Similarities Of Characters In Lord Of The Flies And Farenhite 451 :: Comparative Literature

In Fahrenheit 451 and Lord of the Flies, the characters are alike in some ways. In Fahrenheit 451 the characters are Montag, Faber, Clarisse, and Beatty. In Lord of the Flies the characters are Ralph, Piggy, Simon and Jack. Jack and Beatty, Ralph and Montag, Simon and Clarisse, and Piggy and Faber all have some similarities. Jack and beatty both want to take control over everyone and sells fear. Ralph and Montag want to move on and find a better plan to make everything work. Simon and Clarisse are Christ-figures. Piggy and Faber are very intellectual and are wise men. The books may contain different story lines but have very similar types of characters. In Fahrenheit 451 the main characters are Montag, Faber, Clarisse, and Beatty. Montag is someone who knows what he wants and what he wants is change. He is a fireman who suddenly realizes the emptiness of his life and starts to search for meaning in the books he is supposed to be burning. Though he is sometimes rash and has a hard time thinking for himself, he is determined to break free from the oppression of ignorance. He quickly forms unusually strong attachments with anyone who seems receptive to true friendship. At first, Montag believes that he is happy. He thinks this because of the question that Clarisse asks him. When he views himself in the firehouse mirror after a night of burning, he grins "the fierce grin of all men singed and driven back by flame." His biggest regret in life is not having a better relationship with his wife. Faber is a very wise and intellectual man. He readily admits that the current state of society is due to the cowardice of people like himsel f, who would not speak out against book burning when they still could have stopped it. He berates himself for being a coward, but he shows himself capable of acts that require great courage and place him in considerable danger. Clarisse seems to always be of in her own world. She was a beautiful seventeen-year-old who introduces Montag to the world's potential for beauty and meaning with her gentle innocence and curiosity. She is an outcast from society because of her odd habits, which include hiking, playing with flowers, and asking questions. She asks questions such as, "Are you happy?

Havisham

The ideas the Duffy is trying to convey is the idea the heart brake and physiological damage of a relationship gone corrupt and by a wedding day that was a- boarded ND the devastating impact on the bride who was left standing on her own embarrassed and humiliated by the failure of her beloved to show up. The idea of society expectation has also shrouded upon her since she can't even leave her own house since she is paranoid about society expectation of a classic woman.Society expects a woman to find a man and get married and have children and by her not fulfilled society's expectation she has â€Å"failed† at life's virtue for a woman therefore having a unworthy life by living as a â€Å"spinster† and wasting away thou a husband. Another idea conveyed is the effect of also being alone without a partner â€Å"a lover† to share your life with. This is reflected by Ms Having who has always been alone and never really had â€Å"true love† and the effects of th at how our feelings can go to mutual hatred towards one person whom in their mind destroyed their entire life.The poem is titled Having and not Miss Having. Why? The poem Is titled â€Å"Having† opposed to â€Å"Miss Having† since she doesn't have the honor being labeled a â€Å"miss† due to turning Into a complete monster. She Is not a lady , she's not proper or has the correct virtue for a typical ladles life. She Is an old hag who has wasted away and is nothing more than to be called a spinster. Having creates a harsh , violent and bold statement reflecting her and everything he's become.Where as Miss creates a peaceful , calm and relaxed tone and doesn't reflect her at all. What do you think the poem gains from the images of violence in it? The poem advances with Images of violence from the text since it creates an image of his woman and the extent of her despair and trashed life that took a turn Off cliff and died. The metaphors and imagery shown In the tex t such as † so hard Vive dark green pebbles for eyes† really gives the audience an Intense Image and shows how she hardened from the Inside and has nothing but venom filled In her veins. Opposition. The feelings of Ms Having are mixed due to the confusion inside and the baffling she's had to deal with to come to terms with the â€Å"tragedy'. The feeling consist o darted and evil towards this man shown through † wished him dead† hating this man so much to the extend she wished death upon him. Feeling stretching to her love for him expressed minimally for example † Beloved sweetheart† showing a more inmate and loving tone.Then creating a more somber tone with the loneliness she has by herself â€Å"give me a male corpse for a long slow honeymoon† showing the extend that she wants someone this man so bad that she would replace him with a male corpse since she realizes that no man would ever want her. The reason for these binary opposite is s ince that is what we as humans feel mixed emotions , churned up together creating confusion fore her and us. Sometimes the persona imagines the passionate times she could have had with her lover.Which part of the poem describes this? The poem describes the time she could have had with her lover are shown in many instances like † the dress yellowing† expressing that she has waited for him all these years and that they still could get married and have a fulfilled life together. This is also shown through â€Å"give me a male corpse for a long slow honey moon† expressing that they had the opportunity to go on a beautiful honeymoon together.To what extent does the poem reflect a feminist agenda, or even Duffy own feelings at the time of writing? Address the attitudes and values conveyed. To a minimal extent the poem reflects a feminist agenda since the poem is directed towards her lover but is shown in some instances like â€Å"loves hate behind a white veil† h ere the feminist agenda is reflected is the quote since it undermines the institution of arraign and the idea that it is not worth it , a disappointment and alluding to gay and lesbian rights.Another references is shown through â€Å"spinster† since the meaning of the word is a old had and unmarried wasting away without a husband. Hence showing the inequality between men and woman since the term for a unmarried man is â€Å"bachelor† which is viewed in a positive light and being a good thing whereas woman are considered a disappointment by not get married therefore highlighting the feminist agenda. Havisham The opening line portrays the order of events. â€Å"Beloved sweetheart bastard. † The man she describes was someone special but soon became someone she hated. She has longed for revenge as the reader is told, â€Å"Not a day since then I haven't wished for him dead. † The words â€Å"prayed† also tie in with this deep seated longing for change. The imagery of her eyes being like â€Å"Dark green pebbles† hints to the hardness of stone but also the green is jealousy. She has become trapped by obsession: thinking, praying and waiting for her fiance. The word â€Å"Spinster† is a one word sentence, almost spat out in distaste. Havisham describes her condition â€Å"I stink and remember† the words refer to her smell from wearing the same clothes but also the stench of the terrible thing that has happened to her. The events have changed her and there is real sadness and fear behind the words. Her wedding dress is described as â€Å"yellowing† as she questions how she has ended up in this situation. The final part of the previous stanza merges into this third verse and the disjointedness reflects Havisham's own distress. This stanza hints that sometimes she can feel happy and when she is bed asleep for a moment it as if she is still with her lover, but the strong words â€Å"bite awake† describe the gnawing pain of having lost a loved one. The dream is only a dream and life is difficult to live with. Love is personified and the narrator describes herself as â€Å"Love's hate behind a white veil† Love enjoys hurting her and again this is emphasised with her description of the balloon â€Å"bursting in my face. † Balloons are supposed to be fun like love but in this instance it becomes something shocking ready to spoil her happiness. Havisham also describes at destroying her wedding cake, â€Å"I stabbed at a wedding-cake. † This describes not only her pain, but the pain she would like to inflict on someone else. The imagery of a honeymoon is coupled with the words â€Å"male corpse† this also shows her unfeeling towards men. She doesn't want something living, she wants something dead. The very last word comes out in a stutter when she talks about how a heart â€Å"b-b-b-breaks† this shows sadness and madness at the same time. When she talks about her heart not being the only one that is broken it reminds us of Pip from â€Å"Great Expectations†, she's been hurt and knows how to break a man's heart. In the case of Pip, she wanted to crush his dreams of gaining an education.

Native Language Support

When examining sociolinguistics views relating to whether or not children should have support in their native languages, there are surprisingly several theories. With each article and author, with each study, a new idea is formed. Likewise, non-linguists responded the same way. For the interviews, I interviewed Isaac, Betty, and Chantelle. All thought that support came from the family and they had various reasons why they thought so; when it came to potential problems, social factors were the answer. Native Language Support Betty believed that there should definitely be support for native language speaking.This support should be centered around the home and around family. She elaborated: â€Å"What does it look like? Well, I would say that the more interaction with the parents and family, the better. Sit down and talk. Read, write, just use the language. That’s supporting it. Practice is support. † She believed that the government should not pressure English only at hom e. They have no authority to have influence what is spoken at home at all. Isaac was eerily similar in his viewpoints: he thought children should be able to speak to their parents and family in their native language.They could easily be supported in this by having TV channels accessible, by having movies, books, a strong community tie with others speaking the same language. He stressed that he had TV while growing up and international channels that helped him learn fluent Spanish that sounded more native than the broken Spanish he would have spoken with no contact with other people speaking the language. Today, he’s able to speak with others with no issues, and has no issues with English, either. Chantelle was of slightly different opinion. She thought it was definitely better to use some English at home, along with the native language.Parents should be able to use some English to make sure that their children know and understand the language that they need to use in the outs ide world. To her, there should be a balance between the two. Essentially, yes, children should be supported in their native language, but not to the same extent as Betty and Isaac want. She also adamantly refused that the government have anything to do with languages, interestingly enough. Why? Why Not? Children can focus on their native language at home because they have more than enough opportunities to learn and practice their English outside of school.They naturally tend to utilize extracurriculars and media to assimilate or adapt to the mainstream culture. Isaac and Betty both explained these points and mentioned that speaking a native language is a freedom that the US has no right to meddle with. â€Å"English is not the official language, and we do not need to speak it in the privacy of our homes. † When asked why support should come from family, Betty said, â€Å"where better than to get a sense of self than from family? Where else to get someone speaking with you t han your own community? However, this view establishes a sort of dichotomy between home life and school, and it may hinder progress, according to Mushi (2010). The government shouldn’t have much to do with the languages because â€Å"it’s like the freedom of religion. It gives others reason to discriminate. The country should not be biased against a certain group and language counts in this category. † This idea really contrasts with Wiley said about the role of English. Its important to note that English functions as if it was the official language, even if it is not official.Therefore, according to the article, it is functionally important, and relevant to emphasize English learning. Chantelle’s government position consists of a rejection that the government is capable of handling such a sensitive subject. â€Å"I disagree with English only rules, I think it’s completely insensitive. The government indirectly forces you to learn languages, and t hat’s wrong. It’s as personal as your own belief systems. † Problems with the Approaches Isaac saw â€Å"no serious problem with someone speaking their language at home. Maybe now the kids will grow up knowing how to curse in a whole bunch of languages. This was the extent of his issues. For government interactions, though, he pointed out that the government did not interfere with languages to help diversity; it interfered for it’s own gains, own political and international agenda. There really is not as strong an incentive for people to learn other languages. Thus, the government helping to support native languages would not be effective. Filmore points out in one of the points made, that the government supporting bilingual education would enable more students to pass high school as opposed to dropping out.This has no self centered motives, but a desire to have more multilingual speakers have an education (2004). Chantelle and Betty were similar in that they both recognized that some parents are unwilling to support native tongues. Some parents are not able to. Sometimes, the children themselves reject the native language. Each family and case is a different situation, and it’s sensitive enough not to be generalized. Some individuals may not like their culture or language, either, so the support systems definitely has it’s flaws.And this view makes sense, because because Filmore (2004) states:â€Å"for many, English is not just a language. It’s synonymous with being American. † Conclusion Overall, I did not get the reactions I was expecting. Most people seem to view language as a private and personal thing, almost like their religion. They don’t want government interference typically, but only do when it benefits them. One thing Filmore pointed out was that the public thinks the use of languages other than English in school and everywhere else means that the speakers of those language don’t change or learn English (2004).All of the responses from the public contradicted this linguistic thought, however. It may be that the more people one interviews, the more the linguistic idea will be supported, but in this case, the public did not think there was a correlation between these two ideas. The public thought it was perfectly acceptable to speak another language at home, and speak English outside, in the workforce, and be multilingual. They didn’t think the lives would be dichotomous, but it would blend out of necessity. It would ultimately become, as cliched as it sounds, the best of both worlds.

Causes of Environment

cause of environmental degradation The primary cause of environmental degradation is  human disturbance. The degree of the environmental impact varies with the cause, the habitat, and the plants and animals that inhabit it. ————————————————- Habitat Fragmentation Habitat fragmentation carries long term environmental impacts, some of which can destroy entire ecosystems. An ecosystem is a distinct unit and includes all the living and non-living elements that reside within it. Plants and animals are obvious members, but it will also include other components on which they rely on such as streams, lakes, and soils.Habitats become fragmented when development breaks up solid stretches of land. Examples include roads which may cut through forests or even trails which wind through prairies. While it may not sound all bad on the surface, there are serious consequences. The largest of these consequences are initially felt by specific plant and animal communities, most of which are specialized for their bioregion or require large areas of land to retain a healthy genetic heritage. Area Sensitive Animals Some wildlife species require large stretches of land in order to meet all of their needs for food, habitat, and other resources.These animals are called  area sensitive. When the environment is fragmented, the large patches of habitat no longer exist. It becomes more difficult for the wildlife to get the resources they to survive, possibly becoming threatened or endangered. The environment suffers without the animals that play their role in the food web. Aggressive Plant Life A more critical result of habitat fragmentation is land disturbance. Many weedy plant species, such as garlic mustard and purple loosestrife, are both opportunistic and invasive. A breach in the habitat gives them an opportunity to take hold.These aggressive plants can take over an envir onment, displacing the native flora. The result is habitat with a single dominant plant which doesn't provide adequate food resources for all the wildlife. Entire ecosystems are threatened with extinction, according to the National Resources Defense Council. Effects of Environmental  Degradation One of the greatest challenges facing humanity is environmental degradation, including deforestation, desertification, pollution, and climate change – an issue of increasing concern for the international community.Environmental degradation increases the vulnerability of the societies it affects and contributes to the scarcity of resources. Climate change will lead to an increase in the intensity and frequency of weather extremes, such as heat waves, floods, droughts and tropical cyclones. The people hardest hit by climate change and environmental degradation are those living in the most vulnerable areas, including coastal communities, small island nations, Sub-Saharan Africa and Asi an delta regions. It is the poorest of the poor, who lack the resources to prepare, adapt and rebuild, that are most affected.Environmental degradation can lead to a scarcity of resources, such as water and farmable. Extreme weather events, such as severe flooding, increase the spread of waterborne diseases, such as malaria and diarrhoea. The effects of the major environmental problems on both health and productivity are: a. Water pollution and water scarcity: As per the estimation of UN, more than two million deaths and billions of illnesses a year are attributable to water pollution. Water scarcity compounds these health problems.Productivity is affected by the costs of providing safe water, by constraints on economic activity caused by water shortages, and by the adverse effects of water pollution and shortages on other environmental resources such as, declining fisheries and acquifer depletion leading to irreversible compaction. b. Air pollution: As per the estimation of UN, urb an air pollution is responsible for 300,000—700,000 deaths annually and creates chronic health problems for many more people. Restrictions on vehicles and industrial activity during critical periods affect productivity, as does the effect of acid rain on forests and water bodies. . Solid and hazardous wastes: Diseases are spread by uncollected garbage and blocked drains; the health risks from hazardous wastes are typically more localized, but often acute. Wastes affect productivity through the pollution of groundwater resources. d. Soil degradation: Depleted soils increase the risks of malnutrition for farmers. Productivity losses on tropical soils are estimated to be in the range of 0. 5-1. 5 per cent of GNP, while secondary productivity losses are due to siltation of reservoirs, transportation channels and other hydrologic investments. e.Deforestation: Death and disease can result from the localized flooding caused by deforestation. Loss of sustainable logging potential and of erosion prevention, watershed stability and carbon sequestration provided by forests are among the productivity impacts of deforestation. f. Loss of biodiversity: The extinction of plant and animal species will potentially affect the development of new drugs; it will reduce ecosystem adaptability and lead to the loss of genetic resources. g. Atmospheric changes: Ozone depletion is responsible for perhaps 300,000 additional cases of skin cancer a year and 1. million cases of cataracts. Global warming may lead to increase in the risk of climatic natural disasters. Productivity impacts may include sea-rise damage to coastal investments, regional changes in agricultural productivity and disruption of the marine food chain. Conclusion:  The impact of environmental disasters can be devastating on the social, economic, and environmental systems of a country or region as well as the global ecosystem. Environmental disasters do not recognise man-made borders, and threaten the legacy le ft to future generations of a clean and supportive environment.Because of the interdependency of earth ecosystems international co-operation is paramount to prevent, and when disaster strikes, respond to relieve quickly and effectively the effects of environmental disasters. Thus, Governments, International organizations and communities must work together – at all levels – to lessen the risks associated with environmental degradation and its contributing factors, such as climate change, and ensure that vulnerable people are prepared to survive and adapt. At the same time, companies, organizations and individuals must also ensure that their work is environmentally friendly and sustainable. Similar essay: Disadvantages of Plants Living on Land

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