker and shorter by adding syllables to them?

B Quick and short.

This example concerns a grammatical element in English, namely, the comparative form of adjectives. Since this kind of inflectional suffix which is a distinct feature of the English language is absent in Chinese, the humourous effect created in the original will inevitably be lost if the two sentences are literally translated.

Ex.4. Teacher A preposition is a bad word to end a sentence with.

Pupi Please, teacher, you've just ended a sentence with ¡°with¡±.

Teacher Ah, but what did I end the sentence with ¡°with¡± for? Do you know?

Pupi No teacher, and I don't know what you ended that one with ¡°with with for¡± for.

In the above short dialogue between a teacher and a student, the humor is achieved by the employment of the question about the place of prepositions in English. It satirizes the pedantry of the teacher and reflects the sharp wit and mischievousness of the student. It also indicates that to end a sentence with prepositions is inevitable and irreproachable. Yet because a unique syntactic feature of English serve as the most important part of content in this dialogue, the dialogue cannot be translated into Chinese.

b) The form of the English language is closely related to what is expressed.

This sort of phenomenon concerning untranslatability firstly refers to the case in which the form of the source language is used to attain certain rhetorical effects. Such being the case, if some ways of expression which have similar effects can be found in the Chinese language, the original is translatable, otherwise it can just be partly translated, which means that probably the original content can be kept, but the rhetorical effects will be lost.

The great difficulty in translating English poems into Chinese is primarily due to a special form of the source language, namely, the rhyming system which includes alliteration, end rhyme, internal rhyme, etc. The following is a typical example

Ex.5. Wake the vaulted shadow shatters,

Trampled to the floor it spanned,

And the tent of night in tatters

Straws the sky-pavilioned land.

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In the except, the original poem not only has an end rhyme like abab, but also contains alliteration in each line (s, t) as well as assonance in the first two lines (shadow-shatters, trampled-spanned). Although the version which recreates a different kind of end rhyme sounds quite good, the alliteration and the assonance mentioned above are lost.

Besides rhyme, homophone is also very hard to deal with in translation, because two words with the same pronunciation yet different meanings are involved. This is itself a kind of coincidence in the source language, and it is almost impossible to find the same kind of corresponding coincidence in the target language. The example below is an excellent proof.

Ex.6. Seven days without water make one weak (week).

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What's more, people's playing with words, often taking advantage of homograph, is usually untranslatable, too. Here is a joke which can serve as an interesting example.

Ex.7. ¡°Call me a taxi,¡± said the fat man.

¡°Okay,¡± said the doorman. ¡°You're a taxi, but you look more like a truck to me.¡±

The fat man asks the doorman to call a taxi for him, but the sentence ¡°call me a taxi¡± also means to name the man ¡°a taxi¡±. The doorman uses this kind of homograph to make a joke at the fat man. If it is literally translated, the joke is no longer a joke.

The untranslatable cases in which there is close relationship between the form of the source language and the content of the original also include the condition under which the form of the language has a pragmatic meaning which is essential to the conveyance of the content of the original. Three examples respectively concerning the use of Old English, slang, and loan words in the original are listed below to shed a light on the readers.

Ex.8. ¡°Why bless thee, child?¡± said the old man, patting her on the head, ¡°how couldst thou miss thy way? What if I had lost thee, Nell!¡±

¡°ÇɼÁË£¬Éϵ۱£Ä㣬º¢×£¬¡°ÀÏÈË˵µÀ£¬ÃæÅÄ×ÅËýµÄÍ·£¬¡°õÃáÃÁË·µÄ£¿ÕæµÄª°Ä㶪ÁË£¬½ÐοÉõð콣¬ÄͶù£¿¡±£¨Ðí¾ý¶£

Here the old man is talking to his beloved granddaughter. His using of several words from Old English reflects his deep love for her and how he cherishes her. Yet such words as ¡°thee¡±, ¡°couldst¡±, ¡°thou¡± and ¡°thy¡± cannot be translated into corresponding Old Chinese, so the original effect is lost in the translation.

Ex.. And other times----well, I needed a fix¡­

ȶøÚŵÄʱºò£¬ÎÈÐèªòÕº£Âåò£¨³ÂÐÛÉУ

The word ¡°fix¡± is a slang word used exclusively by people who are on drugs. It is adopted by the writer to depict this specific character, indicating that ¡°I¡± am a dope. The translation cannot convey the function of this slang word at all.

Ex.10. Ogilvie Pretty neat set-up you folks got.¡±

The Dutchess's I imagine you did not come here to discuss decor.¡± (Arthur Hailey Hotel)

In this except, the Dutchess intentionally employs the word ¡°decor¡± which is borrowed from French to show up her high status as a noblewoman. This usage can be easily understood by readers in English-speaking countries, yet if it is translated into Chinese, its pragmatic function will be completely lost, and if its original form is kept in the translation, the Chinese readers will not be able to understand it. Of course translators can keep the form and add an explanation, but the effect will by no means be as good as that of the original, so this kind of loan words is untranslatable.

In conclusion, there are undeniably the phenomena of untranslatability in translation, and in many cases it has much to do with the linguistic form of the source language. That's why style is considered by many to be untranslatable in a strict sense, because among various kinds of elements which determine the style of a certain text, the linguistic form of a certain language is an essential one. However, untranslatability under certain circumstances cannot be an obstacle to the translators' conveying the main content of the original in their translations, and in fact, the untranslatability of style does not mean that translators cannot achieve a version with a style close to the original. When the pragmatic meaning of the original cannot be reproduced in the version together with the referential meaning, translators generally give up the former; and sometimes, for the sake of the aesthetic function of the version, they ignore the latter while keeping the pragmatic meaning.

Actually, all the cases involving untranslatability concerns a matter of ¡°losses¡± during the process of the transformation of one language into another. In translation, it is impossible for any translator to reproduce everything in the original into the target language, rather, there is always certain kind of ¡°giving up¡±. This kind of ¡°giving up¡± or ¡°losing¡± which is the specific manifestation of untranslatability is in fact inevitable. What translators ought to do is just to try their best to reduce their ¡°losses¡± in translation and to retain as much as possible the content of the original as well as the aesthetic devices adopted in the original. Anyway, there are no translations without ¡°losses¡±.

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Jin Di, Eugene A. Nida, 184. On Translation, with Special Reference to Chinese and English.

Liu Zhongde, 11. Ten Lectures on Literary Translation. Beijing China Translation & Publishing Corporation.

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Analysis of "Not Because"

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By Calypso Artist King Wadablee

The calypso "Not Because," sang by King Wadablee, comes from his latest CD, entitled "Keep On Trying." This calypso is solely directed to our governor, Charles Turnbull. In the song "Not Because," Wadablee speaks for all the people of the Virgin Islnads because he uses words such as "make us think," "we feel," and "we wonder," and uses constructive criticism to tell our governor that he needs to stop playing around with the power he has and instead do something for the community. Wadablee touched on some very important political issues in this song.

In the first verse, Wadablee is saying that election is over, and now it is time to deal with the issues at hand. Daily, crime is getting worse, not better, and the time to deal with is long overdue. Every day we hear about another shooting, stabbing, or robbery, and it is time for your government to step up to the plate and do something about it. He is saying that if the governors and senators are election to manage our territory, then they should be handling this increasing crime rate in the Virgin Islands. His first chorus refers to his first verse. He points out to the governor that not because he is in such an elevated position, doesn't mean that he doesn't have to manage issues like crime. He mentions "Criminals must now take control of this country like the wild wild west." He says that it seems as though it is the criminals who runs things in the Virgin Islands, just like the Wild Wild West where the criminals run the town and there isn't much the government does about the matter. The crimes committed nowadays are so senseless. They are out of revenge, or just because someone doesn't like another person or some other personal feud that can be handled without the use of violence. Wadablee refers to is as a mess, that needs to be stopped.

In Wadablee's second verse of "Not Because," he talks about the situation that occurred after Governor Turnbull was sworn in. Protests were started against the governor, especially because of the high raise he wanted to implement. Wadablee says that he betrayed the people he was sworn in to serve. The money should be used to better the community, especially the education system, instead of giving officials an unnecessary raise. It makes the people of the Virgin Islands wonder if our standards for selecting officials are too low. The goes in his second verse which again relates to his second verse and says to Governor Turnbull that just because it is his last term, it doesn't mean that his job is over and he has nothing more to do. He was re-elected to do a job and is being paid a hefty salary for the position he has. Just because it is his last year, and he doesn't have to put his all into his job because can't run again, doesn't mean that he has to illustrate his least concern for the Virgin Islands. Wadablee urges The Governor Charles Turnbull, and Lieutenant Governor Vargarave Richards not to leave the office in shame, not to get conceited and arrogant, because they are in high places, to understand themselves and realize the responsibility the have to manage the Virgin Islands well, and not to destroy it.

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The third verse discusses a contract that the governor signed without first announcing the proposal and his decision to the people of the Virgin Islands. Wadadlee advises Governor Turnbull to see to it that the people who are placed in office to advice, and guide him, are credible, competent, and have the people's interest as top priority, or else the government would run down and it would destroy his reputation, dignity, and pride. In his third chorus, Wadablee again mentions that just because it is his last, it doesn't mean that he should sell the Virgin Islands or its resource to anyone that comes by. He advises the governor to think about the children's future with every decision they make, because the decisions that they make now affects the future of our children. He urges Turnbull not to ruin the economy, but to spend the little funds that we do have wisely and cautiously.

In Wadablee's final verse, he sets the record straight, and makes it plain that he supports Governor Turnbull, and has sage of him before in a very positive manner. However, he needs to speak on behalf of the people of the Virgin Islands and let Governor Turnbull know that what he is doing is wrong and he needs to step up to the plate, and not just be a spectator. Wadablee states that he doesn't want the Islands to suffer under this administration or any other. In his final chorus, he again urges the governor not to destroy the islands and leave it in an emergency. He tells Governor Turnbull that with this type of position, he has to learn how to put his personal feelings and desires aside and let his conscience guide him so that he can manage this territory the way he is supposed to as a good and honest governor.

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Mr Dolphus Raymond 2

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"As Mr Dolphus is an evil man I accepted his invitation reluctantly" (Scout, p0)

This quote demonstrates how little Scout knows about Mr Raymond and how she is relying on what others have said about him rather than judging him for herself.

"Somehow I didn't think Atticus would like it if we became friendly with Mr Raymond and I knew Aunt Alexandra wouldn't."(Scout, p0)

Values and beliefs

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Scout's father has taught her not to associate with people who live like Mr Raymond ie suspected alcoholic etc

"I liked his smell. It was of leather, horses, cottonseed. He wore the only English riding boots I had ever seen." (Scout, p1)

This physical description does not fit the perception by many of the townsfolk including Atticus and Scout initially of him as an alcoholic.

"Cry about the simple hell people give other people without even thinking. Cry about the hell white people give coloured folks, without even stopping to think that they are people, too.'

[Mr Raymond]

'Atticus says cheatin' a coloured man is ten times worse than cheating a white man," [Scout]

(p)

Mr Raymond's beliefs and attitudes about how we should treat other human beings (no matter what colour) are that he hates racism on the basis of skin colour. He hates the way other people treat African Americans. This is also evident by the fact that he had an African American partner and "mixed" children as a product of that relationship.

"But why had he entrusted us with his deepest secret? I asked him why. [Scout]

'Because you're children, and you can understand it,' he said, 'and because I heard that one-" [Mr Raymond, p]

Mr Raymond's values and beliefs are that "innocents" can be trusted with the most confidential matters because they have not been corrupted and do not judge others quickly. Therefore, he trusts them above anyone else with his secret he does not really drink alcohol from the paper bag. It is only Coca-Cola.

At the same time, Mr Raymond misleads the townsfolk including Atticus into believing that he is an alcoholic because he wants to live his own life and does not really care what they think of him. That is, he is his own man.

So, values and beliefs about him not being racist , treating everyone as an equal including African Americans (ie he had an African American partner), not caring about what others think of him, living his own life is supported by a construction of this character as a person.

Please note that this sample paper on Mr Dolphus Raymond 2 is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Mr Dolphus Raymond 2, we are here to assist you. Your cheap college paperson Mr Dolphus Raymond 2 will be written from scratch, so you do not have to worry about its originality.

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Review on Akira Kurosawa's "Ran"

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Akira Kurosawa's Ran

Akira Kurosawa used the different elements of film, mostly the image/camera or the visual elements, in order to convey an intensely felt humanist message, the tragedy of the destruction of a family. It is very obvious that Kurosawa must have used Shakespeare's King Lear as a source for this film but it must be noted how creative he was in combining Shakespearean tragedy with the Japanese style of drama and the artistic condition of modern man (during that time, which was probably before the Tokugawa period (personal research)). The plausible difference between the two could be that in Shakespeare's King Lear, Kurosawa's three brothers were really three sisters. In addition to that, it is most obvious that it is not Shakespeare's style to be gory, grotesque, bloody or detailed in battle scenes but with Kurosawa, he expounded on the battle scenes (blood and all…) probably to emphasize more the whole preoccupation of the film.

The word Ran in Japanese means "chaos", "fury", "revolt". Ichimon in Japanese means "family" or "clan", Ichi meaning "one" (taken from a Japanese dictionary). This may advocate a sense of unity particularly in the family. The "chaos" part may intend to show what happens when the unity of a family is destroyed or in this film, how the family was destroyed. What happens in the film is that the heritage of past sins of the father, Hidetora Ichimonji, corrupts the relationships between family members leading the sons to be against each other and their father. Other themes that may follow the main one may be loyalty and betrayal, appearance and reality (deceit), vengeance and forgiveness, and man's nature itself.

It seems that the artistic medium Kurosawa mostly used is the camera and image. It is the metaphorical quality of the image, scene, and the visual choreography of the entire work that the artistic achievement and meaning emerge (much like the movie In the Mood for Love, which has much symbolical scenes… also considering that it has less dialogue). An Example is when Hidetora illustrates the strength of solidarity by handing each son an arrow, which individually, can easily broken in two. However, when banded together, the arrows will not bend so easily. The images are of life; the characters, their emotions, their blood, all vivid, all real. At least that's how it seems to me because the Japanese way of acting is so much different from that of the Hollywood or American style. Since Kurosawa based this on a pre-Tokugawa period (which denotes time of chaos---research), it may seem that for him, history works as a metaphor and symbol, with images and scenes reflecting the social and moral condition of man which may still be applicable at present.

It is very apparent that Kurosawa spared no expense in producing the full emotional and dramatic effect of the film (although it was said that at first he couldn't find any sponsor for funds in producing it). The colors of the army standards, the mob of the running troops, the advance of the rushing cavalry, the luster of the armor, the bright red color of the blood, and the architectural beauty of the castle or the setting itself all combined to produce an all-encompassing hallucinatory effect. Kurosawa "decentered" the characters in favor of the lavishly picturesque landscape. Though the dramatic, character-centered scenes had an ample number of close ups and medium shots, much of the rest of the film consisted of long or extreme long shots. The obscuring of characters into the landscape added the effect of rendering the scope of their lives insignificant in the face of time and place. Kurosawa was amazing in being as creative and resourceful with the setting. It was a masterly way that he combined historical settings, spectacular battle sequences in color, humor, a deep exploration into the nature of human folly and madness (not in the satirical way Shakespeare sometimes does) and how he tainted the serene landscape with human hues of tragedy and destruction.

I once asked Akira Kurosawa why he had chosen to frame a shot in Ran in a particular way. His answer was that if he hed panned the camera one inch to the left, the Sony factory would be sitting there exposed, and if he hed panned an inch to the right, we would see the airport - neither of which belonged in a period movie. Only the person whos made the movie knows what goes into the decisions that result in any piece of work. (Sidney Lumet in Making Movies, 15)

Mostly, the color-coded battle sequences fix Ran in the mind. Yellow for Taro, the eldest son. Red for Jiro, the second son, and finally, blue for Saburo, the youngest son. Flagmen on horses charge through a forest, picked off by volleys from concealed riflemen; a sideways charge of the Light Brigade. The first great battle, the storming of a castle, is in all probability Kurosawas inimitable representation of chaos. A slaughtered bowman drips blood like a waterfall, from the rampart where he lays, shot full of arrows. A foot soldier is glimpsed, gone nuts, sitting and weeping and playing with a severed human arm. The last scene--a shot of a blind man about to walk off a precipice--sums up how Kurosawa could have seen the past, and perhaps the future. During the storming of third castle, the combined armies of Hidetoras two eldest sons marched, ran, and galloped in formation, reminiscent of the the tumult of battle noise, the battle scenes unfolded and flashed by with all the intensity of the passage of historical time and the eternal suffering of humanity. Perhaps this was a reflection of man and his nature (with regards to the present war with Iraq…). Color brought life and added a new dimension to the whole film. The colorful and beautiful kimonos or costumes were surreal and true to (the traditional/old Japanese) life and so was the use contrasting colors in conveying madness and power and the like. Even the make-up seemed peculiar but not exaggerated and was also symbolical much like Lady Kaede, the wife of the oldest son. Her eyebrows were painted perched high on her forehead in perpetual disapproval, (and could herself be inspired by Lady Macbeth) but this was actually a product of Japan's "Noh" theater her make-up represents the face of remorseless Vengeance (while mourning the death of her husband later in the movie, she impassively crushes a butterfly between her fingers…she also hates Hidetora for killing her family and stealing their castle). Her very exact opposite would be Lady Sue, Jiro's wife. Lady Sue who functioned as the "Buddhist conscience" of the film almost certainly baffled old King Hidetora as she demonstrated no ill-will or hatred towards him, even though he had killed her family, destroyed her castle, and gouged out the eyes of her brother Tsurumaru. Her compassion and active atonement for the sins of the world contrasted sharply with any other character and offered a solution for breaking the cycle of not forgiving that ensnared all the other characters including her own brother. Interestingly, her face is never shown, nor that of her brother's. They are spirit-like, floating somewhere above the political maneuverings (much like that of the spouses of the main characters in In the Mood for Love)….. [vengeance versus forgiveness].

Kurosawa probably used what he could have learned about battle scenes in earlier samurai epics (most especially since Ran was almost near to his last film). He uses several static cameras to film the action, cutting between them. Because his cameras dont dart and whirl, we may not be encouraged to think of ourselves as participants but as gods, observing, taking the long view here, and then a close-up look. He doesn't use panning or swish pan, nor wipes or fades but just simple montage cuts. Individual frames of the montage offer one stunning depiction of violence after another a multitude of arrows protrudes from a fallen Samurai; two of Hidetoras concubines perform "seppuku" upon each others outstretched blade; bloody bodies piled in deaths repose; a quintet of Hidetoras battle weary Samurai stand upon the castle steps in hopeless defense of their Lord; a wounded Samurai sits motionless on the ground holding his recently severed arm; riders and foot soldiers, shrouded in dust created by their massive movements charge laterally across the screen. These images of unbelievable power run uninterrupted for almost six minutes until broken by the sound of a single shot unseating Hidetoras son, Taro, from his horse. The battle frenzy is sustained for a full fifteen minutes in a total assault on the senses. The impact of the assassins bullet on Taros back symbolically and abruptly restored the noise of battle and the viewer to real time, ending a brief, contemplative, and moving interlude in the films plot development. This is all amazing for me but may be gruesome, useless, or a waste of time for other critics. Then he also manipulates the weather. Gentle at first, then increasingly stormy as brother fights brother, and ultimately hurricane force as Hidetora goes insane and wanders the wilderness with his fool. This is all punctuated by large, billowing clouds that was frequently cut as if to emphasize the immateriality of it all. Clouds finally give way to a red sunset as the death toll mounts and we are left with complete destruction in the movie's final scenes.

According to Roger Egbert of Chicago Sun-Times Inc. biweekly reviews of classic movies, perhaps the most important of the films elements was Akira Kurosawas personal philosophy and how he worked it into the entire film. By choosing to focus on the key "Buddhist principles" of redemption, forgiveness, and lack of hatred, Kurosawa transformed Shakespeares tragedy into a profound statement of the human condition. Moreover, the entire film is tinged by the reality of impermanence how Hidetora lost within months what he had gained and struggled for over a lifetime, his descent from ultimate power to utter wretchedness over the course of the film (which demonstrates the futility of life!!), the greed and bloodlust of his sons who betrayed him likewise resulted in ultimate ruin for his clan of Ichimonji, a concept once unfathomable in his younger, more virile days, and many more including Lady Kaede's manipulation.

Then, in the end, we are left with a blind man alone at the edge of a precipice, apparently at sunset. Subsequently, one must ask, where are the redemptive human or moral forces of Shakespearean tragedy, or is this Kurosawa's final image or perception of man, in which there is no redemption?

In a movie review by David Ng, he noted that in Kurosawa's Rashomon, he wrote in his autobiography, "human beings are unable to be honest with themselves, about themselves… even the character who dies cannot give up his lies. This cynicism informs Ran's ideology who can endure a world where God is present but powerless, where family members betray each other, where insanity is the only means of survival? Niccolo Machiavelli of the Renaissance era, famous for "the end justifies the means", believed that humans by nature were bad, evil. They were thankless, fickle, false, studious to avoid danger, greedy of gain, devoted to you while you are able to confer benefits upon them, and ready, while danger is distant, to shed their blood and sacrifice their properties, their lives, their children for you. But, in the hour of need, they turn against you (taken from a reading in my Renaissance Literature class). Shakespeare, with his novels and plays didn't concretely state these things but implied them through the personalities of his characters. We have fickle and deceit with the brothers and even the king himself. Impulsiveness, greed and being pragmatic (in a bad way) are also impersonated by his characters (including Othello, Merchant of Venice, and even King Lear). It is a great probability that Akira Kurosawa believes these same principles or concepts about man and affirms or illustrates them through his films, most clearly in this film. He may believe the same thing, that men are fickle and deceitful, greedy and thankless. But there are holes in the box such as the situation of Lady Sue, who was probably the only forgiving character in the whole movie! This may still show hope amidst a chaotic environment. And this most especially shows man's power, man's capability to generate change and to forgive.

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