It's Time to Stop the War
Military measures intended to support the arrest of a terrorist have turned into a large-scale attack on several of the poorest countries in the world, as well as on their populations, which is tormented by hunger and poverty and threatened by uprooting and death.
As little as the gap between rich and poor in the world was the cause of the murderous attack on Sept.11, all the more are the attacks against Afghanistan and the Philippines are deepening this gap and thereby multiplying reasons to hate the West and its civilization. In the future the West will be less identified with its best qualities, with democracy, a constitutional order and prosperity than with its shadowy sides, with a lack of respect, arbitrary acts and violence.
With every bomb that falls and every western soldier who kills on Afghan soil, the rich part of this world closes its eyes to the suffering of the peoples in the south. Even the apparent successes presently do not change this. With its offensive the West is not only undermining the idea of a collective legal effort to counteract terror, but is also betraying its own principles. In the final analysis this undeclared war is no longer being waged to combat terrorism but rather to preserve a reputation of military invincibility. Finally, with every day that war is waged there and with every new security law passed here (in the western world) , that very freedom which is supposedly being defended is threatened and those refugees, who are the products of this military action and its consequences, are marginalized.
On September 11, not only did thousands of people suffer an agonizing death, but even western civilization suffered a defeat. Those murdered in the attack will not be restored to life through the war against the Taliban.
Paul's dream to live like the stars is taken away when his father forbids him to work, visit, or go anywhere near the theater. It is at Carnegie Hall that Paul became struck by the glitter and the starlight of the stage. He is not star struck in the sense that he wanted to perform in any way; he is simply content to observe others' performances.
In "A Jury of Her Peer," by Susan Glaspell, Mrs. Hale and Mrs. Peters realize from the
In "Paul's Case," Willa Cather manages to apply the emotions, feelings, troubles, and thoughts of modern society, allowing the reader to relate to the story. By incorporating the same heavy burdens that bother and aggravate people in their daily lives, Willa explores the pain and treatment unwanted people experience. Obviously, nobody wants to feel rejection or alienation from the world, but instead they desire to encounter acceptance and agreement with the world's standards. In the story, the main character, Paul goes through excruciating transformations and lengths to try and impress the people around him. Attempting to belong in a superficial society, Paul loses a part of his identity without acknowledging it and therefore he strays from his own personality. Blinding himself from reality, Paul succumbs to the materialistic requirements of society, which contributes largely to his peculiar behavior.
In her short story "Paul's Case," Willa Cather tells the tale of a young boy's struggle to separate himself from his common, everyday life and the people he shared it with. Paul admired the opulence of the theater, the wardrobe, the perfumes, the lights, the colors, the flowers, and the champagne. When he realized it wasn't possible to have these things, he threw his life away. Cather's purpose was to show that, by focusing on what he didn't have, Paul could not live at all.
Willa Cather’s “Paul’s Case” is a story about a young 16 year-old man, Paul, who is motherless and alienated. Paul’s lack of maternal care has led to his alienation. He searches for the aesthetics in life that that he doesn’t get from his yellow wallpaper in his house and his detached, overpowering father figure in his life. Paul doesn’t have any interests in school and his only happiness is in working at Carnegie Hall and dreams of one-day living the luxurious life in New York City. Paul surrounds himself with the aesthetics of music and the rich and wealthy, as a means to escape his true reality.
"Paul’s Case." Short Stories for Students. Ed. Kathleen Wilson. Vol. 2. Detroit: Gale, 1997. 192-209. Short Stories for Students. Gale. Web. 21 Jan. 2010.
Glaspell, Susan. “A Jury of Her Peers.” Fiction 100: An Anthology of Short Fiction. Ed. James H. Pickering. 11th ed. New Jersey: Pearson, 2007. 713-18.
Hallgren, Sherri. “ A Jury of Her Peers.” Short Story Criticism. Ed. Jenny, Cromie. Vol. 41. Detroit:
The Middle Eastern country of Afghanistan has been the center of a long history of heartless violence and political strife for quite sometime now. Russia’s interest in taking over the country and converting it into another member of it’s Communist entity was one very trying obstacle that Afghanistan has had...
Paul in “Paul’s Case” wanted to get away from the reality and the hostile environment he faced. He was sick of Pittsburgh and the middle-class, Cordelia Street, which he lived on. Although his mother past away, his home life was as normal as could be. This is something Paul hated, normality. At school he would tell other students false stories to try to make his life seem more interesting than theirs. This ultimately caused none of the other students like him, even the teachers lash out at him. Paul was suspended from school, but he didn’t mind. He found an interest in music and in art, although he knew his father would not approve. Paul’s father wanted him to be a business man, have a normal family and have an ordinary life. Although, having a normal, ordinary life was not what Paul had in mind for his future. He dreamt of much more which caused him to believe he would never get his father’s approval.
Peters finds the bird cage, it is empty. This bird cage never actually had a bird in it. In paragraph 218, Mrs. Hale finds the canary has croaked: “‘There’s something wrapped up in this piece of silk,’ faltered Mrs. Hale. ‘This isn’t her scissors,’ said Mrs. Peters, in a shrinking voice. Her hand not steady, Mrs. Hale raised the piece of silk. ‘Oh, Mrs. Peters!’ she cried. ‘It’s—’ Mrs. Peters bent closer. ‘It’s the bird,’ she whispered. ‘But, Mrs. Peters!’ cried Mrs. Hale. ´Look at it! Its neck—look at its neck! It’s all—other side to.’”(Glaspell). Sadly, the bird was strangled, and I think that Mr. Wright did it. Mrs. Wright clearly loved her feathered friend. After it was killed, she wrapped it in a square of silk. Back then, silk was very expensive even for a little piece like that. Mrs. Hale explains how Millie loved to sing, and this bird must remind her of when she was happy. Mr. John Wright was not very happy with this bird. If he could stop his wife from singing and being happy, he could surely stop a little bird. So Wright goes into the room and snaps its neck, destroying his wife’s most prized
In the beginning of the story, Paul seems to be a typical teenage boy: in trouble for causing problems in the classroom. As the story progresses, the reader can infer that Paul is rather withdrawn. He would rather live in his fantasy world than face reality. Paul dreaded returning home after the Carnegie Hall performances. He loathed his "ugly sleeping chamber with the yellow walls," but most of all, he feared his father. This is the first sign that he has a troubled homelife. Next, the reader learns that Paul has no mother, and that his father holds a neighbor boy up to Paul as "a model" . The lack of affection that Paul received at home caused him to look elsewhere for the attention that he craved.
Freire’s philosophies concerning teachers learning, teaching, and reflecting on the process are cyclic in nature. He interwove theory, practice, and reflection into being an effective educator. Freiree quoted Francoss Jacob when he wrote “We are programmed, but to learn” (2005, p. 124). Freire had much to say about theory and practice, urging teachers to step away from their everyday world and observe closely and critically what is happening in that realm in order to renew one’s curiosity, what he referred to as “thinking the practice” (p. 140). Within this thinking about the practice, one begins to practice better. In addition to the practice, one must add scientifically-backed theory. Critical reflection of both the theory and practice illuminates the need for additional learning in order to begin the cycle again.
Education is the core of humanity and its teaching has been mistreated. Based on Paulo Freire’s theory, education has been torn apart from its truthful purpose. It is now used to alienate human beings instead of promoting unity. Throughout this chapter, Chapter 2 in Freire’s Pedagogy of the Oppressed, he concentrates in the teacher-student relationship in classrooms. He sees education as information that is being passed on or “banked” from teachers to students. This is what Freire refers to his concept of “banking education”. He also introduces numerous examples and other diverse concepts in his philosophy; for example, his proposition to confront the “banking” concept, the problem-posing education. Therefore, there is no need to search any further for what Paulo Freire illustrates as evident. Education is in crisis and it is up to the people in society to decide if they want to change it or not. Dropouts, illiteracy, violence and drug abuse in schools are some of the realistic reasons that prove the poverty of educational systems. Our society can benefit from Paulo Freire’s philosophy of education because the proposal he presents, problem-solving education, allows Puertorricans of all social classes to develop certain critical abilities which could, at any time, be used to defend themselves in any kind of social, political, or cultural environment. A method based on identifying, analyzing and taking action upon all kind of problems has to be developed in order to become liberated.
In this essay I will discuss why the Third World has been the sight of most of the world's conflicts since 1945. The conflicts that have transpired have been mostly internal and not just between these countries and their neighbors. They range in wars regarding religion, liberation, rebelling, and civil wars to name a few. I will consider these conflicts and their make up in regards to countries involved in the most serious conflicts along with the impact on their infrastructures, and how these wars have been fought.