Eco-friendly and formaldehyde-free Essay Example for Free

Eco-friendly and formaldehyde-free Essay Dont have the budget for solid-wood kitchen cabinets, but still want to avoid VOC emissions? Youre in luck. In recognition of the new school year, heres a pop quiz: What do mussels those delectable morsels from the sea best served in a white wine sauce and plywood have in common? Cant see the connection? Read on! Unless you, like some mussels, have been living under a rock, you will be aware of the growing hullabaloo about VOCs (volatile organic compounds) and how we dont want to be breathing them in. The bad news is, if youve had non-solid wood kitchen cabinets installed recently or purchased furniture made of composite wood products, you may be doing just that. But theres also good news. Governments and manufacturers have heard the ruckus about VOCs and taken action and, just when you thought you had all the possible options for kitchen cabinet materials nailed, out they come with new ones to confuse everyone. Hence this primer to bring you up to speed and make sense of it all. It used to be that consumers had two extremes to choose from when they shopped for kitchen cabinets. The lower-cost options were cabinet components made of either particleboard, medium-density fibreboard (MDF) or plywood. These are all composite wood-panel products traditionally containing glues that, when they come to room temperature, emit VOCs in the form of potentially carcinogenic urea formaldehyde (UF). At the other end of the price extreme was solid wood, which doesnt have this problem but costs more. Many contractors still tell clients that their choices are either/or, and urge them to go for the higher-priced wood for various reasons. Luckily for consumers who dont have the budget for a solid-wood kitchen but who want to avoid VOC emissions, this all changed about three years ago, says David Beattie of Rayette Forest Products, based in Concord, Ont. That was when Oregon-based Columbia Forest Products introduced PureBond, which Mr. Beattie describes as a veneer core hardwood plywood made with glue containing zero UF. This plywood, whose layers are joined by a soy flour-based glue, is one of a growing number of alternatives to products in which UF-emitting glues are used. It was introduced by Columbia ahead of new industry standards in the United States the toughest there to date set by the California Air Resources Board (CARB). The story behind PureBond and this is where the mussels come in is rather romantic, although romance isnt something youd normally associate with plywo od either. It seems that an Oregon State University researcher was vacationing along the Pacific Ocean. While sitting on the beach watching the waves pound the shoreline, he noticed clumps of mussels clinging to the rocks. No amount of battering surf could dislodge them. What are they secreting, he wondered, that allows them to adhere to the rocks so solidly? In short, research into those secretions led to the soybean-based, zero-UF glue used in PureBond plywood. Columbia Forest Products says using PureBond is cost-neutral when compared with its former UF-emitting panel products. Thats despite the large expenditures the company says it has made to develop the product. This is an important development, romantic beginnings aside, because, according to CARB findings, The most significant source of (UF) emissions we face on a daily basis comes from the composite woods in our furnishings and cabinetry. At this stage, the glues that work in zero-UF plywood arent being used for particleboard or MDF. Some sources say these adhesives simply dont work with those materials, which have different natures than plywood. But there is something called no added UF particleboard, as well as a kind of MDF whose emissions are in the acceptable range. Look for a particleboard called SkyBlend developed by Oregon-based Roseburg Forest Products and made with recycled and sustainable raw materials, and Arreis MDF, made by SierraPine, which is based in California. Both SkyBlend and Arreis are considered green building products that meet North American VOC-emissions standards. They, and PureBond, are readily available in Canada. With this kind of progress in the wood-products industry, Rayettes Mr. Beattie predicts it wont be long before all composite wood materials are formaldehyde free. If youre in the market for new kitchen cabinetry and your budget wont cover solid wood models, discuss your material options with your contractor. Its important to ensure that hes up to speed on the latest technology and knows what your preferences are. Most general contractors have preferred cabinet suppliers. Find out if those suppliers offer a zero or low UF-emitting panel product. If your contractor still thinks there are only the two extremes to choose from, tell him about the mussels. I know that not everyone is up in arms about UF emissions. Even if you arent, however, I still urge you to find out where your contractors cabinet supplier buys his composite wood products. If theyre coming from certain Third World countries, you could be getting third-rate quality along with those high UF levels. Some contractors will go the foreign route because its cheaper even though those materials often dont meet our more stringent Canadian and North American standards. Canadian materials can cost more than those made in Third World countries. For example, in an average-sized kitchen, using Canadian-produced panel materials is about $500 more expensive than if you went with the Third World products. Still, its not that big of a premium when you consider the benefits of buying Canadian: zero to low UF emissions, and the fact that youre supporting our economy, our workers and our renewable forestry practices. Im not even going to get into the whole human rights thing. As a friend of mine says, when it comes to buying Canadian and going as green as we can, Its all good.

Dr. Cheikh Anta Diop and Ancient Kemet :: Free Essays Online

Dr. Cheikh Anta Diop and Ancient Kemet Dr. Cheikh Anta Diop is considered to be the most respected scholar of Kemet. An Egyptologist and linguist, he had the revolutionary idea to use the scientific method to disprove the many myths surrounding ancient Kemet. He developed a way to test the levels of melanin in Egyptian mummies, which revealed that the ancient Egyptians were, indeed, Africans. He also argued that the Egyptian language was related to African dialects and can be connected to the Wolof language of today. By far, the most important theory that he sought to prove was that human life began in Africa. Diop argued that the first civilizations emerged in the Nile Basin on the eastern coast of Africa. It is from this basin that African people fanned out across the continent and onto other lands around the 6th century BC. There exist two theories of human origin: monogenetic and polygenetic. The monogenetic view states that there is one source for mankind; man was born in one place and became different due to the climatic conditions to which he was exposed. The polygenetic opinion claims that man has several locations of origin, which would explain the physiological differences between the races. Followers of this theory believe that man was born in Africa, Europe, and Asia and there was no evolutionary or climatic development. Diop states that there are two reasons why this theory is faulty. He says that nature never strikes twice in its evolution; she doesn't create the same being twice. In addition, complete fossils have been found on the African continents, which proves that life began there. No such fossils have been found anywhere else in the world. In 1912, a British geologist attempted to prove that life had begun in England by piecing together a fake fossil supposedly found on British soil. The fabricated skull was later found to have been a fake by an English anthropologist in the 1950's. It was determined to have been constructed using the mandible and canine teeth of a monkey. Dr. Cheikh Anta Diop and Ancient Kemet :: Free Essays Online Dr. Cheikh Anta Diop and Ancient Kemet Dr. Cheikh Anta Diop is considered to be the most respected scholar of Kemet. An Egyptologist and linguist, he had the revolutionary idea to use the scientific method to disprove the many myths surrounding ancient Kemet. He developed a way to test the levels of melanin in Egyptian mummies, which revealed that the ancient Egyptians were, indeed, Africans. He also argued that the Egyptian language was related to African dialects and can be connected to the Wolof language of today. By far, the most important theory that he sought to prove was that human life began in Africa. Diop argued that the first civilizations emerged in the Nile Basin on the eastern coast of Africa. It is from this basin that African people fanned out across the continent and onto other lands around the 6th century BC. There exist two theories of human origin: monogenetic and polygenetic. The monogenetic view states that there is one source for mankind; man was born in one place and became different due to the climatic conditions to which he was exposed. The polygenetic opinion claims that man has several locations of origin, which would explain the physiological differences between the races. Followers of this theory believe that man was born in Africa, Europe, and Asia and there was no evolutionary or climatic development. Diop states that there are two reasons why this theory is faulty. He says that nature never strikes twice in its evolution; she doesn't create the same being twice. In addition, complete fossils have been found on the African continents, which proves that life began there. No such fossils have been found anywhere else in the world. In 1912, a British geologist attempted to prove that life had begun in England by piecing together a fake fossil supposedly found on British soil. The fabricated skull was later found to have been a fake by an English anthropologist in the 1950's. It was determined to have been constructed using the mandible and canine teeth of a monkey.

Essay Teachers and Weapons in School Essay

Abstract In this paper, I will explore the controversial question of whether teachers should be allowed or required to carry weapons on school campuses. The question of whether the topic should be entertained has come up time and again after tragedies occur, the timeline of which will be summarized herein. The recent tragedy at Sandy Hook Elementary School in Newtown, Connecticut, that devastated the nation on December 14, 2012, has wrenched this debate crudely back into the spotlight. I will investigate different types of protective instruments that could possibly be used, as well as what types are used in schools that have such regulations. I will delve into the reasoning behind states that have implemented laws that allow teachers to carry guns in school and/or at school events. Included within are excerpts from this writer’s first-person interview conducted with Maria Otero-Ball, a kindergarten teacher in Albuquerque, New Mexico. As a teacher of children the same age as those involved in the Newtown tragedy, Mrs. Otero-Ball offers a first-hand view on the changes that she and the school have made following the tragedy, as well as her views on the practicality of weapons in the school. My goals in preparing this paper are to expand my thoughts on the subject, peruse the thoughts of others, and explore the statistics to provide a better overall understanding of the subject matter to myself and to my readers. During the research process, I found that a compromise on the types of weapons teachers should be allowed to carry would be the best option from my point of view. Keywords: teachers, weapons, school, tragedy, children Screams of terror, cries of anguish, tears of sorrow, heartbreaking agony; the nation bore witness to all of these and more as the first responders struggled to make sense of the scene that unfolded at Sandy Hook Elementary School on that fateful day of December 14th, 2012 in Newtown, Connecticut (Ardillas, 2012). Many families had their hearts torn apart during the rampage of that lone gunman as he unleashed his rage on teachers and young students who were just beginning their life’s journey. Amidst the suffering and the grieving for the departed, the question was once again raised: Should the teachers charged with protecting our children be equipped with weapons to allow them to do so in a scene of horror such as this? But I don’t think the questions should end there. More importantly, would arming teachers be safe for the children and the teachers? Are there other options that may be more appropriate that should be considered? Allowing teachers to carry weapons could go a long way towards making our schools more secure, but realistically non-lethal weapons would be the safer, more manageable solution in making our schools the haven the community deserves them to be. The tragedy at Sandy Hook Elementary, though undeniably one of the most horrendous of its kind and categorically the most recent of such magnitude, is preceded by numerous similar incidents throughout the United States over the years recorded as far back as 1927. On May 18th of this year, a farmer named Andrew Kehoe set off two explosions at Bath Consolidated Schoolhouse in Bath, Michigan, killing himself, six adults and 38 children. In Houston, Texas on September 15th, 1959, convict Paul Orgeron exploded a suitcase of dynamite on a playground at Edgar Allen Poe Elementary killing himself, two adults and three children. On October 5th, 1966, 15-year-old David Black injured another student before killing teacher, Forrest Willey, at Grand Rapids High School in Grand Rapids, Michigan. On November 12th, 1966, in Mesa, Arizona, 18-year-old student, Robert Smith, killed five people at a local beauty college. In Olean, New York, at Olean High School on December 30th, 1974, honors student Anthony Barbaro killed a school janitor and two innocent bystanders and then killed himself while awaiting trial. 16-year-old Stephen Goods was hit and killed by a stray bullet fired during a fight between two schoolmates on March 18th, 1975, at Sumner High School in St. Louis, Missouri. In 1978 on February 22nd, 15-year-old Roger Needham killed another student who had bullied him at Everett High School in Lansing, Michigan. During class on May 18th, 1978, at Murchison Junior High School in Austin, Texas, 13-year-old John Christian shot and killed his English teacher Wilbur Grayson. In San Diego, California, on January 29th, 1979, at Grover Cleveland Elementary, 16-year-old Brenda Spencer opened fire on a school across from her home, killing the principal and janitor. (CNN U. S. , 2012) In the 80’s, violent episodes in schools increased to nearly one incident per year beginning with 17-year-old Pat Lizzotte shooting and  killing her teacher Clarence Piggott during class at Valley High School in Las Vegas, Nevada, on March 19th, 1982. On January 20th, 1983, an unnamed student shot and killed another student before turning the gun on himself. On February 24th, 1984, at 49th Street School in Los Angeles, California, sniper Tyrone Mitchell began firing on children on the playground, killing one, injuring 11 and later taking his own life. In Goddard, Kansas, at Goddard Junior High on January 21st, 1985, 14-year-old James Kearbey shot and killed Principal Jim McGee. David and Doris Young, a couple in their 40’s, took over Cokeville Elementary School with a bomb, holding 150 children and adults hostage and demanding $300 million in ransom in Cokeville, Washington, on May 16th, 1986. The bomb accidentally detonated causing a fire during which 74 people were injured and David Young shot his wife and then himself. The same year on December 6th, 14-year-old Kristofer Hans shot and killed his substitute teacher, Henrietta Smith, at Fergus High School in Lewistown, Montana. In Dekalb, Missouri, at Dekalb High School on March 2nd, 1987, 12-year-old Nathan Faris shot 13-year-old Timothy Perrin and then took his own life. February 11th, 1988, Pinellas Park High School, Largo, Florida; two 15-year-olds with stolen weapons, Jason McCoy and Jason Harless, shot and killed Asst. Principal Richard Allen. At Hubbard Woods Elementary School in Winnetka, Illinois, on May 20th, 1988, 30-year-old Laurie Dann killed an 8-year-old boy and injured six other people before taking her own life. Copying the Winnetka, Illinois murder, 19-year-old James Wilson killed 8-year-olds Tequila Thomas and Shequila Bradley in the school cafeteria of Oakland Elementary School in Greenwood, South Carolina on September 26th, 1988. The worst year for school killings yet, 1988 comes to a close with the fourth incident on December 16th at Atlantic Shores Christian School in Virginia Beach, Virginia, during which 16-year-old Nicholas Elliott shot and killed teacher Karen Farley. Concluding the decade’s violence, a brief month later on January 17th, 1989, 24-year-old drifter Patrick Purdy used an AK-47 to kill five children on a playground at Cleveland Elementary School in Stockton, California before killing himself. (CNN U. S. , 2012) The momentum from the latter part of the 80’s decade did not lose velocity as the 90’s moved forward with a manifold of violent incidents every year succeeding the first episode on November 25th, 1991 at Thomas Jefferson High School in Brooklyn, New York, when 14-year-old Jason. Bently shot a gun during an argument with two other teens, the stray bullet killing a 16-year-old student who was not even involved in the altercation. Thomas Jefferson High School was revisited by the sickness on February 26th, 1992, as 15-year-old Kahlil Sumpter shot and killed two other students. On May 1st, 1992, at Lindhurst High School in Olivehurst, California, 20-year-old dropout Eric Houston returned to school to kill a former teacher and three students. Without ado, 1993 started off with a bang on January 18th when 17-year-old Scott Pennington shot and killed a teacher and a custodian at East Carter High School in Grayson, Kentucky. Three months later on April 12th, 16-year-old Jason Robinson was stabbed to death in his Social Studies class by three teenage attackers at Dartmouth High School in Dartmouth, Massachusetts. Only 3 days had passed when, on April 15th, 44-year-old David Taber invaded Ford Middle School in Acushnet, Massachusetts, taking three hostages and later killing school nurse Carol Day. Pennsburg, Pennsylvania suffered a visit from the beast on May 24th, 1993, as 15-year-old Jason Smith, a student of Upper Perkiomen High School, killed another student who had bullied him. The fifth assault of 1993 ensued on December 21st at Wauwatosa West High School in Wauwatosa, Wisconsin when 21-year-old former student Leonard McDowell returned to his high school killing Asst. Principal Dale Breitlow. February 1994 did not start off well at Valley View Jr. High School in Simi Valley, California; on the 1st day of the month, 13-year-old Philip Hernandez stabbed a 14-year-old student to death in the hallway. April 12th of the same year was no better in Butte, Montana, when 10-year-old Jason Osmanson shot and killed an 11-year-old classmate on the playground. The ominous cloud passed over Wickliffe Middle School in Wickliffe, Ohio, on November 7th, 1994, as 37-year-old drifter Keith Ledeger shot and killed school custodian Peter Christopher and injured three others. On October 12th, 1995, at Blackville-Hilda High School of Blackville, South Carolina, 15-year-old Toby Sincino killed a teacher and then himself. The 15th of November, 1995, 17-year-old Jaime Rouse killed a business teacher and a 16-year-old student at Richland High School in Lynnville, Tennessee. At Winston Education Center in Washington, DC, 14-year-old Damion Blocker encountered two masked gunmen in the stairwell where he was shot and killed by 16-year-old Darrick Evans on January 19th, 1996. In Moses Lake, Washington, at Frontier Jr. High School on February 2nd, 1996, 14-year-old Barry Loukaitis killed two students and a teacher with a rifle. 1997 saw three violent incidents on February 19th in Alaska, October 1st in Mississippi, and December 1st Kentucky with a combined death toll of 8, including a parent, a principal, and six students. Three episodes in 1998 in Arkansas on March 24th, Pennsylvania on April 24th, and Oregon on May 21st claimed the lives of 10 more. Littleton, Colorado was devastated on April 21st, 1999, when 18-year-old Eric Harris and 17-year-old Dylan Klebold murdered 12 students and one teacher before committing suicide in the library of Columbine High School. The final wreckage of 1999 came to pass on November 19th at Deming Middle School in Deming, New Mexico when 12-year-old Victor Cordova shot and killed a 13-year-old classmate. (CNN U. S., 2012). The first scene of 2000 unfurled with the youngest offender to date, a 6-year-old boy, who shot and killed a 6-year-old girl at Buell Elementary in Mt. Morris Township, Michigan on February 29th. On May 26th of the same year in Lake Worth, Florida, 13-year-old Nathaniel Brazill returned to school after being sent home for misbehaving to shoot and kill his teacher, Barry Grunow, at Lake Worth Community Middle School. At Santana High School in Santee, California, on March 5th, 2001, 15-year-old Charles â€Å"Andy† Williams killed two classmates and injured 13. The last upset until 2003 transpired on December 5th, 2001, at Springfield High in Springfield, Massachusetts when troubled teen Corey Ramos stabbed Reverend Theodore Brown, a counselor at the school, to death. 2003 saw two tragedies on April 24th at Red Lion Area Jr. High School in Red Lion, Pennsylvania when 14-year-old James Sheets shot his principal, Eugene Segro, and then himself, and on September 24th in Cold Spring, Minnesota, at Rocori High School, where 15-year-old Jason McLaughlin killed one student and critically injured another who died in October. The sole incident in 2004 struck on February 3rd at Southwood Middle School in Palmetto Bay, Florida, involving 14-year-old Michael Hernandez who slashed the throat of 14-year-old Jaime Rodrigo Gough. 16-year-old Jeff Weise perpetrated a multiple murder in Red Lake, Minnesota, beginning with the murder of his grandfather and another adult followed by killing four fellow students at Red Lake High School, a teacher, a security guard and finally himself on March 21st, 2005. In Jacksboro, Tennessee, Campbell County Comprehensive High School felt the sting of madness on November 8th, 2005, as a 15-year-old student opened fire on a principal and  two assistant principals, killing one and critically wounding another. Three vicious episodes rocked 2006: two dead in a Colorado high school shooting on September 27th, one dead in a high school shooting in Wisconsin on September 29th, and six dead, six wounded in a Pennsylvania Amish school on October 2nd. The singular attack in 2007 befell Henry Foss High School of Tacoma, Washington on January 3rd, culminating with 18-year-old Douglas Chantabouly fatally shooting 17-year-old Samnang Kok. 2008’s lone incident was a shooting at Central High School in Knoxville, Tennessee, leaving one dead. 2009 witnessed three brutalities in rapid succession commencing on September 15th at a Florida high school leaving one fatally stabbed, shadowed on September 23rd at a Texas high school where a teacher was stabbed and killed and the closing fatality on October 16th at a South Carolina high school where a police officer shot and killed a student after the student had stabbed the officer. One confrontation on February 5th, 2010, at an Alabama middle school resulted in a 14-year-old with a fatal shot to the head and a conflict on January 5th, 2011, at a Nebraska high school bringing about the death of a vice principal and the suicide of the shooter. Prior to the Sandy Hook horror in December of 2012, an attack occurred on February 27th at Chardon High School in Chardon, Ohio, killing three and wounding four others (Timeline: School violence in the US, CNN U.S. , 2012). 2013 has already suffered the first school assault at Taft High School in Taft, California leaving one student in a coma and fighting for his life (Simmons, 2012). Following the Newtown tragedy of Sandy Hook, several state lawmakers have begun the process of introducing legislation to allow teachers to bear arms. These states include Florida, Minnesota, Oklahoma, Oregon, South Dakota and Tennessee. Oklahoma State Representative Mark McCullough is quoted as saying: We cannot continue to be shackled by politically correct, reflexive, anti-gun sentiment in the face of the obvious — our schools are soft targets. It is incredibly irresponsible to leave our schools undefended — to allow mad men to kill dozens of innocents when we have a very simple solution available to us to prevent it. I’ve been considering this proposal for a long time. In light of the savagery on display in Connecticut, I believe it’s an idea whose time has come. (Celock, 2012, para. 3) While these states are only beginning their journey to allow teachers to bear arms, there are places where such laws already exist. In Indiana, state law makes schools â€Å"gun-free zones†, but exempts employees or others authorized by a school â€Å"to act as a security guard, perform or participate in a school function, or participate in any other activity authorized by a school† (Wilson, 2012, para. 2). Harrold, a small Texas town, allows teachers and school officials to carry concealed weapons on school grounds. This was unanimously voted upon by the school board in 2007, requiring only that any school employee who plans to carry a weapon obtain first a state concealed-weapons permit, and then be approved by the school board to carry concealed weapons on campus. (Brown, 2012) While allowing teachers to carry guns may seem an obvious solution to many, there are those who favor other approaches to making our schools safer. Maria Otero-Ball is a kindergarten teacher in my hometown of Albuquerque, New Mexico. Being a teacher of five and six year-old students, the Sandy Hook Elementary School tragedy struck a very personal chord with Mrs. Otero-Ball. Following the horrific event, Mrs. Otero-Ball made the changes that she was able to on her own to make her classroom safer; she cleared out her supply closet to enable her to hide students in such an event, put in place a classroom emergency procedure for use in conjunction with the school’s emergency procedure and she now runs a drill at least weekly to ensure her students know what to do in case of an attack such as the one in Newtown, Connecticut. Even so, she knows that these are small changes whose chances of effectiveness are uncertain at best. Mrs. Otero-Ball has another idea that she will be proposing in the next school board meeting. Her idea is for teachers to be issued and trained on non-lethal weapons such as stun guns, tasers, tranquilizer darts, and/or pepper spray. Mrs. Otero-Ball’s stance is, â€Å"I believe that we [the teachers] would have a much better chance of immobilizing a perpetrator if armed with something like this [stun guns, tasers, tranquilizer darts, and/or pepper spray]. † (Interview: Maria Otero-Ball, 2012) Non-lethal weapons are intended to cause pain and/or physically disable an adversary with a minimal risk of serious or permanent injury. The available types of non-lethal weapons include pepper spray, which comes in a compact cylinder and emits a pepper based, oleo resin spray that has the ability to incapacitate an attacker regardless of size and/or strength. Pepper spray is most effective in close range encounters and do not require accurate aim nor much training. Pepper spray is widely used by the general public and would not require legislation  to be allowed in schools. Tasers are one of the more painful non-lethal weapons and work by shooting small electrodes which penetrate the attackers clothing and skin. These electrodes are connected to a wire which conducts a strong electrical current and incapacitates offenders for up to 10 minutes. Tasers are good for distance use and the incapacitation time of the offender would allow time for the victims to take control of the situation, remove themselves to a safer location and contact law enforcement. Stun guns work on the same basic premise as tasers, but are a hand held, close range weapon. Stun guns could be very effective if one was able to surprise the victim from behind and take them down with a shock to the back of the neck. Both tasers and stun guns would require more training for use as well as for safety of the handler. One could expect legislature would be required to allow these in schools and supply sufficient training for the teachers designated for their use. Tranquilizer darts are best known for their use on wildlife such as bears, but can be modified for use on humans by utilizing a smaller dart and lower dosage of sedative, anesthetic or paralytic agent. The drawbacks with the use of tranquilizer guns include a delay between the time the dart connects and the incapacitation of the attacker and a danger of the offender dying if not monitored closely. (Admin: Just be Safe, 2011) Based on the research of the benefits and drawbacks of these non-lethal options, a combination of availability of pepper spray, stun guns and tasers for teachers and training on their use and handling would be most beneficial in a situation involving a single or multiple assailant(s). After being faced with a dreadful scene such as that which was encountered in Newtown at Sandy Hook Elementary School, it may well be the gut reaction of the general public to shout, â€Å"Arm our teachers! † In fact, since I have begun this paper, several more schools have begun legislation, voted to allow teachers to carry concealed weapons and even purchased weapons for the exclusive use of the school. However, if more thought is given to the implications of arming teachers with guns, one must see that this could prove more dangerous than helpful if the gun were to be appropriated by the wrongdoer. Another thought that had not been considered during my research was brought to light by ‘The Ed Show’ on January 10, 2013; many parents do not condone teachers having guns, concealed or otherwise, near their children (The Ed Show, 2013). With proper training on non-lethal weapons such as stun guns, tasers, and pepper spray, teachers would be able to defend our youth without the fear of having to kill or having a murderous weapon wrested from them while attempting to defend those they strive to protect. The facts are painfully evident: 1. Violence in school has escalated over the years and something must be done to protect the students and faculty. 2. The death toll relating to school violence is much too high for comfort. 3. Regulating gun laws will not prevent guns from being in circulation. 4. There are many drawbacks to allowing teachers to have access to guns in schools including fear of the gun falling into the wrong hands, discomfort of the parents knowing there are guns in the schools and what the shooter would have to deal with if they were to kill someone. 5. Conceivably, non-lethal weapons would be the safer, more manageable solution in making our schools the haven the community deserves them to be. In light of all of the evidence, it is apparent that a compromise could be made to keep our schools safe by giving the teachers the tools they need and still keep guns out of our schools, thus satisfying government, parents, teachers, students and families alike. This could be achieved by introducing a comprehensive plan to supply all teachers with pepper spray, select teachers with Tasers and stun guns and providing the training the teachers need to successfully use these defenses during an attack. References: Admin (2011, June 5). Tasers, stun guns & pepper spray: Non-lethal self defense weapons | Just B Safe. Just B Safe. Retrieved December 15, 2012, from http://www. justbsafe. com/? p=84 Aradillas, E. , Baker, K. C. , Billups, A. , Breuer, H. , Dennis, A. , Weisensee Egan, N. , . . . Zuckermann, S. (2012, December). Tragedy in new town: Remember forever. People, 78(27), 52-59. Brown, A. (2012, December 20). Texas town allows teachers to carry concealed guns. Breaking News and Opinion on The Huffington Post. Retrieved December 24, 2012, from http://www. huffingtonpost. com/huff-wires/20121220/us-gun-toting-teachers/? utm_hp_ref=green&ir=green Celock, J. (2012, December 18). Guns for teachers legislation on the rise in states. Breaking News and Opinion on The Huffington Post. Retrieved December 22, 2012, from http://www. huffingtonpost. com/2012/12/18/guns-for-teachers_n_2324095. html.

Theme Of Lord Of The Flies And The Guide Essay - 1407 Words

MD. Moazzam Hossain ID NO. 133013040 ENG 302 The Novel-1 Submitted to: Ms Arifa Rahaman Date: 09.12.2015 Theme of ‘Lord of The Flies’ and ‘The Guide’ ‘Lord of the flies’(1954) and ‘The guide’(1958) are the two novels written by famous novelists William Golding and R.K. Narayan. ‘Lord of the Flies’ portrays the story of a group of British boys trapped on an abandoned island who try to administrate themselves with catastrophic results and On the other side, R.K. Narayan quite consciously in his novel â€Å"The Guide† resonances the tradition of the Indian society amidst his literal representation. R.K. Narayan’s chief apprehension is to give an artistic countenance of Indian life. If we look at the the story of the two novels, the story is entirely dissimilar to each other which then leads to different to contain different themes. In ‘the lord of the flies’ Golding takes a group of British little boys who are stuck on an inhabitable island. On the other hand, The Guide is the story of a man name d Raju who is from a small village in India called Malgudi and the whole story has developed and integrated with the character of Raju. First we will discuss briefly about the term â€Å"theme†. Theme is well-defined as a main idea or an underlying meaning of a literary work that may be indicated directly or indirectly. it derives from ancient Greek word ‘thema’ (through Latin and French) The theme of any literary work is the foundation that actions as a base for theShow MoreRelatedMichelle Duan Mrs. MJ English 10 H, per. 3 13 February 2014 A Symbol’s Worth a Thousand1500 Words   |  6 PagesSocietal Breakdown Symbols: we see them on the street, on the walls, and in our homes, plastered on backpacks, jackets, and even fast food receipts. From the generic images that guide us through our daily lives to the shapes we see on television screens, these symbols are everywhere—and their importance as guides that tell us how to live, what to do and whom to believe is undeniable. Of all of these symbols, perhaps some of the most important are the symbols found in literature. In using simplisticRead MoreSymbolic Characters Of Lord Of The Flies By William Golding898 Words   |  4 PagesRalph, Jack, Simon and Piggy can all be seen as symbolic characters in William Golding s novel Lord of the Flies. The specific items they had can also be seen as symbols. For example, Piggy’s glasses, Ralph’s conch and Jack’s spear all have a deeper meaning. Golding uses symbolism to display his belief of the nature of mankind. He believes that the change from good to evil, from civ ilization to savage, is inevitable if there isn’t any type of authority or leadership over people. Piggy, an asthmaticRead MoreWilliam Golding s Lord Of The Flies1200 Words   |  5 Pagestheir own in an area without rules. The human race will fall apart without a set of rules that apply to them. When left on its own, and given an opportunity, human nature will revert back to the inherent savagery that lies within. In the book Lord of the Flies a British plane crashes on a deserted island in the middle of nowhere. The only survivors are a group of boys, and without any adults, the kids are left to fend and govern for themselves. Throughout the rest of the book, groups start to formRead MoreLord Of The Flies Literary Analysis1101 Words   |  5 Pagessatirical writing, such as Lord of The Flies by William Golding. Irony is an important element in literature as it provides writers with a vehicle to communicate a deeper, more meaningful message. In his literary critique, How To Read Literature Like a Professor, Thomas C. Foster emphasizes the significance of irony in literature, st ating repeatedly, â€Å"irony trumps everything† (Foster 261). In â€Å"everything†, Foster refers to all other components of the story: character development, theme, symbolism, etc. InRead MoreLord Of The Flies By William Golding805 Words   |  4 PagesMonisha Lewis 1/6/15 Putman 4/7 Lord of the Flies Lord of the Flies, by William Golding, is a novel that focuses on a group of British schoolboys that are stranded on a deserted tropical island and become savage due to the lack of adults. The main character, Ralph, is the elected leader of the boys and is always thinking of ideas to maintain their chances of getting rescued. The primary conflict of the novel is the rivalry between Ralph and Jack and the position of leadershipRead MoreLord of the Flies, Coral Island and the Role of Adults - Essay1558 Words   |  7 PagesIt is known that to fully appreciate the novel â€Å"Lord of the Flies† (1954) by William Golding (1911-1993) it is necessary to have read Robert Michael Ballantyne’s (1825-1894) â€Å"Coral Island† (1858), or at least to understand its theme and treatment. And so, since it was Golding’s intention to set himself to write an island story that deliberately challenged Ballantyne’s model in â€Å"Coral Island† -by inverting it s assumptions and values- we can explore multiple angles from which the two novels can beRead MoreInherent Good and Evil in Lord of the Flies1585 Words   |  7 PagesInherent Good and Evil in Lord of the Flies The Lord of the Flies by William Golding is tale of a group of young boys who become stranded on a deserted island after their plane crashes. Intertwined in this classic novel are many themes, most that relate to the inherent evil that exists in all human beings and the malicious nature of mankind. In The Lord of the Flies, Golding shows the boys gradual transformation from being civilized, well-mannered people to savage, ritualistic beasts. From theRead More Lord of the Flies Essay1591 Words   |  7 PagesLord of the Flies The main theme of Lord of the Flies is that moral nature is not instinctive in mankind. There is a capacity for evil in all people, and their morality is superficial. Nonetheless, it is this moral integrity that must continue in order for a person to be ethical, for society to be maintained, and to keep society from falling in on itself. Society holds everyone together. Without the rules and the structure, evil in everyone becomes more prominent, and ideals, values, and basicsRead MoreCivilization Versus Savagery in Goldings Lord of the Flies Essay807 Words   |  4 PagesThe novel â€Å"Lord of the Flies† was written by William Golding to demonstrate the problems of society and the sinful nature of man. Golding uses symbols, characters and objects to represent his main ideas and themes. The conch was used to call meetings but is also symbolic of the government structure and power. One of the main themes in the novel â€Å"Civilization vs. Savagery† is fought between two egos, Jack the Id who represents savagery and the desire for power and Ralph the Ego and protagonistRead MoreLord of the Flies Nature of Man1726 Words   |  7 PagesLord of the Flies: The Nature of Man William Golding’s Lord of the Flies is a gritty allegory of adolescence, innocence, and the unspoken side of human nature. Countless social issues are portrayed, however one of the most reoccurring is the nature of man. Throughout the novel there is an ever-present focus on the loss of innocence amongst the boys, shown by the deterioration of social skills and their retrogression into a barbaric form of society. Also portrayed is the juxtaposition of a cruel