Detection, Control And Prevention Of Rape Term Paper

Detection, Control And Prevention Of Rape - Term Paper Example Rape-related incidents or sexual assaults are taking place not only in open societies but in closed societies like prisons or correctional facilities also. Kaiser & Stannow have pointed out that â€Å"more than 216,600 people were sexually abused in prisons and jails and, in the case of at least 17,100 of them, in juvenile detention. Overall, that’s almost six hundred people a day—twenty-five an hour†. In fact, many of the criminals believe that rape or sexual abuse is part of their prison life and it cannot be avoided, even though rape in prisons was prevented by the 2003 Prison Rape Elimination Act. In short, rape is a social evil which should be detected, controlled and prevented by implementing stiff laws against rape.Detection, control, and prevention of rapeDetection of rape crimes is important in taking preventive measures. In some countries or cultures, victims often try to hide their bitter experiences because of the fear of consequences from the society . In male-dominated societies, females have many things to lose than males, in rape cases. They may face social isolation, harassing, teasing etc. In order to avoid such things, victims quite often try to hide the rape attempts made by the males. The failure of victims in reporting their bitter experiences related to rape, encourage the offenders further and they will repeat their activities again and again. There are many rape cases reported from different countries in which the offender was none other than the father himself.... l abuse is part of their prison life and it cannot be avoided, even though rape in prisons was prevented by the 2003 Prison Rape Elimination Act (PREA). In short, rape is a social evil which should be detected, controlled and prevented by implementing stiff laws against rape. Detection, control and prevention of rape Detection of rape crimes is important in taking preventive measures. In some countries or cultures, victims often try to hide their bitter experiences because of the fear of consequences from the society. In male dominated societies, females have many things to loss than males, in rape cases. They may face social isolation, harassing, teasing etc. In order to avoid such things, victims quiet often try to hide the rape attempts made by the males. The failure of victims in reporting their bitter experiences related to rape, encourage the offenders further and they will repeat their activities again and again. There are many rape cases reported from different countries in w hich the offender was none other than the father himself. In such cases, the victim (female children) will not disclose their experience most of the times because of their fear of their father. â€Å"In one study, seventy-four percent of women who had intercourse before age fourteen and sixty percent of those who had sex before age fifteen report having had a forced sexual experience (Colb, 2004, p.2). The above statistics show the depth of the problem quiet clearly. It is an accepted fact that teenagers are vulnerable to sex related crimes than adults because of various reasons. Molesting a teenager is easy than molesting an adult because of genetic or psychological reasons. Teenage is a period during which sex hormones develop rapidly and therefore teenagers have a strong desire for sexual

The prevention and reform of prostitution in Victorian England Essay

The prevention and reform of prostitution in Victorian England - Essay Example in Burns). Enduring the pains of poverty, these women found themselves incapable of reconciling with Victorian ideals of purity and get into prostitution. For them, earning for a living was more immediate and harsh reality (Cooper 6).However, society and state always put considerable efforts to curb and regulate the practice. The paper discusses different forms of regulations and reforms that were implemented to prevent prostitution in Victorian England. During Victorian age, England experiences economic and social issues which were accompanied by industrialization (Haggard qtd. in Burns).The paternalistic Victorian society was inclined towards wealth accumulation in the form of property and was rigidly divided into classes. Wealth was concentrated in a small upper-class who was ignorant of poverty and poor. Victorians had puritanical conscience when it came to gender and sexuality (Pearson 11). Men and women owned entirely different spheres of society. Public sphere belonged to men while women belonged to private sphere or home(Anderson 13).Those who were outside private spheres were considered public property. According to Rubinstein, absence of factory work, dock and construction workers, sailor population on shore, immigrants and slumming city male experienced women entering into prostitution as profession (11 qtd. in Burns).Economic insecurity compelled even the married women to work as prostitutes during low times of their seasonal works 1(Cooper 30). 1. Major Causes of Prostitution It is often believed that the men who seduced and urged women to get into prostitution were upper-class male and victims (girls) were either very poor or their domestic servants. However, Bartley argues that such ideas of seduction are not more than myth (4).Some stress that men enticed young girls with money and or toys or procured them from brothels by convincing them that they will help in entering the domestic service. Reformers believed that female child between the ages of eleven to fifteen were either kidnapped or lured into prostitution; approximately four hundred men earned their livelihood by doing this. However Bartley doubts any of such causes of prostitution because he asserts they lack evidence, he asserts that most of the girls were convinced by other girls in the trade (4).Drinking is also closely linked with the practice because it lowers the moral values and most women were considered to be drunk when commit it first time. Rescue workers, missionaries, magistrates, policemen, law officials, and reform workers believed that there were complex social, psychological, economic factors are involved, in addition to the idea that prostitutes were the victims of social injustice and male sexual profligacy (Bartley 5).Religious reformers believed in training and reforming girls who repent. They also strengthened the repeal movements (McHugh 187).Numerous evidences; however, confirm poverty and economic reasons as the major contributing factor to prostitution. For instance, a prostitute known as ‘Swindling Sal’ reveals the reason of her coming into prostitut

Childhood setting in enacting the rights of children

Childhood setting in enacting the rights of children One basic human rights principle laid down in the Universal Declaration of Human Rights, 1948 is that all human beings are born free and equal in dignity and rights (Article 1 UDHR). However, specifically vulnerable groups such as women, indigenous people, and children have been assigned special protection by the UN legal framework (Steiner Alston, 2000). The UN Convention for the Rights of the Child (UNCROC), 1989 remind us that children, whilst retaining their entitlement to the full range of human rights, are often marginalised or excluded, and represent a special case required additional safeguards (DCI, 1995). In this 21st century, the status of children in Australia needs to be improved nationally and internationally for economic and political success in the future (Nyland, 1999). Teachers and caregivers have opportunities to incorporate rights education into any part of their program that creates openings for teaching children about rights (Waters, 1998). In this essay, I will discuss the role of early childhood settings in enacting and promoting the children rights envisaged in the UNCROC and in making these rights available to Australian children. Childrens Rights: Setting Standards Legal conceptions of children The adoption of the Convention on the Rights of the Child marked a fundamental shift away from past conceptions of children and childhood to a new one. Until then, the law had seen a child as property the property of the father to be dealt with and disposed of as he saw fit (Hart Pavlovic, 1991). However a conceptual shift took place during the 19th century, based on the perception of children as vulnerable and so in need of protection from poverty, the voices of industrialization, immigration and urban living. In addition, to being considered property, the child began to be considered as a resource to society (Hart Pavlovic, 1991). The human rights movement of the 20th century, previously focused for adult rights was extended to children (Hart Pavlovic, 1991) though children were still seen as vulnerable and in need of protection but this status was subsumed in a broader understanding of children as full human beings with all the human rights and fundamental freedoms that all human beings have. Their need for protection was transformed into a right to protection. Now children are considered as rights-holders (CRC GC7, 2005) like adults. The UN Convention on the Rights of the Child, 1989 The UN Convention on the Rights of the Child is the universal statement of this new conception of rights-holders. The United Nations General Assembly on Nov 20, 1989 adopted the UN Convention on the Rights of the Child (UNCROC). In 1990 Australia ratified the UNCROC and to date 191 countries have ratified the Convention, while USA and Somalia have become signatories. The Convention is the most full and complete international legal document on childrens rights, covering their protection, growth and wellbeing (Alston, 1991). The Convention deals with child-specific needs and rights, and requires that states act in the best interests of the child (Nyland, 1999). The objective of the Convention is to protect children from discrimination, neglect, abuse and to promote childrens rights and serves as a focus point and a useful tool for civil society and individual people (Nyland, 1999). The widespread ratification of UNCROC by the international community has made it a powerful catalyst for action on behalf of young children and has gradually become embedded within the policies and practices of all who works with children. According to Arnold (2004) The CRC has more signatories than any other international convention, and it is important for us to recognize the legal implications of this achievement in how we position our work (p.4). The effect of the Convention for Children in Australia From the ratification of the UNCROC in 1990 by Australia until the present, we can say that the Convention has realised neither the brightest hopes of its supporters nor the most terrible fears of its opponents. The ratification of an international instrument by Australia, such as the Convention, does not ipso facto make that instrument part of domestic law hence the UNCROC is not part of Australian domestic law. Therefore, it has not revolutionised public policy making for children, nevertheless it has led to many very significant initiatives and reforms. Thus for the purpose of human rights and equal opportunity, the Convention has been affirmed an international instrument relating to human rights and freedoms (Alderson, 2000). Consequently, the Convention has provided the legal and conceptual basis for the establishment of childrens commissioners in most Australian jurisdictions. Childrens rights and early childhood settings Early childhood, the period from birth to 6-8 years, is a significant and unique time in the life of every individual. Children mainly stay at home, schools and recreational institutions in their everyday lives during these years (Rasmusen, 2004). These environments have been created by adults therefore adults play a powerful and unique role in building quality early childhood practice. Quality experiences for each child are supported and ensured by the experience, qualification and competencies of adults, in addition to their capacity to reflect upon their role (Wyatt, 2004). This challenging and vital role in the life of the young child needs to be appropriately supported, resourced, and valued. Therefore, quality early childhood care and education must value and support the role of parents as well as that of the staff (Thorpe Thomson, 2003). The best interest of the child is promoted by the open, honest and respectful partnership with parents. Basing early childhood services on childrens rights Childrens rights are relevant to early childhood education and care. The Convention on the Rights of the Child is directed towards the well-being of every child and the full development of every child to her or his full potential (Butler, 1993), and early childhood education and care settings share that direction and commitment. The Convention states that the first objective of education is the development of the childs personality, talents and mental and physical abilities to their fullest potential (Art. 29 (1)). Quality Early childhood education and care contributes to the full personal development of children. Early childhood institutions contribute to implementation of the requirements of the Convention in relation to the childs right to the highest attainable standard of health care (Art. 24), the right to education (Art. 28), the right to protection from exploitation, abuse and neglect (Art. 19), the right to play and recreational activities appropriate to the age of the child and to participate in cultural life (Art. 31). Institutions also have particular regard for the specific needs and rights of particular groups of children specified in the Convention: refugee and asylum seeker children (Art. 22), children with disability (Art. 24), children of ethnic and religious minorities and indigenous children (Art. 30), children placed in alternative care (Art. 20), children who are the victims of abuse and neglect (Art. 39) (Alderson, 2000). In Australia, the importance of childrens rights to early childhood care and education is recognised in many of the key documents that express the values and goals of the sector. The first commitment to children in its Code of Ethics is to act in the best interests of the child and the second commitment is a more general one, to respect the rights of children as enshrined in the UNCROC and commit to advocating for these rights (ECA Code of Ethics, 2006). Its policy positions are based on principles that reflect adherence and commitment to the Convention on the Rights of the Child (ECA position statement consulting with young children). Childrens rights issues for early childhood institutions Early childhood education and care institutions address childrens immediate needs and well-being, that is, childrens lives as children (Rasmusen, 2004). They provide children with opportunities for learning, play and socialisation. They provide the foundations for literacy, numeracy, later learning, and future life opportunities. They also focus for addressing the rights of particular groups of children such as indigenous children, refugee and immigrant children, and children with disabilities. The way childrens rights are interpreted and acted upon in early childhood institutions has some cultural/social implications (Nyland, 1999). For example, when children interact in the complex cultural environment of a day care setting that can provides us with insights into how they construct their views of the world and culture. Therefore as adults we should observe children very closely in order to understand what they are trying to tell us about their surroundings. Mostly caregivers support childrens developmental activities on observed activities that focus mainly on the individual child and areas of development and divide children into developmental areas which is a problem because one area or dimension can not exist by itself. Therefore practitioners should be motivated to plan for the different areas of development and therefore move away from play-based curriculum since tasks are developed to aid a particular area of development and overlook or neglect the ideal of whole child (Nyland, 1999). Another constraint of current mode of recording children behavioural observation is that we record observed behaviour meaning something already has been done by a child (Nyland, 1999) so we look at the child of yesterday and not at the child potential in upcoming future. In a child care centre caregivers can create an environment focusing on strengthening childrens development in a more holistic way, which will give to the caregivers a better understanding of the physical and social settings of children from where they belong. In the child care centre the caregivers can also identify culturally regulated customs (Nyland, 1999). The adult/caregivers role in these developmental areas/physical and social settings is one of scaffolding the child experiences through an environment that is carefully considered in relation to three metaphorical zones (Cole, 1996) i.e. zone of free movement (ZFM), the zone of promoted activity (ZPA) and the zone of proximal development (ZPD) (Valsiner, 1987). ZFM is understood as the childs access to the environment, objects, events and ways of acting (Cole, 1996). ZPA covers a childs particular action, or response which encouraged him/her to give by a more competent member of the culture or from the same physical environmen t (Nyland, 1999). But when the ZPA is matched to the childs present development state which guides further development then it is referred as ZPD (Cole, 1996). For better understanding of the role of early childhood settings for the protection of children rights, the caregivers role is more important and dynamic since s/he can use the metaphorical zones as guide for designing and providing space, objects and interactions. The caregiver own role can be deliberately designed for enhancing the perceived developmental potential in an articulated cultured environment. The cultural activity where development is most likely to occur in a cultured environment is known as leading activity and such activities can be accomplished through manipulation for infants and spontaneous play for children (Bodrova Leong, 1996). At one hand the role of caregiver demonstrates a childs competence for understanding changes and on the other hand the early childhood setting as a learning environment. Such an approach moves away from the straitjacket of areas of development and affords the child a voice while giving the caregiver a more meaningful role within the relationship (Nyland, 1999). Early childhood workers as leaders in childrens rights advocacy Early childhood educators have a vital role in advocating childrens rights by taking a proactive approach for recognizing their rights and responding appropriately to policies and systems which adversely affect childrens rights. Child advocacy emphasizes on giving due status to children, increasing their self-determination and the responsiveness and accountability of institutions affecting them (Melton, 1987). We (caregivers), then are needed as advocates for childrens well-being and not only advocates but leaders in advocacy. The basis of our advocacy should be childrens rights, as recognised in the UN Convention on the Rights of the Child. Why we? Because as early childhood professionals, we have responsibilities and opportunities that require we to be advocates. Our responsibilities come from our role as workers with children. We know them and their needs well (Nyland, 1999). We know what promotes their development and their happiness. We know the importance of services for them being of the highest quality. We also know the consequences of children not receiving the services and support they need for their full development and the consequences of poor quality services. Advocacy cannot be left to others when we have so much expertise and experience. Since children cannot look after their own interest and grossly disadvantaged in protecting their interest, rights and freedoms, therefore, they need advocates (Australia. LRC. HREOC, 1998). Conclusion The legal obligations of the Australian government under the UN Convention on the Rights of the Child are still to be realised, almost 20 years after its ratification. We can move beyond frustration, anxiety and despair and embrace the possibility of hope if we are willing to do so. Children have few choices. We adults and professionals have many. The challenge is to choose to place ourselves at their service and in the service of their rights. Children have the ability to construct their own images and now it is up to society to help them realize these images. The early childhood practices, like child study, provide a strategy for listening to the very young. A belief in childrens rights and an understanding of childrens strength and competence can be used as a basis for improving the quality of childrens daily lives (Nyland, 1999). By this our early childhood institutions would provide to the children with opportunities for learning, play and socialisation. So the emerging vision is one of an actively participating and socially competent young child. This young child is ecologically situated: within family and caregiving environments; in relationship with peers; as part of a community; and as a member of society. This young child is to be considered holistically: as a being whose emotional, social physical and cognitive capacities are evolving in various social and cultural settings (CRC GC7, 2005). Therefore require us to reconsider young, active, participant children in the broadest possible sense, both as individuals and as a constituency.

Surviving the Unthinkable Essay -- Psychology

We are never truly prepared for a catastrophic event but we spend plenty of time worrying about what we are going to do in one situation or another. We as human beings, much like animals, are hard-wired with survival skills; though sometimes our brains don’t always choose the right response. There are different tendencies the human brain leans toward in a life-threatening event or situation. Situational awareness and normalcy bias are two main tendencies that are displayed in disasters or extreme stress situations. These responses are not only achieved by experiencing a traumatic event but also by high risk activities such as sky diving and skiing. In the following paragraphs I will discuss how the brain responds to catastrophes and risky situations and how it can be a matter of survival and death. We all respond in different ways in the event of a disaster. But there are a few key things that happen to everyone in an event. In the first chapter of The Unthinkable, Zedeno states she was overwhelmed with a feeling of peace and calm when she found herself trapped in an elevator in the World Trade Center during the attempted detonation of a car bomb. During the events of September 11th, it was also pointed out by Zedeno that she observed co-workers making phone calls and shutting down their computers, not realizing the urgency of the situation. In most instances people fall into a kind of fog where they have a hard time focusing on the reality of the situation. This tendency is called normalcy bias. This â€Å"fog† causes people to underestimate the disaster and its effects. People also tend to interpret warnings in the most optimistic way possible, making the situation seem less serious (Spalding). Our brains often perceive danger a... ...om/2006/09/29/world/americas/29iht-profile.2981944.html?pagewanted=2&_r=2>. Spalding, Steven. "Normalcy Bias." How to split an atom. 29 08 2010. Web. 3 Dec 2010. . Swink , David F. "Adrenaline Rushes: Can They Help Us Deal with a Real Crisis?." Threat Management. Psychology Today, January 31, 2010. Web. 3 Dec 2010. . "Uruguayan Air Force Flight 571." Wikipedia. Wikipedia the free encyclopedia, 02-12-2010. Web. 3 Dec 2010. . "Survival Stories #4: Uruguayan Air Force Flight 571 Andes Rugby Team Disaster." Spike. Spike.com, 29 08 2009. Web. 4 Dec 2010. .

Unforgettable Memories of A Weekend in New York

Mum handed my sister and me our passports and boarding tickets, hugged us tightly for what seemed like five minutes, and waved goodbye to us as trickled down her cheeks. It sounds strange to say this but I couldn't stop smiling, and neither could Sarah, my 19-year-old sister who was my guardian for the weekend. She was such a laugh, and always had something funny to say about everything. I knew it was going to be a fun and unforgettable weekend. The plane was due to depart from Heathrow to New York at one that Friday afternoon of the 13th October. As we sat laughing a joking the departures lounge our flight number was displayed on the huge television screen, and next to it the word ‘Boarding' flashed. It was time to leave. We picked up hand luggage and headed towards gate number 13. ‘Typical! ‘ I said to myself in my head, ‘Out of all 50 gates I we have to board through the unluckiest number of them all! ‘ Still, I'm not a very superstitious person; I'm just not that keen on flying. Anyway, I didn't let onto my sister about my nerves, she'd only make me feel worse! We had been sat on the plane for about 3 hours, and only four to go.  Like read about memories? Read also  Flashbulb memory! Everyone sat around us had been drinking and so they were all merry and laughing and joking about, that made me feel slightly more relaxed but I still couldn't wait to get off the plane. I sat in my seat and watched the film ‘Almost Famous' I was amazed by size of the television and how they fitted in the seat, my sister just laughed at me and told me I needed to get out more. Before I knew it, it was time to land. I fastened my seatbelt and began to feel slightly nauseous as the plane began to descend. We finally landed and after around 10 minutes we were allowed to get up and head to the doors. As I stepped off the plane the ice cold air hit me and I wrapped my arms around myself to help stay warm. The pilot had said as we landed that it was around -20C but I hadn't realised how cold that was. We caught a yellow taxi to our ‘motel' and got straight into bed. We had a long day ahead. I woke up at 8 and we walked to a local cafeteria for a bagel and cup of coffee. I was amazed at everything the surroundings, everything was so different from back home. ‘First stop, the Empire State Building, get a good view of the whole place ok? ‘ I replied to my sister with a nod and a laugh as we looked around to see everyone staring. I don't think everyone in the cafeteria was that impressed that she managed to spit out half her bagel as she asked me that question, but I found it amusing and we fell about laughing together. We caught a taxi to the building and entered a lift which took us halfway up the building, we then had to swap to another lift because the building is so tall that having only one lift would cause the cables to snap. Being told this by the guide didn't exactly help with my fear of heights. Finally, we reached the top and the view was just breathtaking. I had never seen anything like it. I stood there speechless for about thirty minutes, and looked out over the city for miles. I t was a surreal experience and views that imprinted my mind. Next up, we had to catch a ferry to Statton Island to see the world-famous Statue of Liberty. I took pictures but I knew the photos wouldn't show the astounding statue that stood for me. We caught a ferry back to the mainland and walked around Time Square. It held a resemblance to Piccadilly Circus, but was somewhat more exciting. We both looked like typical tourists with our huge bags, maps and cameras but everyone around was friendly and helped us with directions. It was getting late in the afternoon and we had been shopping for an hour or so and ended up in a nail bar. We sat there giggling together as we slurped our chocolate milkshakes and had our nails painted. By 9. 30pm we were both shattered but my sister said there was one last thing we had to do. I had no idea where we were going and all I can remember is it is somewhere off Fifth Avenue but we soon arrived at a huge outside ice rink. I was so excited I couldn't wait to try skating. We skated for about an hour, it was even colder being on the ice but we both managed to skate round at least once without falling over each other. We laughed so much and everyone around us laughed at us too but we didn't care. After that we headed back to the hotel. I collapsed onto the bed still dressed in my clothes and was out like a light. I slept like a log and didn't wake until the alarm went off at 7 that morning. We headed to the same cafeteria again for our morning bagel and coffee. Soon after that we hit the shops for some serious shopping. The selection of clothes and gadgets was never ending, each shop we entered I had to buy something. After a good few hours shopping we visited St Patricks's Cathedral, it was a big tourist attraction -there were a lot of English and Irish people around there, but it wasn't really that appealing to us so we didn't stay long. The last place we had left to visit was Ground Zero, we felt that as we were in New York we had to go and pay our respects. The area was devastating and very emotional. The memorial listed all the names of those who had died in the tragedy and I found it really upsetting and felt homesick, even though I had only been away two days. My sister hugged me and said to me ‘Let it make you realise what you've got and don't take it for granted. This is why you have to live life to the full and take every opportunity that comes along. Its not every day you get taken for a weekend shopping in New York is it? † she then smiled at me and gave me a kiss on the cheek. She was always capable of putting a smile back on my face, no matter how I felt. My sister had always been known as a joker and so to hear her say something like this really meant a lot. We got back to the hotel mid-afternoon and packed up our bags. Our flight departed at 6 that evening and we were on our way home. We landed at Heathrow at 1 in the morning. I had slept for most of the plane and car journey home. I walked in the front of the door of my house and inhaled deeply, it smelt of home, and I smiled to myself. The holiday was really fun and it had taught me a lot, it brought me closer to my sister and the advice she gave me at ground zero will stay with me forever, and the new experiences will stay with me forever too. I hope to return back there in the near future, to relive my happy memories.

Book Review Matilda Essay

I. Type Of Story Matilda is a children’s novel by British author Roald Dahl. It was published in 1988 by Jonathan Cape in London, with illustrations by Quentin Blake. The story is about Matilda Wormwood, an extraordinary child with ordinary and rather unpleasant parents, who are contemptuous of their daughter’s prodigious talents. Matilda was adapted into a film in 1996, a two-part adaptation for BBC Radio 4 (later re-broadcast on BBC Radio 4 Extra) starring Nicola McAuliffe as Matilda and narrated by Lenny Henry and a musical in 2010. Matilda is an excellent book by the famous author, Roald Dahl, who also wrote â€Å"Charlie and the Chocolate Factory†, â€Å"James and the Giant Peach†, and â€Å"The Twits†. Matilda is on the Premiers reading challenge and its ID is 252. It is about a young girl called Matilda, who is five years old and she can multiply enormous numbers like nineteen times fourteen, read adult novels like â€Å"Great Expectations† by Charles Dickens and many more amazing things, she even has special magic powers. Unfortunately for Matilda her mother and father underestimate her, treating her like a scab. The children hating head mistress is even worse, she believes her parents, disbelieves Miss Honey, refuses to put Matilda in year six where she belongs and denies being a child once herself. Read this book to see how Matilda and Miss Honey get rid of the foul Miss Trunchbull. III. Introduction The parents of the five-year-old Matilda Wormwood have no interest in their daughter, but if they did, they would have discovered that she is incredibly gifted. A child prodigy, Matilda taught herself to read at three years old, though the only actual books in the house were a cookbook and magazines. When she asks for a real book for herself, her father rudely turns her down and tells her to watch television instead. In spite of this, Matilda looks up the address of the local library, where she finishes all the children’s books within a short time, thus leaving her to read adult novels, which she really enjoys. The librarian gives Matilda her own library card, and she is able to borrow books to read at home. II. Characters Matilda Wormwood is the main character in the story, and of the Matilda characters she is (by far) the most likable. At the beginning of the novel, we are introduced to Matilda as a 4 1/2-years old who possesses an intellect far above her years. Dahl even goes so far as to describe her as a â€Å"child-genius and prodigy.† (p. 75) Matilda loves to read even though her parents refuse to allow any books in the house – instead preferring that she and her brother simply watch the television. Later in the story, it is revealed that Matilda also possesses the powers of psychokinesis (the ability to move things with her mind) and it is implied that these powers are a result of the repressed anger she feels toward her parents and Headmistress who vacillate between ignoring and belittling her. By the time Matilda enters Crunchem Hall Primary School she is 5 1/2-years old. Michael Wormwood is Matilda’s older brother. Although he does not posses the same level of intellect or ability as his sister, he is clearly the favorite in the Wormwood household. Mrs. Phelps is the local librarian who encourages Matilda’s love of reading. Mr. Harry Wormwood is Matilda’s father. Harry is also a used car dealer, and right from the start of the book we learn that he is a dishonest business man. He puts sawdust in his customers’ cars to make them sound better and runs the cars backward to turn back the mileage counters. Instead of praising his daughter for her abilities, he constantly tells her that she is â€Å"ignorant and stupid.† (p. 29) In fact, when Matilda correctly adds several large sums in her head and presents the answer to her father, he calls her a â€Å"cheat and a liar.† (p. 55) Mrs. Wormwood , Matilda’s mother, is described as a â€Å"large woman whose hair was dyed platinum blonde except where you could see the mousy-brown bits growing out from the roots.† (p. 27) She also â€Å"wore heavy make-up and had one of those unfortunate bulging figures where the flesh appears to be strapped in all around the body to prevent it from falling out.† (p. 27) Mrs. Wormwood’s only interests are watching American soap-operas and playing Bingo every day. Like her husband, Mrs. Wormwood thinks very little of her daughter’s unique abilities and often berates her. Fred is the young neighbor boy who lends Matilda his pet parrot. Matilda later uses the parrot to play a prank on her family. Miss Jennifer Honey is Matilda’s teacher at Crunchem Hall Primary School. Miss Honey is young, pretty, mild-mannered and â€Å"possessed that rare gift for being adored by every small child under her care.† (p. 67) Later in the story, she becomes a great advocate for Matilda. Miss Truchbull is undoubtedly the most colorful in the cast of Matilda characters. The Headmistress at Crunchem Hall Primary School, Miss Trunchbull serves as the â€Å"head teacher, the boss and the supreme commander† (p. 66) who â€Å"insists on strict discipline throughout the school.† (p. 69) Dahl also describes her as a â€Å"gigantic holy terror, a fierce tyrannical monster who frightened the life out of the pupils and teachers alike† (p. 67) who â€Å"hardly ever spoke in a normal voice.† (p. 85) Instead, he says she â€Å"barked or shouted.† (p. 85) Miss Trunchbull’s favorite form of punishment is to send students to the â€Å"Chocky,† which is a â€Å"very tall but very narrow cupboard† that has a floor â€Å"only ten inches square so you can’t sit down or squat in it† – forcing one to stand, instead. Furthermore, â€Å"three of the walls are made of cement with bits of broken glass sticking out all over, so you can’t lean against them.† Leaning against the door is also impossible, because it has â€Å"thousands of sharp spikey nails sticking out of it.† (p. 104) Much later in the book, we learn that Miss Trunchbull is also Miss Honey’s aunt Agatha. Lavender, Nigel, Ruper, Eric, Wilfred and Hortensia are Matilda’s friends and classmates at Crunchem Hall Primary School. Amanda Thripp is another classmate. She makes the mistake of coming to school wearing her hair in pigtails. Miss Trunchbull despises pigtails, and so she uses them to pick Amanda up. Using her Olympic hammer training, Miss Trunchbull swings Amanda around over-head and throws her clear across the school yard fence. Luckily, she â€Å"landed on the grass and bounced three times and finally came to rest.† (p. 116) Bruce Bogtrotter is yet another of Matilda’s classmates who suffers under Miss Trunchbull. This 11-year old boy commits the crime of sneaking a piece of the Headmistresses’ â€Å"special† chocolate cake. During his confession, Bruce admits that he found the cake, baked by the school’s cook, to be â€Å"very good.† (pp. 122-123) As his punishment, Bruce is forced to eat every last bite of a duplicate cake which was â€Å"fully eighteen inches in diameter† and â€Å"covered with dark-brown chocolate icing.† (p. 124) Mr. Trilby is the Deputy Head of the school who, at the end of the book, is appointed Head Teacher in Miss Trunchbull’s place. Miss Plimsoll is Matilda’s teacher once she is moved to a higher grade at the school.

People are determined to find a way to categorize books as

People are determined to find a way to categorize books as great or not. It is impossible to come up with a set of guidelines and requirements that will enable us to dub a book as great. Everyones view point is different. We have brought up the considerations of the book serving its purpose, and how important that purpose is. For a book to be great it should accomplish what it set out to do. It would be a rare thing for an author to accidently come out with something great. The importance of the purpose is a subjective topic. What is pertinent to one may not be to another. The subject matter does not need to be dark and heavy for a book to be effective. A great piece of literature should have you walk away affected. There is no way you will be able to come to a general consensus on whether a book is great or not. Literature is based on a personal relationship between the reader and the novel. I found Lolita, by Vladimir Nabokov, to be a great book. Simply, it is a work of art. Nabokov uses such beautiful language. His poetry manages to make the reader strangely comfortable with a sinister situation. It is able to make you sympathize with someone you would not normally. This book also goes deeper, showing the complexities of The names of characters in the book show the duality in themselves. They have repetitious names such as Humbert Humbert and J.R.,Jr. These represent the competing natures within everyone. Throughout the book Humbert professes his unconditional love for Lolita. He assumes the role of a parent, even buying books on how to raise children. At the same time, though, he pays her for sexual favors. Every human being has desires which clash with what is accepted by society. What distinguishes Humbert from the majority is that he acts upon them. In Humbert we find a man with qualities we can all relate to. At ...