Curious Incident Essay - 733 Words

Despite Christophers difficulties it is his parents actions we cannot accept Do you agree? In the text The Curious Incident of the Dog in the Night-Time, Christopher Boone suffers from Aspergers syndrome, a mild form of autism (QUOTE). This means he can be sometimes a handful for his parents. It is because of his condition that his mother leaves and his relationship with his father breaks down. But its not just Christophers fault his parents are having a hard time. They them selves make some bad decisions that lead to each of them feeling frustrated and even forcing themselves to do some morally bad things (QUOTE). It is these things that Christopher parents do that we, the readers, cannot accept, despite Christophers†¦show more content†¦Of course she writes to him every week or so, but the journey between London and Swindon is relatively short, just writing to him and not travelling to see him shows that even through she does care, she still thinks that she isnt needed and Ed is managing just fine with Christopher. (QUOTE) Ed Boone is Christophers father, and is much less short tempered than his wife Judy Boone and is the parent who causes the most damage in the Boone family. For instance, when Judy leaves Ed and Christopher, to cover it up Ed tells Christopher that Judy died of a heart attack (QUOTE). This, when Christopher found out, had the biggest impact on him (QUOTE). Another action that Christophers dad made was to murder Wellington and thus break Christopher trust combined with lying to him about his mother. This caused Christopher to run away from his father because he couldnt trust him and go in search of his newly-discovered mother. It is these actions that we cannot accept, Ed lying to Christopher about his dead mother and Ed hiding all the letters Judy sent to Christopher. These actions are both morally wrong and just not right, as Christopher has a right to know if his mother is alive or not. Also hiding the letters, it would have been much easier for Ed to have just told Christop her his mum is alive and shown him the letters etc. Because then Christopher would of continued trusting him and there wouldnt of been the big break down near the end. InShow MoreRelatedThe Curious Incident Of The Dog807 Words   |  4 PagesNinth Grade High School Summer Reading Assignment The Curious Incident of the Dog in the Night-Time by Mark Haddon 1.) How do we form and shape our identities? We form and shape our identities by experiences, hurt, love, guilt and various other emotions as well as things we see others going through, all of these things whether they be good or bad help form and shape our identities. 2.) How do we define who we are? We define who we are by our hobbies, our interests, by our likes and dislikesRead MoreA Curious Incident Of The Dog1456 Words   |  6 PagesMark Haddon’s A Curious Incident of the Dog in the Night-Time, a mystery/bildungsroman novel, and Sophie Laguna’s The Eye of the Sheep, a family drama/bildungsroman novel, explore the way certain factors can affect an individual’s growth within a familial environment through similar themes exhibited in both novels. Haddon and Laguna show their main characters Christopher and Jimmy growing up within a dysfunctional family in 20th century Swindon and Melbourne, where each main character in their respectiveRead MoreThe Curious Incident Of The Dog1297 Words   |  6 Pagesclues are provided by the author and Christopher Boone, narrator of the novel The Curious Incident of the Dog in the Night-time, states, â€Å"If it is a good puzzle you can sometimes work out the answer before the end of the book† (5). In relation to this, the most valuable information is typically gained throughout the process of the investigation rather than the solution itself. Although the book The Curious Incident of the Dog in the Night-time is not classified as a detective story, the plot stillRead MoreThe Curious Incident Of The Dog1118 Words   |  5 PagesThe Curious Incident Of The Dog In The Night-Time The novel The Curious Incident Of The Dog In The Night-Time by Mark Haddon is about a boy named Christopher John Francis Boone. He struggles with a high functioning form of autism known as asperger s. Christopher excels in the subjects of math, geography, and in both reading and solving murder mysteries. The book begins with Christopher finding his neighbor s dog: Wellington, dead on their front lawn, with a garden fork in his stomach. ChristopherRead MoreThe Curious Incident Of The Dog1540 Words   |  7 PagesThe Curious Incident of the Dog in the Night-time, originally a novel written by Mark Maddon was created into a Tony Award winning play by Simon Stephens in 2015, and is a must see. This play revolves around a fifteen-year-old boy with Asperger’s syndrome, Christopher Boone, and begins with him trying to discover who killed the neighbors dog-Wellington. As the play progresses we soon find out that this is the least of his worries. This story is one of the first written from the perspective of a personRead MoreCurious Incident of the Dog965 Words   |  4 PagesIn the book the curious incident of the dog at night-time written by Mark Haddon, an important idea is the difficulty of diversity in society. Haddon communicated the idea through the book using the language features narrative point of view, Dialogue, and symbolism. Narrative point of view was used to show us Christopher’s perspective on how he views the world and society, and to get inside Christopher’s head to explain the fact he reacts a certain way, or believes in a certain philosophy like howRead MoreThe Curious Incident Of The Dog1021 Words   |  5 PagesThe Curious Incident of the Dog in the Night-time, written by Mark Haddon, is an insightful novel narrated by the protagonist of the story, Christopher Boone, a fifteen year old boy who is on the autism spectrum. Christopher’s condition effects his perception of events in a way that makes his viewpoint somewhat idiosyncratic, as reflected in his narration. Despite the vast differences in the perception of events in the story between the protagonist and the reader, the intellectual value of the storyRead MoreThe Curious Incident Of The Dog2017 Words   |  9 Pagesa unique and special relationship with their family and friends; what makes it our own is how we express our affection to one another, what experiences we share together, and how we feel when we’re around them. In both Mark Haddon’s novel The Curious Incident of the Dog in the Night-Time, and Wes Anderson’s film The Grand Budapest Hotel, character relationships are expressed through great extremities they go through for each other’s sake as well as loyalty to one another despite questionable circumstancesRead MoreThe Curious Incident Of The Dog1781 Words   |  8 PagesIntro: The Curious Incident of the Dog in the Night-Time by Mark Haddon sheds light on the concept of banning and censoring books. Ce nsorship is the large-scale effort to stop a book from being printed, while banning a book is the act of removing a book from a library shelf or curriculum. Issues such as censorship and banning have caused controversy because individuals are worried that censorship and the banning of books is a violation of the First Amendment of the Constitution, or our right to freedomRead MoreThe Curious Incident Of Christopher Boone880 Words   |  4 PagesChristopher Boone articulates The Curious Incident, however, this novel isn’t told by an average fifteen-year-old boy; Christopher has Asperger’s syndrome—this isn’t stated in the novel, but we can acquire this knowledge simply by reading Christopher’s words. People with Asperger’s tend to have difficulty with social interactions, and Christopher clearly displays this inability when trying to figure out the emotions on the paper that Siobhan draws for him (1), also when he states, â€Å" I find peop le

Othello and His Masculinity Essay - 863 Words

l ‘Be a man’, how are ideas of masculinity presented in Othello. Othello is set during the Elizabethan era, where men were considered to be the leaders and women their inferiors. Women were often regarded as the ‘weaker sex’. This patriarchal society and theme of male superiority is portrayed throughout the play. These themes are depicted through the relationships between the characters. Brabantio and Desdemona’s relationship shows how he believed the traditional Elizabethan view, that men were to control and dominate their wife’s or daughters. He is furious at Othello for stealing his daughter from him. Also, Othello’s masculinity is destroyed through the poisoning of his mind against Desdemona, his wife. Iago also treats his wife†¦show more content†¦Othello believes that Desdemona is his possession, an object in his life which is supposed to show he honour and reputation as a man, therefore the belief that Desdemona has broken that honour and nobility forces Othello to destroy her. We can see the breakdown of Othello’s masculinity by the breakdown of his language. At the beginning of the play, Shakespeare uses blank verse for Othello’s parts. Othello speak in iambic pentameter, clearly and purposefully. He portrays himself and a confident and noble man when Brabantio accuses him for using witchcraft to win Desdemona. He replies in a poetic and calm manner, in comparison to Brabantio, who is aggressive and rude. Othello states, â€Å"Rude am I in my speech†¦Ã¢â‚¬  he is very humble, he apologises beforehand in case he offends anyone. We recognise him as a powerful speaker; we also know that Desdemona is seduced by his storytelling, therefore showing him as authoritative and dominating. However, as the play moves on and we begin to see Iago deception taking over Othello’s mind, his speech turns to prose. He begins to turn aggressive as he takes in more or Iago manipulative lies. â€Å"Damn her, lewd minx!, oh damn her, damn her!† and regards Desdemona as â€Å"the fair devil†, he speaks in hell imagery, which is in contrast to his previous heavenly marriage with Desdemona. This shows he is weak, therefore destroying his masculinity once again. Furthermore, Othello is a black man in aShow MoreRelatedShakespeare Gender Stereotypes1049 Words   |  5 Pagesexpectations were held at a higher standard for both men and women. A time when what gender you were dictated what you could and could not do. Male supremacy ruled the world, and therefore women were subjected, â€Å"‘To suckle fools and chronicle small beer.’† (Othello 2.1.132) This means that the woman’s only responsibilities in life was to nurse her children and take care of her home. These kinds of gender stereotypes greatly impacted Shakespeare’s plays because it was a shared belief among the majority of theRead MoreEssay about The Effects of Femininity1571 Words   |  7 Pagesor labels, created by society. However `masculinity and `femininity become, on some levels, dislodged from the idea of the biological makeup and gender constructs, and instead tend to be described in terms of discourse. It is not just the sex and gender of a being that determines their actions, but instead their thoughts and opinions. This essay will assess ideas of femininity in reference to James The Turn of The Screw, and Shakespeares Othello. In order for us to deal with how aRead MoreOthello And Ayad Akhtars Disgraced1116 Words   |  5 PagesGender issues are a prominent area of debate today, but it was just as controversial four centuries ago. A comparison of William Shakespeare’s Othello and Ayad Akhtar’s Disgraced shows that even though these societies appear very different, they share similarities in ideas of masculinity. While the rights of women have advanced over the last four centuries, the parallel between Amir’s treatment of Emily and Othello’s treatment of Desdemona illustrates that societal notions of masculine dominanceRead MoreAnalysis Of Othello By William Shakespeare Essay1606 Words   |  7 PagesThe theme of power is explored in various ways throughout ‘Othello’, Shakespeare uses the vulnerability of characters’ flaws to allow power shifts to occur through manipulation. The Elizabethan value consensus highlights the difference in gender roles, with societal expectations being defined by the divine order. The limitations of social mobility provide a strong platform for the theme of power to be embedded upon, with characters such as Desdemona and Emilia representing the struggle that womenRead MoreLady Macbeths Role in Macbeth by Shakespeare647 Words   |  3 Pagesruthless woman who plots the murder of the Scottish King, Duncan for the ascension of her husband, Macbeth, to the crown (www.history.hangover.edu). The ease at which she manipulates her husband and questions his manhood for the sole purpose of killing Duncan, shows Lady Macbeth’s associates masculinity to uncheck ambition and brutal violence. She even wishes to be â€Å"unsexed† so that she could complete the deed that Macbeth was so tentative in completing: â€Å" Come you spirits that tend on mortal thoughtsRead MoreOthello, By William Shakespeare1454 Words   |  6 PagesWilliam Shakespeare wrote Othello during a time of great racial tension in England. In the drama, he introduces Othello, a military general who works for the state of Venice but is by origin a Moor (a black Arab). This gives him the unique position of being one of the most important men in Venice, while simultaneously being seen as an outsider. In writing such a character for a seventeenth century English audience, the author is clearly attempting to send a message. This tension between human desireRead More Othello and Desdemona Essay1116 W ords   |  5 PagesIn Shakespeare’s Othello, Othello and Desdemona’s marriage was doomed from the start. They did not start well; their marriage was controversial because of their race and Othello’s failure to follow proper etiquette while he was courting her. However these issues could have been overcome with time. The biggest problem is Othello’s attitude to Desdemona. Othello’s model of Desdemona prevents him from considering her a person. He thinks of her instead as superior to himself in every way, to the pointRead MoreEssay about Animality and Darkness in Othello1034 Words   |  5 PagesAnimality and Darkness in Othello  Ã‚   An initial reading of Othello would suggest that animality and darkness are indeed in opposition to beauty and light. This view is affirmed by looking at the language and actions of Iago, Though I do hate him as I do hell-pains in contrast to Desdemona, (or even the early Othello),Not to pick bad from bad, but by bad mend. Animality and darkness can be clearly seen in the character and more specifically the language of Iago. From the very openingRead MoreEssay on Othello; Jealousy1702 Words   |  7 PagesThroughout Shakespeare’s Othello, the major theme of jealousy is apparent. The tragedy Othello focuses on the doom of Othello and the other major characters as a result of jealousy. In Shakespeare’s Othello, jealousy is portrayed through the major characters of Iago and Othello. It utterly corrupts their lives because it causes Iago to show his true self, which in turn triggers Othello to undergo an absolute conversion that destroys the lives of their friends. Othello represents how jealousy,Read MoreOthello : A Symbiotic Relationship1403 Words   |  6 PagesIago + Othello: A symbiotic relationship William Shakespeare’s ‘Othello’ is one of the most emotionally fraught and psychologically intense of all of Shakespeare’s tragedies. The deeply psychological ideas it explores such as the nature of narcissism and psychopathy become a concentrated concoction of jealousy, hatred, insecurity, rage and repressed sexual desires within their isolated setting on the Island of Cyprus. When one applies a psychoanalytic lens to the play the internal workings of the

The Role of the Spirits in Convincing Scrooge That He Needs to Change free essay sample

This paper will explore how Dickens uses each of these mysterious spirits to persuade Scrooge that he needs to change. At the beginning of the novel, Scrooge is a cold-hearted, tight-fisted and greedy man, who despises Christmas and all things that give people happiness. This is exemplified when the donation collectors approach Scrooge expecting a donation to help the poor at Christmas. Scrooge is quick to decline, and he says ‘It’s not my business, it’s enough for a man to understand his own business, and not to interfere with others. A Christmas Carol takes us on a journey with this unconscionable man as we see his ethics and philosophy challenged, the way he has lived his life in the past, presently and how if he continues on this pathway, his life will unfold in the future. The few words in this quote, are enough to paint a clear picture of a selfish man who has no regard for others and justifies his stance with the excuse it is not my business. We will write a custom essay sample on The Role of the Spirits in Convincing Scrooge That He Needs to Change or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is indubitably clear that at this point Scrooge regards himself as a man who has no philanthropic responsibility. The Ghost of Christmas Past is the first spirit to visit Scrooge. First this ghost takes Scrooge to see himself in the past when he a young schoolboy. Scrooge is shown that his father abandoned him at his boarding school, even during Christmas. This infers to Scrooge that the reason why he doesn’t socialize because he never experienced steady growth as a child in a strong family unit. This helps Scrooge to understand that he is the way he is due to childhood neglect, thus inferring to him that he can and should change. Next the ghost shows Scrooge how his money and work obsessed nature led his fiancee, Belle, to leave him. This associates the loss of Scrooge’s fiancee with his selfish nature thus compelling him further to change the selfish aspects of his life. The next ghost that visits Scrooge is The Ghost of Christmas Present. This spirit takes Scrooge to see the happiness of his nephews social circle and the Cratchit family. Scrooge, upon noticing that Mister and Misses Cratchit’s son Tiny Tim is lame, feels empathetic and thus asks The Ghost of Christmas Present if he will survive. The ghost confirms this, but uses Scrooges past unkind comments to two charitable solicitors against him, saying †¦they had better do it now, and decrease the surplus population. By seeing first hand the happiness that he was missing out on due to his lonely lifestyle, Scrooge begins to see that he should change his The last spirit that visits Scrooge is The Ghost of Christmas Yet to Come. This spirit shows Scrooge the final consequences of his chosen life style. Among these consequences is the death of Tiny Tim, which leads to the mourning of his family. Scrooge also gets shown his own final legacy, a cheap tombstone in an unkempt graveyard. The contrast between the affects of both Scrooge and Tiny Tim’s death is demonstrable. Tiny Tim is sourly missed and his family is grieving for him. In comparison, Scrooges solitary life and intolerance of those in need ultimately leads others to find only comfort and happiness from his death. This makes it blatantly obvious to Scrooge that if he wishes to avoid this terrible fate, he must make a dramatic change in his life. And so it can be seen that through the apparition of spirits, Scrooge is persuaded that he needs to change. Indeed, Scrooge became a model of generosity and kindness, towards the people around him as is clearly shown when Dickens says Many laughed to see this alteration in him, but he let them laugh and little heeded them, for he knew that no good thing in this world ever happened, at which some did not have their fill of laughter. † The spirits achieved this change Scrooge through showing him the childhood neglect that resulted in his miserable attitude, by showing him the happiness that he is missing out on because of his solitary nature, and by showing him the terrible fate that he will surely meet if he doesn’t change.

The relationship between democracy and Islam in Indonesia

The role of Islam in the transition to democracy in Indonesia This paper will discuss how Islam and democracy interact in Indonesia. The paper will look at the role of Islam in the transition to democracy, in which Islam has played a critical part in the pro-democracy movement.Advertising We will write a custom essay sample on The relationship between democracy and Islam in Indonesia specifically for you for only $16.05 $11/page Learn More Islam has played a crucial role in the research on the compatibility in Islam and democracy, in elections and in the building of a civil society in Indonesia. During the past decades, democracy and Islam have been a debatable topic and continues to be a major issue in political discussions. In the western world, Islam and democracy are viewed as fundamentally irreconcilable. Samuel Huntington argued that collapse of democratic system in the Islamic world is owed to the fact that the Islamic customs and society being un welcoming to Western freethinking principles. According to some Muslim conservatives, the democracy values are contradicted with the concept of fundamental Islam. On the other hand, Indonesia has been considered as one of the Muslim countries that have been able to incorporate and consolidate democratic values into its political system. Robert Hefner points out that in countries such as Indonesia, Islam has became vital to democratization and has turn out to be the single most vital force for political transformation and democracy. This paper will argue the concept of Islam and Democracy can be compatible by looking at Indonesia as the majority Muslim country in the world. Throughout the history, the concept of democracy is marked by conflicting interpretation. The idea of democracy is always contested and vague where it is tricky to apply into practices. Huntington (1984, p.195) argues that the definition of democracy are legion where the term has been far from political area such the term has just been apply to institution. This is where citizens have the capacities to choose freely among political alternatives by making their own decisions that have a direct effect on their lives. Jillani (2006, p.728) states that such values of freedom, tolerance and equality are the principle of democracy that form government in a sovereignty state.Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, in the western perspective, democracy and Islam are view as fundamentally incompatible. Huntington (1984, p.208) states that Islam are seen to be inhospitable to democracy. This is because Islamic revival especially the Shish fundamentalist in Middle East are strongly oppose and against the development of democracy as it is identified with Western liberal principles and such principle will denies the Islamic concept of the sovereignty of God. The Islamic fundamentalist is se en to be anti-democratic in the view of religious resurgence (Heryanto Mandal 2003, p.122). According to Effendy (2008, p.41) the concept of democracy is not foreign to Islamic thought. The values of democracy such as justice, consultation, egalitarian, trust and freedom are inherent to the corpus of Islamic ideas. As a result Islam is seen to be compatible with democracy through this perception where these values are obliged implemented in Muslim’s social culture, economic and political activities. Heryanto and Mandal (2003, p.123) argues that values have to be substantiate through educational reform and the creation of social institutions that encourage participation of society in the political and religious realm. On the other hand, the most important confront for democratization in the Muslim world are rely on Muslim leaders and intellectuals themselves to come up with rational systems of Islamic democracy that are not easy reformulations of Western philosophy offered in Islamic expression. The diversity of Islam in Indonesia Among other Islamic country, democracy has been able to thrive among the largest number of the Muslims in Indonesia due to the moderate forms of Islam the citizens has been able to adopt (Azra Hudson 2008, p.47). There has been a blend between the myriad ways and the pre-existing religious practices.Advertising We will write a custom essay sample on The relationship between democracy and Islam in Indonesia specifically for you for only $16.05 $11/page Learn More This has resulted to a richly distinctive variant. The form of Islam originally from Indonesia does not have the attribute of severity and rigidity. This has enabled it to get praise due to its moderation and tolerance. Hefner (2000, p.18) argues that democracy in Indonesia has become the single most important force for political change and democracy in the Muslim world in regards to the compatibility of Islam and democracy. According to Carnegie, (2006, p.3), Indonesia is the country with the largest population of Muslims. Michael Buehler also states that the country is the third biggest democracy in the world, only after the U.S. and India (2009, p.51). Islam has a prominent sway in the Indonesia’s political landscape and offers an array of political and conceptual potentials for the nation. For instance, home-grown Abangan Islam is highly practiced in the Central and Eastern Java while Nahdlatul Ulama (NU)-the conventional Sunni Islam- is common in East Java. The current Islamic tenets of Muhammadiyah are prominent outside Java and synonymous with contemporary welfare services and education in Indonesia. Muhammadiyah is also popular among the young population who are more intellectual and autonomous in Indonesia (Carnegie, 2006, p.3). One of principal reasons that explain the cordial rapport between democracy and Islam in Indonesia is the disintegration of Islamic power in the country’s social socie ty (Buehler, 2009, p.53). The diversity of Islam in Indonesia is attributed to manner in which the Islamic alteration took place in the previous eras. The conversion of Indonesians to Islam was influenced by a number of factors such as accommodating prior Islamic tenets and observances that were common in various parts of Indonesia. The colonial rulers also contributed to Islamic diversity in Indonesia when they denied indigenous rulers authority to set up unified institutions of Islamic education, worship and pilgrimage.Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More The absence of a unified Islam structure has led to tectonic movements in the democratization of Islam in Indonesia. The country has thus witnessed the elimination of official constraints on the spiritual life of its population. Moreover, new types of religious practices have emerged thereby reducing the control of Islamic leaders in the whole country (Buehler, 2009, p.54). The role of Islam during election period in Indonesia The diffusion of Islamic authority and the vulnerability of social structure are more visible during voting periods. For example, during the gubernatorial vote in 2005, the authority of religious leader- the Tuan guru- was trivial as a result of a large number of Islamic leaders in South Kalimantan province. The candidates involved in the election knew that political support from religious figures was not adequate to augment their chances since all contestants had a Tuan guru in their campaign teams. Some resorted to use other strategies such as providing fina ncial support to social amenities such as schools, hospitals and mosques to woo voters. In addition, the waning influence of religious leaders has been manifested by the voters who have ditched Islamic leaders that support unpopular political parties (Buehler, 2009, p.55). The modern Muslim parties continue to play a vital role in the Indonesia’s democratic landscape. For example, in spite of their diverse political inclinations, the Muhammadiyah and NU parties strongly support the existence of a secular state and have censured terrorist activities and the parochial interpretation of Islamic laws (Smith, 2005, p.115). The role of radical Islamist in Indonesia According to Amir Santoso, the relationship between democracy and Islam in Indonesia has been characterized by the antagonism and tension between the ruling elites and Islam (1995, p.3). Right from the colonial period to post-Soeharto era, Muslims have used their religion as their platform for struggle against colonial r ule, oppression and as a tool for religious chauvinism (Jillani, 2006, p.727). During the formative years of Suharto’s totalitarian New Order and Islamic organizations were major political forces that strongly sustained the New Order in defeating communism. However, the cordial partnership collapsed in the late 1960s when the state was fully focused on the general election in early 1970s. There are a number of theories put forward to explain the demise of the alliance between the government and Islam in Indonesia. First, the demise of communism in the country meant that Islam was the main ideological option to Suharto’s regime. Second, Suharto’s New Order regime strongly believed that Islamic groups wanted to introduce Islamic tenets in the country. Finally, since the government’s main goals were political stability and economic growth, the government introduced containment policies to weaken the influence of Islam in Indonesia (Santoso, 1995, p.3). The c urrent democratic landscape in Indonesia has reduced the influence of radical Islam by giving its proponents democratic space to form political parties, take part in electoral process and freedom of press. This type of regime has thus been able to establish the politics and policies employed by Islamists. This theory is relevant to Middle East countries since flexible autocratic power of some regimes such as Indonesia have allowed the contribution of radical Islamists. The inclusion of radical Islamic groups in the democratic process compelled them to abandon their initial radical stands and in the end, adopted moderate positions (Nasr, 2005, p.13). In nutshell, the theory of flexible autocratic structure is that the involvement of radical Islam in political process leads to moderate Islam while their exclusion through oppression enhances Islamic radicalism (Hafez, 2005, p.4). References Azra, A. Hudson, H. (2008) Islam beyond Conflict: Indonesian Islam and Western Political Theory . Aldershot, UK: Ashgate. Buehler, M. (2009) Islam and Democracy in Indonesia. Insight Turkey, 11(4), 51-63. Carnegie, P. (2006) The Politics of Indonesia’s Islamic Identification. Dialogue, 4 (1), 1- 24. Effendy, B. (2008) Islam and the State in Indonesia. Web. Hafez, M. (2003) Why Muslims Rebel: Repression and Resistance in the Islamic World. London, Lynne Rienner. Hefner, R. (2000) Civil Islam: Muslims and democratization in Indonesia. Princeton: Princeton University Press. Heryanto, A. and Mandal, S. (2003) Challenging authoritarianism in Southeast Asia.  London: Routledge. Huntington, S (1984) Will more countries become democratic? In Political Science Quarterly, 99 (2), 206-228. Jillani, H. (2006) Democracy and Islam: An Odyssey in Braving the Twenty-First Century. Brigham Young University Law Review, (3), 727-753. Nasr, V. (2005) The Rise of Muslim Democracy. Journal of Democracy, 16 (2), 13-27. Santoso, A. (1995) Islam and politics in Indonesia during the 1990s. Asi an Journal of Political Science, 3(1) 1-34. Smith, P. (2005) Terrorism and Violence in Southeast Asia. London: Sharpe. This essay on The relationship between democracy and Islam in Indonesia was written and submitted by user Johan Gutierrez to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

George Gershwin essays

George Gershwin essays George Gershwin was the most celebrated and wealthiest American composer who expressed the dreams of every American citizen of the 1920's. He achieved this by mixing different styles of music like Jewish, black, jazz, classical, blues and put them into one genre and created absolute music. He was primarily a composer of popular songs and a jazz pianist though. George became one of America's first premier composers. His compositions are still used today, and are used as examples of the American entrance to the musical world of Chopin, Beethoven, and Mozart. Although he did not live very long, his impact on American musical culture was undeniable. In the following paragraphs, his biographical information and musical works will be examined. George Gershwin born Jacob Gershowitz, in Brooklyn, New York on 26 September 1898, was born the second of four children of Morris and Rose Gershovitz, Russians who immigrated to New York in 1891. George had two brothers, Arthur and Ira, and one sister, Francis. George and his family lived on Manhattan's lower east side in a poor Jewish community. After settling down in New York, his father changed the family name to Gershvin. It was George who later altered his last name to Gershwin when he entered the professional world of music. Most of his family was not musically talented, but his brother Ira became a fairly well-known musician. He had the childhood of any average kid growing up in the early 1900's. Most of Gershwin's early childhood was spent playing sports, which he was good at, and it interested him. He was a very wild and robust child who was not interested in any type of school work (The George and Ira Gershwin Educational Fanpage.). Gershwin was first attracted to music when he was ten years old, when he heard Dvoraks Humoresque played by a young violinist at a school assembly. It wasn't until Gershwin was 12 years old that he first felt his calling as a mu...

Colloquialism - Definition and Examples in English

Colloquialism s in English An informal expression that is more often used in casual conversation than in formal speech or writing. Colloquialisms are not  substandard or illiterate speech, says  Maity Schrecengost. Rather, they are idioms, conversational phrases, and informal speech patterns often common to a particular region or nationality. Not found everywhere,  colloquialisms are  words and phrases that we learn at home rather than at school (Writing Whizardry, 2010). Etymology:From the Latin, conversation Examples and Observations: Friends of the chancellor revealed that he had described Labour MPs as disappointing numpties, a colloquialism meaning idiots.(Neil Rafferty, Queen Opens a Pricey Piece of Scots History. The Sunday Times, Oct. 10, 2004)Latinas are in oppressive structures. We can fool ourselves, but wed still be getting dumped on.(Felix M. Padilla, The Struggle of Latino/Latina University Students. Psychology Press, 1997)Over and over, I would read her account of the turning point in her careerthe night she got her first standing ovation, hours after being dumped by her fiance because she wouldnt quit acting.(K.D. Miller, Standing Up Naked and Turning Around Very Slowly. Writers Talking, ed. by John Metcalf and Claire Wilkshire. Porcupines Quill, 2003)Anyway, the baby calf was standing right underneath its mother, just kind of walking around, and the mother cow took a dump on the baby calfs head.(Stephen Chbosky, The Perks of Being a Wallflower. Pocket Books, 1999)Informal Writing and Speech[O]ver th e last generation or so writing has become more informal than it ever was before. The area of highly formal writing has shrunk considerably; it is now confined to state papers, articles in learned publications, commencement addresses (and by no means all of those), legal documents, court decisions, and prefaces to dictionaries. Other writing has become quite hospitable to so-called colloquialisms; it has become more informal, more relaxed, more familiar, more casual.(Theodore Bernstein, The Careful Writer. Simon Schuster, 1995)Three types of commonly used casual language include slang, colloquialisms, and euphemisms. Slang is an informal nonstandard vocabulary, usually made up of arbitrarily changed words. A colloquialism is a local or regional informal dialect or expression. A euphemism substitutes an agreeable or inoffensive expression for one that may offend or suggest something unpleasant. When our language is too casual, audiences might not be able to follow the main ideas of the speech, or they become confused or uncomfortable.(Cindy L. Griffin, Invitation to Public Speaking, 3rd ed. Wadsworth, Cengage, 2009) Advice on Using Colloquialisms in WritingIf you use a colloquialism or a slang word or phrase, simply use it; do not draw attention to it by enclosing it in quotation marks. To do so is to put on airs, as though you were inviting the reader to join you in a select society of those who know better.(William Strunk, Jr., and E.B. White, The Elements of Style, 4th ed. Longman, 1999)The Force of ColloquialismsSlang or colloquialismsas the boundaries are blurred these days it is hard to tell which is whichhas particularly potent force in describing mental or physical characteristics of our fellow man. Think of somebody who has got the bump, or is potty, or even randy, or saucy, or fly, or bent, or tasty (an adjective susceptible of more than one slang usage), or has become poleaxed, or flattened, or shafted, and one begins to realise how widespread such usages are.(Simon Heffer, Strictly English: The Correct Way to Write . . . and Why It Matters. Random House, 2011)Dated Colloquialisms (19 50s)U.S. colloquialisms evolve slowly. Jag, tops, dude stayed around for decades before they began to lose their freshness. But jazz lingo becomes obsolescent almost as fast as it reaches the public ear. A term of high approbation in the swing era was out of this world, in the bop era it was gone, and today it is the greatest or the end. Similarly, a daring performance was hot, then cool, and now is far out.(Far-Out Words for Cats. Time magazine, Nov. 8, 1954) The Lighter Side of ColloquialismsHoward Wolowitz  [on the phone]: Sweetie, uh, listen, I need to go, but Ill see you tonight? Bye-bye. Bye-bye. No, you hang up first. Hello?Raj Koothrappali: Dude, Im glad you finally got a girlfriend, but do you have to do that lovey-dovey stuff in front of those of us who dont?Sheldon Cooper: Actually, he might have to. Theres an economic concept known as a positional good, in which an object is only valued by the possessor because its not possessed by others. The term was coined in 1976 by economist Fred Hirsch to replace the more colloquial but less precise neener-neener.(Simon Helberg,  Kunal Nayyar, and Jim Parsons in The Large Hadron Collision. The Big Bang Theory, 2010)

Describe the reasons advanced to justify discrimination against Essay

Describe the reasons advanced to justify discrimination against Catholics and free African Americans in the United States until the Civil War. How did Nativists - Essay Example The discrimination against Irish Catholics lessened during and after the Civil War, but the discrimination against free African Americans during and after the Civil War increased. Before, during, and after the American Revolution up until the American Civil War Irish Catholics were discriminated against. The first reason for the discrimination was attitudes carried from Europe. Since the Reformation spread in England, resulting in Henry VII breaking off with the Pope, Protestants clashed with Catholics. Protestants were the majority of settlers and founders in the United States. The government, schools, and social aspect of the United States was built upon Protestant values. This attitude led to the discrimination against Irish Catholics. The second attitude concerned the Irish and English long standing dispute over the English rule in Ireland. These attitudes from the old world carried over into the new world. Religious differences also were used to justify discrimination against Irish Catholics. Protestants were frightened that the Pope would try and conquer or exert control over the newly formed United States if the Irish Catholics settled in the new land. For the Protestants practicing Catholicism meant disloyalty to the United States, due to a Catholic’s allegiance towards the Pope. The United States had just held a successful revolution against a king; they did not want to be subjects of another one. Even though this logic seemed far fetched, many Protestants feared Catholic domination. Finally, other ethnic groups wanting to fit in with the Protestants discriminated against the Irish Catholics in order to be more American. For example, German Protestants would discriminate against Irish Catholics to fit in better with the new Protestant society. It did not matter what ethnic group an individual was from in the United States, but whether or not the group

Problem definition Essay Example | Topics and Well Written Essays - 250 words - 1

Problem definition - Essay Example Although there are movable shields that can be in some of the lathes, there are few to be used in all lathes simultaneously. Moreover, only a few lathes have a break that is a concern according to established standards. II. The students are also disadvantaged in the shop in terms of technology. The students have only been exposed to manual means of operation. This is the case while technology has been embraced in operation of machines. As it is, technology has enabled to put some requirements in the computer and the machine progresses on its own. However, manual operation may be paramount to the students but makes them be behind in terms of embracing technology. The college prides itself as having Mechatronics major as a primary area of study. One of the core issues to be covered on this are is designing and machine operation. Hence, it is paramount that students are exposed on right C&C equipment. Therefore, lack of these equipments will deny the students the proper accreditation they need. The fact is that there is enough money for this upgrade. Grants have also been made available for installation of C&C lathes. The soon this is done the better for proper utilization of time by the

Educational psychology Essay Example for Free

Educational psychology Essay Choose a topic (objective) from one of the strand units in the Primary Science Curriculum (DES, 1999) and describe how you would assess it in a way that ensures that the assessment is integrated seamlessly in teaching and learning science. Indicate what the focus of the assessment is in terms of the science concept AND skill(s). The topic chosen must not be a task included in Hands-on Science. Indicate what the focus for the assessment is in terms of science concept and skills. In your answer refer to a) common prior conceptions (‘misconceptions’) children might  hold within this strand unit and b) how this assessment approach could facilitate constructivist approaches to the teaching of science. Please refer to at least three prescribed readings from both your assessment and curriculum science courses in your response (at least six references in all). Strand: Energy and Forces Strand Unit: Magnetism and Electricity Class: Second Class Learning Intention: The child will be enabled to purposefully play with magnets of different shapes and sizes and explore their effects on different materials (DES,1999). The Teacher Guidelines in conjunction with the Primary Curriculum for Science promotes the use of a constructivist approach to the teaching and learning of science, (DES, 1999). A constructivist approach involves the construction of our own understandings based on the world in which we live in (Brooks, 1993) and our prior knowledge in a variety of areas. This essay will be based on a constructivist approach to teaching magnets in the primary science curriculum, aimed to eliminate any common misconceptions of the child and incorporate self- assessment as the method for assessment for the lesson. The constructivist approach to teaching and learning allows children to take responsibility of their learning which can then make way for self-assessment. Lessons which incorporate self-assessment will see pupils ‘looking at their own work in a reflective way, and identify aspects of it that are good and that could be improved, and then set personal learning targets for themselves’ according to the NCCA’s (2007) Assessment in the Primary School Curriculum. This lesson will incorporate prediction, investigation, interpretation and communication as the children develop the uses of magnets of different shapes and sizes  through ‘purposeful play’ (DES, 1999). The learning intentions for this lesson will be shared using WALT and WILF in the introduction to the lesson. Children will be given their learning intentions to give them a goal or target to work towards in the course of the lesson. The children will develop their own concept maps, which will be based on any existing 1 Saoirse Geraghty Part B-Assessment 13270851 knowledge or misconceptions they may have with regard to magnets, eliciting prior knowledge from the children will give them the opportunity to focus themselves on the topic. Concept maps will be used as interpreted by Mc Cloughlin’s (2000) ‘Conceptual Mapping Frameworks in Science Education: a reader for students of Science education’. The maps will portray each of the children’s knowledge based on the topic, magnets, to be revisited in the development of the lesson and in order for children to interpret their findings and learning outcomes from course of the lesson. The development of the lesson will see the investigation of common misconceptions and experimenting with some of the children’s prior knowledge based on their concept maps they have drawn up. The children will be aware of their learning intentions from the introduction to the lesson and will need little direction which will lead to more focused learning. They will record on their concept maps any new findings they have made, and any prior misconceptions they may have had, and have come to the conclusion of can be recorded. The conclusion of the lesson will include a share session in a whole-class discussion to identify any misconceptions that may still exist and can be addressed, and also to allow children to peer-assess one another based on their findings on an informal basis. To conclude the lesson I will use ‘Traffic Lights’, which will allow me to establish after the lesson how comfortable children are with the use of magnets of different shapes and sizes and the misconceptions involved with them. To begin the lesson I will use a range of formative methods of assessment (AfL) to elicit any existing knowledge children may have with regard to magnets. As mentioned above the children will develop their own concept maps or ‘cluster maps’ (McCloughlin, 2000) to illustrate their existing knowledge, regarding their own interpretation of the physical  appearance of a magnet, uses of magnets, household items which may be magnets etc. When the children have completed their maps, I will share learning intentions with the children using the WALT and WILF methods. I will place the learning intentions on the WALT board, in child friendly language, so children can refer back to them in the development of the lesson to ensure they are still on task to achieve the success criteria. Clark (2005) promotes the sharing of learning intentions with the children that allows them to know the ‘desired outcome’ and success criteria of the task. In Barbara Collins and Michael O’Leary’s (2010)  work on Integrating Assessment with Teaching and Learning in the Visual Arts: A Study in One Classroom seen sharing learning intentions lead to lower frustration levels among children who perceive themselves as not being strong’ in a particular curricular area. In my own experience and as also stated in the Collins and O’Leary (2010) study, children declared 2 Saoirse Geraghty Part B-Assessment 13270851 that knowledge of the success criteria on a particular topic helped them to get started quicker and also led to them having less questions based on the procedures they were to undertake in  the task. For the development of the lesson, I will explore the following three common misconceptions with second class students: ? All metals are attracted to magnets ?All silver coloured items are attracted to magnets ?The larger the magnet, the stronger it is (MathScience Innovation Centre, 2007) In this section, I will organise the children into small groups and provide them with a range of household objects (paperclips, cutlery, keys, coins etc. ) and magnets of different shapes and sizes to investigate and explore these misconceptions with them. I will ask the children in  their groups to predict possible outcomes of their explorations into the misconceptions, will all of these items stick to the magnets? Will all of the magnets pick up the bunch of keys? Etc. It is expected that children will make the prediction that all of these misconceptions are true, therefore predicting before investigating allows children to use their prior knowledge to predict and they can then explore their outcomes in ‘purposeful play’ throughout the development of this lesson and then discuss their findings with their peers in the conclusion of the lesson. When they have made some predictions will write some of them on the board to be revisited after the children have worked with the objects and magnets. The children will be given sufficient time to investigate the common misconceptions and strength of the magnets using different sized magnets across the variety of objects for experimentation. I will then ensue a metacognitive approach and have the children record on their concept maps anything new they have discovered or uncovered in their investigations. By recording their findings the children are documenting what they have learned by means of self-assessment. Looking at what they knew from the outset, and recording what more they have learned, or what misconceptions they may have had have they cleared up. To conclude the lesson, I will ask the class to come together and undergo a whole class discussion based on their findings in this investigation of misconceptions of magnets. I will use AfL strategies of questioning in this discussion with the children to indicate where their new knowledge may be of use to them outside of the class, ie. Where would you use a magnet outside of class? , can you get any bigger magnets than the ones we have in class  3 Saoirse Geraghty Part B-Assessment 13270851 today? Etc. The NCCA assessment guidelines (2007) invite children to probe and prompt children in their open ended questioning, ie. ‘’I wonder if everyone in this class has the same things on their maps’’, ‘’I wonder is there anything we could learn from listening to one each other’s findings’’. Preceding this, the children will discuss with their class mates any misconceptions they may still have, that they may be able to clear up, or perhaps something they did not uncover in their findings. This form of peer-assessment allows for informal  learning, and shows children that they can assist one another, and they do not always have to come to the same conclusions in their topics to have the correct answer. When children have been given fair time to discuss and analyse their findings with their peers I will close the lesson by asking them to give me some feedback to ‘help me to teach them’ by using the traffic light method of assessment. This will be used to get an idea of any misunderstandings or confusion that may still exist among the children, and therefore can be addressed before the end of the lesson.  In the ‘Traffic Light’ method of summative assessment: ?G (green light –I understand), ?A (amber light – A little unsure), ?R (red light I dont understand). Methods of both formative (AfL) and summative (AoL) assessment have been used strategically in the Primary Science Curriculum. These methods were introduced harmoniously with the lesson on magnetism, the methods of self-assessment allowed the teacher to be the facilitator of resources and learning, but the children undertook the task independently, the development of constructivism in the classroom would see that ‘the locus  of teaching and learning does not lie in the teacher but rather the student’ (Mc Cloughlin, 2010). This was explored in this lesson, and I would use these methods of assessment in the classroom, and I think they would have a positive effect on the children’s learning. References 4 Saoirse Geraghty Part B-Assessment 13270851 Clarke, Shirley,(2005). Targeting assessment in the primary classroom: Strategies for planning, assessment, pupil feedback and target settin. , London. Collins, B. O’Leary, M. (2010). Integrating assessment with teaching and  learning in the visual arts: A study in one classroom. Oideas 52, pp. 53-61. Department of Education and Skills, (1999). Primary School Science Curriculum. Dublin: NCCA Department of Education and Skills (1999). Primary School Science Curriculum: Teacher Guidelines. Dublin: NCCA MathScience Innovation Centre, (2007). Floating above the Rest. Mc Cloughlin, Thomas, (2000). Conceptual mapping frameworks in Science education: A reader for students of Science Education. Dublin. NCCA (2007). Assessment in the Primary School Curriculum. Guidelines for Schools. Dublin: NCCA.

Romeo and Juliet: Fate or Free Will? Essay -- Romeo and Juliet

Romeo and Juliet: Fate or Free Will? The play Romeo and Juliet was one of the most famous love tragedies ever written. This love story unfortunately had a fatal ending. Many people argue over why the lovers had died, was it over Free Will or Fate? The death of Romeo and Juliet was partially because of free will. The fact that Romeo and Juliet got married knowing that there was a bitter feud between their families, the Montague and Capulet’s. This feud brought on many problems, such as the murder of Tybalt by Romeo. Juliet knew that this might be a problem for Her and Romeo. Juliet had said: â€Å"What’s in a name†? Which explains her ill fate of being a Capulet and Romeo being a Montague. When Romeo tells his servant â€Å" Ay, mine own fortune in my misery†. This illustrates that he does not...

Creative Professional Identity Paper

From birth, various actions I took led me down the long and winding path to my current career as a Labor and Delivery nurse. I became a nurse because I love blood, saving lives and cheating death. I love working weekends and holidays for extra money. I love the mobility and respect that comes with being a nurse. I love all the overtime I could ever want! Some Jobs are physically demanding. Some Jobs are mentally demanding. Some are emotionally demanding. Nursing is all three. Ask any person in another career about how much they learned after they finished their education and/or graduated ND went to work.Many will tell you that they learn nothing new. As an URN, you learn something new every day you go to work because every day comes with a new set of patients, regardless of what specialty you work in. As I continue my path as a future baccalaureate nurse, I will build a stronger focus on nursing theory, communication, and leadership. I'm very good at my Job. If you are sick and need help then come to me and I will help you. If I can't help or â€Å"fix† the problem, then by George, I will find someone who ill. I especially love poking people with needles and watching that first splash of blood inside the test tube.I love the adrenaline that comes along with the rush of an emergency cesarean and the matter of minutes you have between life and death. It's exhilarating. I love seeing how the disease process works ? in obstetrical patients, in their babies. I love looking at a person and thinking, â€Å"l can't believe they survived that. † I hate fetal demises for any reason, but crying with the family that has tried In vitro retaliation four times and Is finally holding a newborn in their arms Is an extraordinary moment that simply cannot be put into words.I really love educating people. This can be the highlight of my day. I love hearing their outrageous stories of self-entitlement. It allows a plethora of communication and learning between other n urses and is a great way to bond. As a baccalaureate- prepared nurse I will have better leadership abilities and different ways to educate others as well as teach myself. I believe having a BBS will Increase communication capableness. After becoming an URN, I learned to love the special moments I shared alone with patients.Coming from an ERR where I rarely got a â€Å"thank you† too Labor and Delivery Unit where families shower nurses with flowers, cards, and gifts to show their appreciation Is a huge change. I really do enjoy being that person thanked for helping them, and appreciate being rewarded for a job well done since I put my all Into everything that I do. I enjoyed upping my Income to $ask* per year from the salary I was making at a homely mom and pop diner where I held a witnessing gig pre-nursing.Finally, nursing isn't a Job for me, it's a livelihood. It's helping that first-time Mom bond with her baby, understand the postpartum process, what breastfeeding should a nd shouldn't feel like, and when to know when something Just â€Å"Isn't right† with her baby. As a baccalaureate-prepared nurse, I will continue using evidenced-based our facility. I will reach out and suggest change when it is needed. I treat my Job with respect and dignity. I try my best to cut out the drama and get straight to the point.These moms and dads chose the facility that employs me to liver their 1st, 2nd, 3rd, or 8th child ? and the goal is to make that process go as smoothly as possible. Having a baby is right up there with getting married as far as a moment in time a woman will remember for the rest of her life. I truly make a difference here, and I make an impact on their lives. I labor these women for 12 hours at a time, sometimes on consecutive days, tirelessly watching fetal heart rate monitoring strips, and will Jump on an opportunity to call the physician if the slightest thing â€Å"seems off.Our goal is always a health mom and a healthy baby. In Labor and Delivery, we care for both the mother and the fetus, â€Å"invisible† as the baby may appear, it is still the second patient. And Just like certain situations from my upbringing shaped the person I am today, I am also able to influence each new life I bring into this world by giving these babies the best chance at developing their own personal identities ? whether they decide to become policemen, doctors, hairstylists, teachers, veterinarians, accountants, or maybe Just maybe, nurses.

Notes for Each Chapter in Tomorrow When the War Began Essay

a) SUMMARY Chapter four is about them in felt â€Å"Hell† a snake goes into Homers Sleeping bag, they try to get it out and they get scared and drop the sleeping bag the snake slither out and straight into the bush. There is a part about where a â€Å"V shaped† planes go over and they had the lights switched off on the plane so no-one could see them fly over, but they could smell the jet fuel. Right through the chapter they were in the place called â€Å"Hell†. SIGNIFICANT EVENTS In chapter four they are getting fat and restless, and they can’t be bothered to explore. Everything and everyone changes when the planes go over with no lights on. CHARACTERS DEVELOPMENT Homer feels some connection between Fi and him. Ellie is a deep sleeper and sleeps though heaps. b) Summary of Chapter Four: The chapter begins with the group of friends sitting around doing nothing in the morning. In the evening Homer sits down on to a sleeping bag and discovers that a snake was in his sleeping bag. They try to tip it out, but the drop the bag and it shoots out towards Corrie. Fi jumps in the water not knowing that snakes can swim. In the middle of the night Ellie wakes to black jets flying overhead. In the morning she finds that Robyn, Fi and Lee heard them, also. Robyn tells the others that dozens and dozens of them were flying overhead all night long. Lee jokes that Commemoration Day would be a perfect day to invade Australia. In the morning Homer reveals to Ellie that he likes Fi. Quotes: * â€Å"And like black bats screaming out of the sky, blotting out the stars, a v-shaped line of jets raced overhead, very low ahead. Their noise, their speed, their darkness frightened me.† –Ellie * â€Å"There was dozens and dozens all night long.† –Robyn * â€Å"It’s probably the start of world war three,† said Lee. â€Å"We’ve probably been invaded and we don’t even know it.† –Lee * â€Å"That’s when I first†¦when I realised†¦Well it’s the first time I really took notice of her. I always thought that she was a stuck up snob. But she’s not. She’s really nice.† –Homer * â€Å"No, Hell wasn’t anything to do with places, Hell was all to do with people. Maybe Hell was people.† –Ellie Significant Events: 1) Jets flying overhead in the middle of the night, 2) Homer admitting that he likes Fi. To Ellie he was always the kid that had no feelings. 3) Ellie realising that Hell wasn’t places it was people. —————————————————————————————————————— Chapter 5: Summary * They were very lazy, always putting off going to the top of the mountains to hike. * Corrie and Ellie were the most energetic; they took a few walks, to the bridge or to different cliffs. * Corrie and Ellie both want to travel when they are older. They want to travel to Indonesia, Thailand, China, India, Egypt and maybe Europe or Africa. * They were running out of food but they were too lazy to go back to the Land rover to get more food. * They had gone through 5 days without any serious arguments, but they had a few silly arguments. * Everyone decides that the want to come back to Hell, with the same people. They don’t want other people to know about it because they might ruin it. * The trip back up the cliffs was very tiring, hard and hot. The only thing that keeps them going is Fi saying stuff about have decent food and a hot shower. * Homer stays close to Fi, and helps her a lot. * There are 6 suspicious fires that are spread out. 2 of which are which are quite big. None of them are anywhere near them. (In Hell) * Some people went swimming in the creek.   * Lee and Ellie talk. Ellie learns a lot from Lee. Significant Events. The group spend their last days camping and they realise that they don’t want to leave. They want to stay longer and have more fun. They also want to come back to the same place with the same people. They don’t want others to know about their wonderful campsite. The group don’t like to hike back in the hot and humid weather. The climb is very dangerous and steep. They get very tired. There are 6 fires in the distance that nobody can figure out why they are there. Ellie and Lee feel uneasy and senses something is wrong, but they can’t figure out what. Character Development * ELLIE= Ellie talks to Corrie; they share a dream (travelling). Ellie leans that working in a restaurant is hard. (By talking to Lee). She feels uneasy and weird. She wants to get home to see her family to see if they are okay. * CORRIE= We learn that she wants to travel and become a nurse in a country that needs nurses urgently. She was homesick in Year 8 Camp. She works away quietly on people until she gets what she wants. She is very forgiving and doesn’t hold grudges. * ROBYN=She doesn’t want to go home. She thinks it’s the best place ever and she had a really really good time. Robyn tells Ellie she is bossy. * FIONA= Always disappears when they cook or do washing up. Looks forward to a hot shower and decent food. Has mixed feelings for Homer. Went swimming. * KEVIN= If he had chocolate he would go up to the Land rover to get food. He is still embarrassed about the snake incident. Fells a bit sensitive. * LEE= He likes being in Hell. He thinks it was fun. Feels uptight, has a feeling that something is wrong. * HOMER= Tries to get closer to Fi. Helps Fi a lot. Likes Fi. Keeps on trying to prank Corrie. Conflict * Arguments =Between Kevin and Fi= For Fi not being there when cooking or washing up. =Between Corrie and Homer= Homer pulling mean jokes/pranks on Corrie =Between Kevin and Ellie=Ellie always trying to ‘fix’ the fire. =Between everyone=which coloured cars are most consumptions * No more decent food. * Climbing/Making their way back to the land rover, very hard and tiring. * Ellie wanting to get a move on, but the rest of the group plays around. Quotes * â€Å"Corrie! You got homesick on the Year 8 camp, and that was only 4 days!’ Ellie says to Corrie. * â€Å"I don’t want to go back. This is the best place and this week has been the best’ Robyn says to the group. * â€Å"Yea, ok† Homer said, obviously thinking of spending another 5 days with Fi. * â€Å"I wish they’d get a move on, I’m keen to get home† Ellie says to Lee. * As we got a better view of the plains we were surprised to see 6 different fires in the distance scattered across the countryside. None of the fires were remotely close to out place. [Hell] * I was a heavy sleeper but the last few nights I couldn’t settle down. I felt some kind of strange anxiety. ———————————————————————————————— Chapter 6: Summary In chapter 6 the characters arrive back from hell to Ellie’s house and find most of the family’s animals dead and the house abandoned. The group then tried to come up with an explanation for the strange and scary circumstances, getting more worried after each failed suggestion. The gang then decided to drive in the land rover to Homer’s, where they find his house in the same state as Ellie’s. They then had to decide if it was in their best interests to use the RF radio, they let Ellie decide and she believes they shouldn’t use it. The group then chose to talk about what might have happened in their town while they were away, Homer then found some evidence of his mother’s that proved whatever happened to their families, took place at Commemoration Day. Important Quotes 1. â€Å"The dogs were dead†¦ their chains were stretched and their was blood around their necks, where their collars had held† 1. â€Å"In the house there was nothing wrong, and that was what was wrong. There was no sign of life at all† 1. â€Å"†¦. We’ve been invaded. I think there might be a war† Conflict In Chapter 6 there is one conflict between Robyn and Ellie when the group was trying to come up with a theory for their families’ disappearance. Ellie: â€Å"Of course it’s bad† I yelled at her â€Å"Do you think my dad would leave his dogs to die like that? Do you think Ill be having a good laugh about that tomorrow?† I was screaming and crying at the same time Robyn: Robyn started crying and yelling â€Å"I didn’t mean it like that way Ellie, you know I didn’t!† They then resolved the issue: Ellie: â€Å"I’m sorry Robyn† I said â€Å"I know you didn’t mean†¦.† Robyn: â€Å"Im sorry too† she said â€Å"It was a bad choice of words† Significant Events 1. Coming home to find the dogs dead and their families gone. 2. Finding no mess at the house but it being normal, showing no sign that the family was taken, but just disappeared. 3. Went to Homer’s and found it in the same state as Ellie’s, proving that something big has happened. 4. The group then assessed the situation and came up with the conclusion, that whatever happened to their families’ happened at Commemoration Day. —————————————————————————————– Chapter 7: Summary They all go to Kevin’s and find his pet corgi, Flip. Then they decide to take Flip with them. When the group are at Corrie’s, Ellie finds a message on the Mackenzie’s fax machine for Corrie. It’s from her father, the message was sent from the show secretary’s office saying, â€Å"People say it’s just army manoeuvres† and â€Å"go bush. Don’t come out till it’s safe†. They split up and Ellie, Kevin and Corrie are to check things out at the showground. After seeing Ellie’s primary school teacher at the show ground from a distance and seeing how guarded the place is they leave. Soon they realize soldiers are following them and they are shooting. Ellie decides to fight back with a homemade bomb from the petrol in the ride-on mower, rags and matches. The bomb explodes and does its job successfully and they run to meet the others on the hill a 3:35, five minutes late from their agreed time. Quotes – (Lee on making the decision to keep Flip) â€Å"We might have to make some ugly choices†. – (Homer on the subject of splitting up) â€Å"Five people free and two locked up is a better equation then no people free and seven locked up.† Significant events – Corrie getting a fax from her dad – Seeing the show ground – Ellie blowing up the lawn mower and the soldiers Character Development – Homer, being able to make the best decision for the group, which was splitting up. – Ellie, to make an explosion big enough to escape the soldiers in the short amount of time she had before they arrived. Conflict – At first when Homer suggests splitting up every one is against it and there is a bit of protest going on until he reasons with them. ———————————————————————————————————————— Chapter 8: Plot Summary The group has arrived at Corrie’s place before dawn. Ellie feels sick and in her mind she is singing as chorus of a song, in which she sings over and over again, because she was trying to forget the events that had happened earlier. They arrive halfway down Corrie’s driveway. Ellie stops at the porch to rest but Homer tells her to keep moving. Everyone felt at home except Lee and Robyn who were currently away. Ellie, Corrie and Kevin were telling the others about what they encountered such as the mower incident. Ellie feels that she is permanently damaged because she had probably killed three people. Homer told them that they should not feel bad since the soldiers had invaded their land unexpectedly. After they told their story, Homer and Fi told theirs. They went into town, and they said that there was a lot of damage done. There were soldiers everywhere, so they had to be extra careful. They went to Fi’s house, and Homer was attacked by her cat. After Homer and Fi’s story, the rest of the group were worried about Lee and Robyn, not knowing what has happened to them. By then Ellie is beginning to realize Homer’s leadership skills. Significant Events Telling each other what had happened, since they were split into groups. Ellie knowing that Homer has changed. Character Development Homer – starts to act like a leader, since he could not be trusted before. Quotes â€Å"It was hard for me to believe that I, plain old Ellie, nothing special about me, middle of the road in every way, had probably just killed three people.† â€Å"Homer was becoming more surprising with every passing hour. It was getting hard to remember that this fast-thinking guy, who’d just spent fifteen minutes getting us laughing and talking and feeling good again, wasn’t even trusted to hand out the books at school.† ———————————————————————————————————————— Chapter 9: Chapter Nine is quite an intense chapter. They are at Corrie’s house and collecting things, and getting ready to leave for ‘Hell’. ‘Suddenly we heard a distant disturbing noise’. A helicopter was observing the house and was waiting for the kids to move. They all went to go check on Kevin to see if he was okay,.. But he wasn’t okay. ‘They’re staring right at me’ He said. Everyone knew that if he moved they would all be on danger. Homer has grown to be such a great leader so far. ‘Don’t move, it’s the movement that’s the give away’. He was keeping everyone together. He kept everyone safe and made good decisions for the group not just for himself. As the helicopter left they had took their chances of packing what they needed while it was gone because there was a high chance that they could come back. They went to the shearers shed after they had got everything packed. The soldiers knew they saw someone in the house. ‘†¦ A black jet, fast and lethal, came low from the west.’ A rocket from the soldiers was flying towards the house. ‘One rocket hit the house, and one was all it took. The house came apart in slow motion.’ A second rocket came and slammed into the hillside right next to the house. Having the conflict with the soldiers has made them think more carefully about their actions and every move that they made. Homer, like I have already said†¦ has turned into a great leader. To me, this chapter was about how the teens needed to start thinking like soldiers, and start being soldiers. ———————————————————————————————————————————————- Chapter 10: In this chapter, the group decide to bring Lee and Robyn back from Wirrawee. Ellie and Homer are chosen to be sent into Wirrawee, since Corrie was still in a shock after the enemies had blown up her house, while Kevin stayed in Hell to look after her. When they arrive at Robyn’s house, they find Robyn who tells them that Lee had been shot and what had happened to them during the time they were hiding. They find out that there were still some people out there that are still fighting and haven’t given up yet. Since Lee wasn’t able to walk, they decided to make some rash decisions to get Lee back to Hell and themselves unharmed. Significant Events * Deciding to get Lee and Robyn back from Wirrawee * Lee getting shot * Robyn and Lee finding Mr. Clement, the dentist * Robyn and Lee getting spotted in Wirrawee, that’s where Lee gets shot * Deciding how to get Lee out of the restaurant and safely back in Hell Character Development * Homer starts to think like a soldier. He starts to become more mature and think for the safety of the group and how they would get through this. He becomes a sort of leader and makes up most of the decisions that they make. This is a big change since, when Homer was at school; he had been a trouble-maker and had been wild and outrageous. * Ellie starts to fall for the ‘new’ Homer. * Robyn becomes braver and Ellie thought that Robyn deserved a medal on how she rescued Lee from the enemy soldiers. Robyn used to worry easily and had been quiet and serious at the start of the novel. Conflict Lee getting shot in Wirrawee was a big conflict in this chapter. Since wasn’t able to walk, they had to think up ideas that might get them and Lee back to Hell unharmed. They start to think up of plans like using quiet vehicles but then they decide to use a bulldozer and pick up Lee from the restaurant, since using a bulldozer would surprise the enemy. They also decide to do at four am in the morning because that was when humans were at their weakest. Important Quotes * â€Å"Homer had an ability to put himself into the minds of the soldiers, to think their thoughts and to see through their eyes.† * â€Å"We were in the middle of a desperate struggle to stay alive, but here I was, still thinking about boys and love.† * â€Å"‘He’s been shot’† – Robyn * â€Å"He said he thought there were a few dozen people like himself hiding out, but after they’d seen what had happened to people who, in his words, ‘tried to be heroes’, they were all keeping well out of sight† * â€Å"They were dodging towards the door of the news agency when shots started pouring down the street.† * â€Å"He was limping badly, staring at her but biting his lip, determined not to cry out.† * â€Å"‘You keep going like this, you’ll lose your reputation. Aren’t you meant to be just a wild and crazy guy?’† – Robyn * â€Å"‘That’s when humans are always at their weakest,’ I contributed. ‘We did that in Human Dev. Three to four am, that’s when most deaths occur in hospitals.’† – Ellie ——————————————————— ————————————————————— Chapter 11: In the start of chapter 11 it was all full on. Lee was injured and at his families restaurant waiting to be saved by Ellie and Robyn, in a truck they stole. Lee got wheelbarrowed into the shovel on the truck. Then they got chased by soliders Ellie ran straight over a jeep wiht three soliders in it, another jeep continued to chase them they got shot at the entire time while being followed, then Ellie stopped suddenly and the jeep went flying over them and flipped. They got away and met Homer and Robyn on Three Pigs Lane, where they switched vehicles and headed to Chris’s in order to change vehicles again incase they had been spotted.They pulled up at Chris’s and dumped there get away vehicle in the dam out back while they disgustd what to do next, something came out of the old piggery it was Chris he had been hiding in there from everyone his paretns had gone overseas and he didnt go to Commemoration Day. So they took Chris’s parents Merc and he went with them back to hell. CONFLICTS The main conflict in this chapter was between the soliders and the group they had been shot at chased and had a head on crash with. CHARACTERS THAT CHANGED Ellie changed she became a solider in attack she had to drive the truck and she even ran over a jeep of soliders. She was in attack. ———————————————————————————————————————————————- Chapter 12: Significant events: Lee getting shot in the leg by soldiers, Ellie saw she had some feeling for lee. Went to hell as a hide out. Conflict: Ellie saw Chris asleep when he was meant to been on guard looking for soldiers as this started off an argument. Quotes: â€Å"I stopped. I didn’t have any plans to become the local slut† – â€Å"I’d blocked off all my emotions reactions because there hadn’t been the time or the opportunity for those luxuries. But it’s like they say, ‘emotion denied is emotion deferred’ – â€Å"Chris, who was sure that he’d been the cause of my having a nervous breakdown†. Setting: ‘’ I could see right across the paddock to the bush and on up into the mountains’’ pg 159 —————————————————————————— —————————————— Chapter 13: Corrie had her Father’s radio, everyday she would fiddle with it, but wouldn’t let anyone else touch it. One day Corrie reported to Ellie that the batteries were getting flat. It was then that Ellie found out that the radio could get excess to worldwide radio stations. Ellie asked Corrie if she had been only trying the local stations and Corrie said yes. They gained excess to the other worldwide stations and fell upon one that was reporting about what was going on in Australia. The whole group listened it the radio. That how America was warned that if she tried to help and intervene with the war going on, she would find herself in the longest, costliest and bloodiest war ever. The general claimed that the season for the invasion was to â€Å"Reducing balances. After the group heard that international outrage continued to mount and a lot of fighting in countries and a few scattered words, the radio died. Homer quickly suggested that everyone should write down what they heard, after they did, they chose what seemed like the main and important points. Homer was thinking long term and decided that they should get a few animals and cattle’s in Hell so that they could use the cattle as food. Next their plain was to observe how the military worked and what sort of pattern it was. So they decided to send 6 people down, all in groups of two. The pair would keep in contact with walkie talkies. Kevin and Corrie, Fiona and Homer, Chris and Robyn. They would all note down what they saw in the show ground and in 48 hours time, come back to hell. Conflict: In the middle of chapter 13 an argument develops between Kelvin and Robyn. They start arguing after Robyn says â€Å"and now they have taken the cookie and crumbled it a whole new way.† After this is said, Kelvin misunderstands Robyn and thinks that she is fine with the invasion, soon after that, and after Kelvin insulting her religion, Robyn starts to defend herself and with the whole group agreeing with her, Kelvin realises that he lost and back off. Plot Changes: Instead of sitting around, like in the previous chapter, this time they plan to go back to the show grounds and investigate what is going on. Character Development: Homer: Acts more mature Street smart More sensible More sense of responsibility Fiona: Starts to like Homer now Starts to want to sacrifice necessaries of loved ones and family Ellie: Is confused about whom she likes, Homer or Lee ——————————————————————————————————————— Chapter 14: Ellie, Homer and Fi went back up to Ellie’s house to collect some more supplies (food, clothing, toiletries, tools, bedding, a Bible, etc). Robyn and Ellie read the Bible. After Ellie, Homer and Fi got back from Wirawee they found Lee had started walking around. Lee and Ellie had some conflict as they talked about their relationship, but Ellie is still confused :P. Ellie goes for a walk by herself and finds the Hermit’s hut. ——————————————————————————————————————— Chapter 15: a) Everyone was annoyed by each other. (p191. There was a bit of strain between us now, which I hated and there was a general strain caused by everyone snapping at each other in the final few hours of daylight.) When Fi and Ellie slept together, Fi said to Ellie that she loved Homer, but he was too ‘Greek’. Fi wanted to get advice from Ellie, but Ellie didn’t want to Fi and Homer go well†¦ At night, Ellie reminded her family and smiled. Ellie thought that ‘Hell is a sad, brooding place but not evil.’ They woke up early and had simple food. They would stay very long in the Hell like 3 months, 6 months two years†¦ Lee said that he wanted to go Hermit’s Hut. In front of the Hermit’s Hut Ellie told Lee about her feeling. She was very stressful because of her feelings. (p202. But my feelings are that I’m confused.) Lee said that .. (p 202. No, I just think that for some things, for example liking someone, for example liking me, you are being too careful and calculating. You should just fo with the feelings.) Lee wanted to go inside the Hut. There were many things like reward from a King. There were photos and newspaper article about murderer. Also, Lee and Ellie read his story about the murder process(?). b) After their inspection of Hermit’s hut they kept working into the evening. Fi sleeps in Ellie’s tent while Corrie is away and before they fall into sleep, she talks to Ellie about her relationship with Homer and if she should try it with Lee. They get up early and Ellie notice that the longer they stay in hell, the more they get into natural rhythms their major job that morning is to get fire wood which they work hard on. Ellie shows Lee the hermit’s hut, they speck about their   relationship and Lee thinks that Ellie should give be with him. In the hut Lee finds a metal cash box with nothing but papers and photographs. underneath them was a small blue case, like a wallet, but made of stiffer material. Lee silently wrapped everything up and replaced it in the tin. There was too much to absorb, too much to think about. they left the hut in silence. ——————————————————————————————————————— Chapter 16: Chapter sixteen is all of Ellie’s thoughts. Lee and her are possibly boyfriend and girlfriend, also Homer and Fi. Lee and Ellie have visited the Hermits Hut and found important documents from the murder. The whole group have come up with more tactics to keep themselves from the soldiers and getting caught one of them is moving the land rover further away from Hell. The rest of the chapter is Ellies thoughts on Lee and Hell. Important Quotes â€Å"There were to other documents in the box† Lee and Ellie noticing the documents. â€Å"The last thing was a poem, a simple poem† Ellie been a detective. â€Å"He’s so down on himself† Fi complaining on Homer. â€Å"perhaps my lack of confidence, my tortuous habit of questioning and doubting everything I said or did, was a gift, a good gift, something that made life painful in the short run but in the long run might lead to†¦what? The mourning of life† Ellie’s thoughts on life. Significant Events  · Ellie and Lee finding the documents in Hermits Hut.  · Ellie and Fi having a good chat on what lies ahead of them.  · Thinking of other ways of them been unnoticed by soldiers. Character Developments  · Fi as become more confident and true to her and others that is because she has been around Homer a lot.  · Ellie has taken a part in been a leader along with Homer and Kevin.  · Lee has become a lot stronger now that is leg as stared to heal. Conflict Not much conflict in this chapter I think this is because they have all started working as a team and listen to what the others around them have to say. ——————————————————————————————————————————————– Chapter 17: Robyn, Kevin, Corrie and Chris returned from Wirrawee and after breakfast they tell the others their story. Robyn does most of the talking. She is their unofficial leader and she reports from the situation in Wirrawee. As they were telling the story everyone else was sitting with their partners, while Chris and Robyn were the only ones who weren’t together as a couple. Robyn, Kevin, Corrie and Chris haven’t seen any of their families but been told they were safe at the showground. The soldiers would have been on duty taking some prisoners and the showground back to their homes a habitable place again by cleaning out mould and dead food and pets and to pick up some valuables like jewellery. Robyn got told by Mr Keogh that the work parties would be going out to the country too, starting any day now to look after the stock and get the farms going again, he said they’re going to colonise the whole country with their own people and all the farms will be split up between them and we’ll just be allowed to do menial jobs like cleaning. Chris brought back packet of smokes, two bottles of port that he ‘souvenired’ seeing Chrsi smoke made Ellie reflect on what laws they had already broken (stealing, driving without a license, wilful damage, assault, manslaughter or murder etc). Ellie didn’t like the idea of Chris picking up grog (alcohol) and cigarettes. Robyn presents the idea to Ellie writing all these happenings down and Chris wants to know what the other four (Ellie, Lee, Fi and Homer) did in Hell while they were away. Homer says that they must grab some sleep and that they will have a council of war later that afternoon. Robyn is a quiet leader even in calmer times: ‘Robyn did most of the talking. She’d already been their unofficial leader when they left, and it was interesting to see how much she was running the show now.’ Kevin recommended that they could end up being the nations since they could be the only ones left free so they would be they government and everything. They would all choose their jobs or got given them. Kevin for Prime Minister, Chris: Police Commissioner, Homer was the Minister for Defence and Chief of the General Staff, Lee was the Pensioner of the Year because of his leg. Robyn wanted to be the Minister of Health but got Archbishop instead. Fi was Attorney General because of her parents and Ellie was named Poet Laureate. They plan to gather animals, such as ferrets and rabbits for food. There is conflict in this chapter when Kevin suggested that they have ferrets instead of chooks. Corrie disagrees and says, ‘ â€Å"Yuck! They’re disgusting! I hate them.† Kevin looked wounded at this disloyalty from the one person he could normally count on. â€Å"They’re not disgusting,† he said sounding hurt. â€Å"They’re clean and they’re intelligent and they’re very friendly.† â€Å"Yeah, so friendly they’ll run up your trouser leg.† ’ ———————————————————————————————————————- Chapter 18: In this chapter we get to know more about Ellie’s and Lee’s and Homer’s love relationship. We find out who Ellie likes more Lee or Homer. We also learn on how far Ellie and Lee would go with their relationship physically. We hear more about Chris and him smoking. We also find out that Sally and Kevin have been together for a whole year and that Ellie is pretty sure that they have lost their virginity to each other. In this Chapter we hear Ellie saying â€Å"I know this might sound a bit different from what I said before, but I don’t think it is. I can understand why these people have invaded but I don’t like what they’re doing and I don’t think there’s anything very moral about them†. Ellis feels that this war has been forced on them and she hasn’t got the guts to be a conscientious objector. She just hopes that they can all avoid doing too much that’s filthy and foul and rotten. ———————————————————————————————————————————————- Chapter 19: ———————————————————————————————————————— Chapter 20: QUOTES: â€Å"There was a pause then the answer. ‘Yeah I love you too Fi.’ For Homer to say that to anyone was pretty good; for him to say it with Lee and me listening was amazing.† â€Å"I always admired so much about Fi, but now it was her courage I was admiring, instead of her grace and beauty.† â€Å"†We’ve been held up for a bit.’ Fi said. ‘Ellie wanted to climb a tree.’ CHARACTER DEVELOPMENT: In this chapter, there is some character development with Homer. He is no longer afraid to say he loves Fi in front of anyone, where in this quote shows this: â€Å"There was a pause then the answer. ‘Yeah I love you too Fi.’ For Homer to say that to anyone was pretty good; for him to say it with Lee and me listening was amazing.† Fi develops some amount of bravery as she steps up more. She gets much more courage as she takes on some of their tasks. SUMMARY: Ellie and Fi are paired together to go and sort things out/set things up for when they blow up the tank. After getting everything in the correct places, and getting the bikes there so they have time to get away after the tank gets blown up they go to wait. As they got out of their truck after getting all this done, some Patrols came past. They ran over someone’s fence and into their garden and climbed up a gum tree. Ellie soon realized that the truck, filled with things needed for their task to go as planned. If the soldiers were to see this they would automatically realize, and their plan would be ruined. Or If they were spotted in the tree, they would be captured and who knows what would happen. Luckily somehow they did not realize either of the two and they walked off. And they went to prepare everything to blow up the tank, now all they had to do was wait. SIGNIFICANT EVENT: The most significant even of this chapter would be when Ellie and Fi spotted some patrols coming so they went and hid up in a tree. whilst the soldiers were very close to their truck. If the soldiers noticed the truck, their whole plan would be ruined. Also, if they were spotted in that tree, they would have been captured or killed which would cause everything to not work. ———————————————————————————————————————————————- Chapter 21: ———————————————————————————————————————— Chapter 22: Character development Homer learnt not to put to much trust in machines.   Ellie sees another side or Homer, his sweet side; â€Å"The only thing homer left out was the way he had wept when he found out we were safe. I saw the sweetness of Homer then† Corrie got shot, Kevin shows us his loyal side; â€Å"Corrie’s my mate and I’m not gonna dump her and run†. We can see Ellie is accepting more and more that she is in a war, therefore accepting that some of the things she does might have the consequence of someone dying; If I knowingly did things like blowing up bridges, then the fact that by sheer good luck no one was hurt didn’t let me off the hook. Once I’d made my decision to go with the tanker i had been ready to live with the consequences, whatever they were. Significant Events Ellie and Fi meet Homer and Lee up in a gully behind Fleets place and told there versions of the bridge blowing up. Went to sleep   Ellie, Homer, Fi and Lee woke up at night, left to Ellie’s house on the bikes at 10pm Walked into Ellie’s garage to see Corrie lying still on a table with Chris, Kevin and Robyn crowding around her. Kevin told Ellie that Corrie had been shot. Kevin drove Corrie to the Hospital, leaving Lee, Ellie, Robyn, Homer, Fi and Chris to go back into Hell. Important Quotes ‘You would be glad to know’ he said turning to me ‘that I don’t think any of them were hurt’ It meant a lot to me; but not everything We felt the worst was over and we had done our job and now we deserved a rest. You’re sort of bought up to believe that that’s the way life should