Hemingway and Symbolism Essay -- essays papers

Hemingway and Symbolism Ernest Hemingway and Symbolism Ernest Miller Hemingway is a well-known American author who wrote in the twentieth century. He has written several novels such as, A Farewell to Arms, For Whom the Bell Tolls, and The Old Man and the Sea. The Sun Also Rises was finished on April1, 1926 and was published in October of 1926. The Sun Also Rises was Hemingway's expression of his own life. He had changed the names of his friends and some of the details, but the real identities of the characters were obvious to anyone in Paris. The Sun Also Rises encapsulates the angst of the post-World War I generation, know as the Lost Generation. This poignantly beautiful story of a group of American and English expatriates on a sojourn from Paris to Pamplona represents a dramatic step forward for Hemingway's evolving style. Featuring Left Bank Paris in the 1920's and brutally realistic descriptions of bullfighting in Spain, the story is about the flamboyant Lady Brett Ashley and the hapless Jake Barnes. Ernest Miller Hemingway is an American author who has penned several novels and short stories; one of his works is The Sun Also Rises. Hemingway was born on July 21, 1899 in Oak Park, Illinois. Hemingway was raised with the conservative Midwestern values of strong religion, hard work, physical fitness and self determination; if one adhered to these parameters, he was taught, he would be ensured of success in whatever field he chose . As a boy, he was taught by his father to hunt and fish. When he wasn't hunting or fishing his mother taught him the finer points of music. Hemingway never had a knack for music and suffered through choir practices and cello lessons, however the musical knowledge he acquired from his mo... ...ause the baby will ruin both of their lives. Next is the character of the woman who shows contrast, and supports the qualities of â€Å"the girl†. She is called â€Å"the woman† because she is older, and the reader is to assume, wiser, and experienced. The â€Å"girl† talks about â€Å"having a fine time† and â€Å"trying new drinks† which shows that she is still young, living a life of ease, experiencing a lot of things, where as the woman brings these â€Å"new drinks† to the girl. This displays the woman as mature, older, and experienced because she is working instead of â€Å"trying new drinks†, and â€Å"having a fine time.† She is no longer yound leisurely trying new drinks, she is working trying to earn a living. She is an indirect supportive device of the theme in that she the opposite image of what the girl is. The woman further defines the symbolic qualities of the girl, in other words.

They Poured Fire on Us from the Sky

About the Book Benjamin, Alepho, and Benson were raised among the Dinka tribe of Sudan. Theirs was an insulated, close-knit world of grass-roofed cottages, cattle herders, and tribal councils. The lions and pythons that prowled beyond the village fences were the greatest threat they knew. All that changed the night the government-armed Murahiliin began attacking their villages. Amid the chaos, screams, conflagration, and gunfire, five-year-old Benson and seven-year-old Benjamin fled into the dark night. Two years later, Alepho, age seven, was forced to do the same.Between 1987 and 1989, thousands of other young Sudanese boys did likewise, joining this stream of child refugees that became known as the Lost Boys. Their journey would take them over one thousand miles across a war-ravaged country, through landmine-sown paths, crocodile-infested waters, and grotesque extremes of hunger, thirst, and disease. The refugee camps they eventually filtered through offered little respite from the brutality they were fleeing. In They Poured Fire on Us From the Sky, Benson, Alepho, and Benjamin, by turn, recount their experiences along this unthinkable journey.This is a captivating memoir of Sudan and a powerful portrait of war as seen through the eyes of children. And it is, in the end, an inspiring and unforgettable tale of three young boys who, cast against all elements, had the will, the tenacity, and the very good luck to survive. TEACHING AND READING GUIDE In the Classroom This disarmingly intimate memoir delves beyond headlines to bring readers deep into the heart of the Sudanese conflict – and into the flight of three children determined to escape it. It deciphers Sudan’s struggle from the inside. Who is fighting it? Why?Who are the victims? How did these boys survive without food, without family, for so long? At the same time, the journey of Benson, Alephonsion, and Benjamin over these many years and these thousand miles reveals how small minds comprehe nd and process the violence of war. Their story also begs the question: Can and should the international community intervene? What can be done? Pre-Reading Activity Have students bring in recent news articles and clippings regarding developments in Sudan. Try to piece together the conflict from these accounts and clippings. Discuss the history of Sudan’s war.How do the students feel about the conflict? What do they think it is like to grow up during wartime? You may also invite them to bring in articles regarding intervention or immigration. Do they think intervention important? How do they feel about refugees, like the Lost Boys, seeking asylum in this country? USING THIS GUIDE To the Teacher: Reading and Understanding the Story examines the reader’s comprehension and retention of the book itself, and of the war as Benson, Alepho, and Benjamin relate it. Students should refer to the narrative to answer these questions.Themes and Context encourages students to use the book as a lens into larger ideas, events, and issues. These questions encourage students to think freely and independently on the war in Sudan and the broader moral and political debates stemming from it. Teaching Ideas offers course-specific projects, essays, and discussion questions for classes: English/Language Arts, Geography, History, Science, and Social Studies. READING AND UNDERSTANDING THE STORY Definitions Ask students to define the following terms with reference to the book: Dinka; SPLA; refugee; jihad; genocide; murahiliin; UNHCR. ComprehensionLook at a map of Africa. Locate Ethiopia, Kenya, Sudan, Kenya. Identify the Nile River. Find Sudan’s capital city, Khartoum. Try to locate Bhar al Ghazal (the region where the Dinka live). Before this phase of the Sudanese war, a treaty had brokered peace between northern and southern Sudan. What was the name of this treaty? (See Judy Bernstein’s introduction. ) Describe the landscape in which the authors grew up. What was their village life like? Benson recalls first learning of the war around village fires. What does he learn from the tribe elders? For much of his journey, Benson wears red shorts.Where did he get these? They are almost ruined one night. What happens to them? Why does he treasure these shorts so much? Along their journey, Benson, Benjamin, and Alepho meet many kind family and friends. Who is Monyde? Who is Yier? Why are they important in this story? Despite their clear desperation and young age, time and again the boys find villages turning them away, denying them food, and directing them back into enemy hands. Why do the villages do this? Yier recalls the government storming Wau Wau University. â€Å"We were led to the dorms and questioned: Do you know the leader of the rebels, ______? What was the name of this leader? As the refugee camp takes shape at Panyido, the UN begins sending food relief. What do they send? How does this diet differ from the usual Dinka diet? What are some of its mis-intended consequences? (see p. 92) Benson writes â€Å"I have many bad memories that I will never erase from my brain† but of these, the flight from Panyido stands out. Why were the Sudanese forced to leave Panyido (Ethiopia)? The refugees had only one means back into Sudan. What was it? What were the perils of this flight? Who was Mr. Hyena? Why did the refugees call him that?Name two positive aspects of Kakuma life for the Lost Boys. Name two negative aspects of it. At Kakuma, refugees receive food in the form of grain rations. Though the rations are small, many still end up selling some portion of these at the market. Why do they do this? What are the consequences when the camp learns of this underground grain market? The journey through the refugee camps and finally, to America introduces the Lost Boys to a new language (words like â€Å"dessert† and â€Å"because†), a new culture, and many new things. Recall two episodes where the authors en counter new objects or concepts.Describe their initial reaction in each instance. BROADER THEMES AND QUESTIONS FAMILY AND FRIENDSHIP. Robert E. Lee once said â€Å"What a cruel thing is war†¦ to fill our hearts with hatred instead of love for our neighbors. † After reading this book, do you think this is always the case? How does war impact families? How does it shape friendships? What qualities does it bring out in people throughout the story? RITES AND INITIATIONS. â€Å"My mother wore the radiating scarification mark on her forehead as a sign of her bravery† remembers Benson. Rites and initiations are important aspects of the Dinka culture.Explain two different cultural initiations common to the Dinka. What is the role of such rites in a culture? Do you know of any such rites, initiations, and/or identifying marks in your own family or culture? GROWING UP. Though torn from their homes and their families, the Lost Boys were still very much children. From their e arly childhood in the village to their adolescence in the refugee camps, we watch them grow up in this story. Can you relate to any of their experiences growing up? What about the games they play? How do they view and interact with the opposite sex? How do their views of education relate to your own?How do their perceptions of adults and authority figures change through the story? THE â€Å"OTHER†. Benson’s father attempts to describe the enemy to his children. He explains: â€Å"The government troops are Arabs and call themselves Muslims. The Arabs wear a long white dress with a large handkerchief tied on their ears†¦They speak a strange language that we cannot understand. † But when he continues he says: â€Å"You must beware. Some of the Muslims are traitors from Dinka tribes; they speak the way we do. † Imagine Benson’s confusion. Are friends and allies easily distinguished in war?Consider how we try to describe and define people â€Å"ot her† than our peers and ourselves. Do physical traits define who we are and who we are not? Link this idea to recent other conflicts and wars: Rwanda; Vietnam; the Israeli-Palestinian conflict. LIFE AS A REFUGEE. Kakuma Refugee Camp in Kenya is the light at the end of a long and dark journey for the Lost Boys. They risk everything and endure unspeakable pain, hunger and thirst, just to enter the camp. Yet the camp presents them with its own menaces and challenges. After several years in the camp Benson decides he hates it than â€Å"more than anyplace. What makes him say is this? How do the Kenyans and the camp administrators treat the refugees? What is life like as a refugee? SPIN. Joseph Goebbels, the Propaganda Minister in Nazi Germany, once declared: â€Å"We have made the Reich by propaganda. † Throughout They Poured Fire on Us from the Sky, we see government and rebel forces alike manipulating facts and media to their own ends. Consider the role of propaganda in the book. How and why do you think leaders use propaganda? What is its purpose? What is its impact? Have you ever heard of or encountered propaganda in your own media? What about in the government?GEOGRAPHY AND CULTURE. When the Sudanese government institutes Sharia law over all of Sudan, the Dinka tribes grow angry. Benson recalls the village elders complaining: â€Å"We have too much to do with our cattle, our plantations and hunting†¦. † What is Sharia Law? What are some of the reasons the southerners resist it? What role do you think physical and geographic constraints play in determining the ideals and traditions of a community? TEACHING IDEAS English/Language Arts Ask students if they know of any immigrants, in their family or community, who came to the US from another country?Have them interview these individuals about their journey and present that person’s story to the class. Allow students to decide the medium for their presentation. For example, they ca n create a video-audio montage, enact it before the class, or rewrite that person’s story as a first-person narrative. Immigration and interventionism make major news headlines these days. Have students select one of these issues and research both sides of the debate. Then have them select a position, write a position statement on the issue, and then team up to â€Å"debate† the issue in class. Have students create a Kakuma Camp newspaper.Possible sections could include: Arts and Leisure, Sports, International News, Op-Eds, Marketplace (which could include articles on food rations or the state of trading in the Kenyan marketplace). Geography Make a map of Sudan. Have students chart out the major cities, rivers, mountains, and deserts. Have them demarcate the northern/southern divide and indicate the primary religion, resources, and activities of each region. â€Å"Piecing together Africa†. As the boys recall the landscapes they cross in they journey, they reveal Africa to be a land of rich and varied terrain – far more so than American students sometimes think.Create a large outline map of Africa. Cut out the countries and divide these among the students. After researching their country(s), students should report back with their cutout clearly indicating the major physical and geographic traits of that area. Now reassemble the map (preferably on a large surface). Have the students examine the reassembled map and try to understand the great geographic differences and divides of this continent. The southern tribes resist Sharia Law because, in part, as farmers and cattle-herders: â€Å"We don’t have time to pray five times a day. Have students research Islamic countries and report back on the major geographic features of these countries. What are the major resources, commodities, and products of these nations? Does physical geography correlate to cultural geography? Ask them what role they think geography played in shaping tra its of their own communities. History Colonization, violence, and civil war represent only a part of Sudan’s history. Create a Sudanese cultural timeline around the classroom. Assign students to specific periods in Sudanese history and ask them to research major events and cultural elements in that era.Have them create posters and/or dioramas replete with images and any objects they might find that illuminate their portion of the Sudanese timeline. History is always being created, and sometimes revised, by its sources. In August of 2005, John Garang died in a plane crash in Sudan. Have students locate accounts of this plane crash. Be sure they consult a variety of news media publications: left, right, American, British, African, Sudanese. Have them read the different accounts out loud to the class. Do these vary at all in facts or in tone? Discuss the importance of noting, and cross-referencing, sources in historical research.Science â€Å"We were all heads and hipbones. â⠂¬  Along the journey, the boys describe unimaginable hunger, such that they become like â€Å"stoneheads† teetering along. Investigate the impact of hunger on the human body. What are the caloric needs of the body? How does hunger impact body functions? How does it affect mental capacity? Have students consider their own diets and create caloric scales. Balance their daily intake of calories versus those the boys received (through their rations) at Kakuma. Have students identify the major illnesses and diseases that appear in this story (e. g. ehydration, snake bite, yellow fever, dysentery). Have them create a medical chart of these diseases. What are the causes? What are the symptoms? What is the treatment? Social Studies The UN is a large and complex organization. Have the students research and create an organizational chart of the UN system. How is it organized? How is it governed? How is funded? Where do groups like the UNHRC fit in this scheme? How are such subsidiary bodies programs administered, funded, and maintained? Have students read the UN Convention on the Crime of Genocide. What organizations report on instances of genocide today?Find examples of such reports in recent times. Distribute a template to the students and have them complete a rights report on one of these recent crises. Though governments, and economists, dislike them, underground economies can be necessities – at least to the producers and consumers within them. Why do the Kakuma refugees sell some of their precious rations? Why does the UN consider this wrong? Have students consider the case of Kakuma trading and set up a mock trial/debate that argues the social and economic consequences of such markets within aid-dependent economies.

Juvenile Justice And Juvenile Delinquency - 1675 Words

Juvenile Justice has been a work in progress from the beginning of the program because of the evolving mentality of the generations. The purpose of Juvenile Justice was to correct the behavior of the juvenile delinquents and rehabilitation through a probationary period monitored by an individual who paid for bail and periodically reported behavior changes to courts. (Mulligan 2009) We do justice to the youth offenders by understanding the history of Juvenile Justice restorative programs, the alternatives to incarceration, and how to help them amend their actions and behavior. The history of Juvenile Justice went from incarceration with adults to reform back to incarceration in separate facilities and similar rights as adult offenders.†¦show more content†¦Because of the efforts, juvenile court spread to 46 states by 1925. (Eskin, 1991) Constitutional rights were given to juvenile offenders in 1967, when the Juvenile Justice was under scrutiny for unfair treatment. A Supreme Court reviewed a case that sentenced a 15 year old Gerald Gault to detention until the age of 21 for making an obscene phone call. The Supreme Court case determined that juveniles are entitled to many of the same adult rights and have the right to know their charges, have legal representation, and the right not to testify against their own selves. (Eskin, 1991) It is beneficial for society to know and understand the Restorative programs and how juveniles can amend their actions and correct their behavior. (Hagan and King 1992) Juvenile Justice is often thought of as dealing with juveniles who commit theft or unruly. Society today has to face the reality that the current generation of juveniles are committing crimes such as murder, drug offenses, and sexual assaults. Restorative justice is known through objectives and in contrast to the former retributive and rehabilitative beliefs of punishment. (Mulligan 2009) Community-based juvenile justice programs focus on developing the competency development of the youth offender to ensure the youth successful completion of the programs in order to exit the juvenile justice system and become contributing law abiding members of the community. TheShow MoreRelatedJuvenile Delinquency And The Juvenile Justice System1299 Words   |  6 Pagesdedicated his life to troubled juveniles once said, â€Å"I believe that the kids who are labeled â€Å"good† are children who know how to solve their problems and manage their behavior and social life, and the kids who are labeled â€Å"bad† are kids who don’t know how to solve those problems.† Every day, kids are committing illegal acts of varying severity. Some are involved in petty robberies, others involved in murders and rape. These juveniles become the responsibility of the juvenile justice system which is taskedRead MoreJuvenile Delinquency And The Juvenile Justice System2169 Word s   |  9 Pagesthe factors that contribute to juvenile delinquency and the solutions to correct or prevent this delinquency. In the history of the construction and implementing federal laws, it has been imperative to take actions and make procedures in response to the increasing number of minors who violate the laws. The formation of a juvenile justice system that is made up of proper course and development was created. It is important to point out the reasons why these juveniles do offensive and criminal actsRead MoreJuvenile Delinquency And Juvenile Criminal Justice System1475 Words   |  6 PagesIntroduction: Juvenile delinquency is an ever growing issue in the United States, according to the Office of Juvenile Justice and Delinquency Prevention, â€Å"In 2012, there were 3,941 arrests for every 100,000 youths ages 10 through 17 in the United States† (OJJDP, 2014). The way juveniles are treated in the criminal justice system is very different than the way adults are. In 1899, in Cook County, Illinois, the first juvenile justice system in the country was founded. This established an alternativeRead MoreJuvenile Justice System. The Federal Juvenile Delinquency1845 Words   |  8 PagesJUVENILE JUSTICE SYSTEM The Federal Juvenile Delinquency Act defines juvenile delinquency as, â€Å"any act that is otherwise a crime, but is committed by someone under 18 years of age (â€Å"Juvenile Justice, 2007†)†. This act sets forth rules in which state laws must comply with in regard to juvenile court procedures and punishments. A majority of states have a criminal culpability set at 18 years of age, however culpability age can differ depending on the state. Certain states base whether a juvenile’sRead MoreJuvenile Justice And Delinquency Prevention1598 Words   |  7 PagesJuvenile Delinquency According to the Office of Juvenile Justice and Delinquency Prevention (OJJDP), there are more than 70 million Americans, about 1 in 4 of those are younger than 18, which is the age group commonly referred to as juveniles (2014). A juvenile delinquent is created when one of these juveniles display disruptive behavior that is beyond parents control and or violates the law. The violations range from simple offenses like smoking or fighting to violent crimes like sexual assaultRead MoreJuvenile Justice And Delinquency Prevention2440 Words   |  10 Pagesincarcerated or confined (Census, n.d). According to the U.S Department of Justice’s office of Juvenile Justice and Delinquency prevention, it was reported in 2011 that 1 in 13 of juvenile arrests was for murder, and about 1 in 5 arrests was for robbery, burglary, or larceny-theft; totaling in an estimated amount of 1,470,000 arrests for 2011(Puzzanchera, 2013). The most popular crime committed between juveniles is arson, wh ich makes up for 44% of all crimes committed by youths. Robbery and burglary bothRead MoreJuvenile Justice And Delinquency Prevention2506 Words   |  11 Pagesincarcerated or confined (Census, n.d). According to the U.S Department of Justice’s office of Juvenile Justice and Delinquency prevention, it was reported in 2011 that 1 in 13 of juvenile arrests were for murder, and about 1 in 5 arrests were for robbery, burglary, or larceny-theft; totaling in an estimated amount of 1,470,000 arrests for 2011(Puzzanchera, 2013). The most popular crime committed between juveniles is Arson, which makes up for 44% of all crimes committed in youths. Robbery and burglaryRead MoreJuvenile Justice and Delinquency Prevention1877 Words   |  8 PagesIntroduction Does exposure to deviant peers affect whether individuals participate in general delinquency? Peers have an influence on the developing individual where the individual shares definitions favorable to them (Snyder, Dishion, Patterson, 1982). Findings in literature suggest that delinquent youths are involved in a relationship between peers delinquent behavior and a respondent’s own delinquency (Warr, 1996). Shaw and McKay, in 1931, discovered that more than 80% of individuals had deviantRead MoreJuvenile Delinquency and the Criminal Justice System1423 Words   |  6 Pagescriminal justice system. Within the criminal justice system, juvenile delinquency is an issue that I find the most overlooked and it is a problem that is growing, particularly in the poorer areas. The term juvenile delinquency refers to the antisocial or criminal activity under the age of 18 which violates the law. Everyone is affected by juvenile crime, parents, teachers, families and neighbors. It is essenti al that programs are implemented to help with juvenile delinquents. Although delinquency ratesRead MoreFice Of Juvenile Justice And Delinquency Prevention1617 Words   |  7 PagesThe federal government even formed an office called the Office of Juvenile Justice and Delinquency Prevention that operates under United States department of Justice to attempt â€Å"by supporting states, local communities, and tribal jurisdictions in their efforts to develop and implement effective programs for juveniles†. (Howell, J. C., Wilson, J. J., Reno, J., Marcus, D., Leary, M. L.) The Office of Juvenile Justice and Delinquency Prevention established a policy that enables communities officials