The Hunger Games By Suzanne Collins - 1419 Words

Contrary to the belief that feelings like fear and sorrow dominate the emotional atmosphere within a dystopian state, there exists an absence of feeling which competes for dominance. Suzanne Collins’ demonstrates this competing apathetic mood in her novel, The Hunger Games, through the citizens of the divided dystopia of Panem. This essay will analyze the origins and influence of apathy on a people and an individual, in both a political and personal sense. Collins’ main argument, that citizens’ facing governmental oppression can either become compliant with apathy, or, instead, utilize apathy in creating a false appearance to increase their chances of survival in a sadistic society, is conveyed with contextual motivation for the protagonist’s actions, exploration into false appearances, and through a lack of material resources. Intentionally failing to provide material resources is an effective tool used by oppressive governments to smother a person’s hope, joys, and ambitions. A consequence of being forced to get by on conditions which breach the point of starvation is that those feelings mentioned gradually fade away. Consequently, this fading signals apathy’s emergence within a populace. It leaves a people who feel no emotions because doing so can cause weakness in a society dominated by hardships. Collins’ introduces her audience to the apathetic mood of those in District 12 through the coal miners’ unkempt appearances. Describing them as no longer caring to clean â€Å"theShow MoreRelatedThe Hunger Games By Suzanne Collins3246 Words   |  13 PagesStudy Unit The Hunger Games by Suzanne Collins and Steven Galloway’s The Cellist of Sarajevo demonstrates the way in which people are affected by war, and a brutal dictatorship. The authors illustrates the main purpose for writing their novel through the use of imagery, characterization, foreshadowing, flashback, similes, and symbolism. Suzanne Collins and Steven Galloway use imagery and characterization to vividly describe the effects and outcomes of war and dictatorship. Suzanne Collins portrays,Read MoreThe Hunger Games By Suzanne Collins1352 Words   |  6 PagesThe movie or the book the Hunger Games came out with a bang when it first hit theaters or the shelves of the bookstores. It was dubbed as one of the best films or books to read, interestingly enough it was a remake of the stories or myths most people heard when they were younger, but modernized and turned into a collage of all the best roman and Greek stories. Suzanne Collins brilliantly combined the Greek and Roman influences to make the movie/book unforgettable. By using stories from the romansRead MoreThe Hunger Games By Suzanne Collin899 Words   |  4 Pages Suzanne Collin’s â€Å"Hunger Games† seems to be about a dystopian society struggle to become a utopia. However, when the readers read further in to the book or watches the movie one can see that is about all the characters that make use human. As human, we feel the need to build an ethical framework based on our needs for authority rather than tradition. The Capitol in the Hunger Games exploits human needs to keep authority in place. After rising seas and poverty consumed much of the land, the CapitolRead MoreThe Hunger Games By Suzanne Collins854 Words   |  4 PagesIn a place where poverty is prevalent and a country is ruled by a tyrannical dictator is it possible for an individual to trust others when their own life is always at stake? In the book The Hunger Games by Suzanne Collins, the main character Katniss Everdeen is a survivor. In the novel she is put into an arena to compete against twenty-three other tributes to the death. This is not the only time during which she has to fend for herself; at home she had to care for her family and keep them aliveRead MoreThe Hunger Games by Suzanne Collins710 Words   |  3 Pages‘’The hunger games’’ is a novel written by Suzanne Collins, published in 2008. The genre of the book is thriller/survival, and is written over 27 chapters with 454 pages. In this analysis, I will tell you about how the main character Katniss changes through the novel, and tell you a little about the central characters that plays an important role for her. ‘’The Hunger Games’’, is set in the future in the country Panem, and is about the sixteen-year-old girl, Katniss Everdeen. Panem is divided intoRead MoreThe Hunger Games By Suzanne Collins986 Words   |  4 PagesThe Hunger Games by Suzanne Collins is about a sixteen year old girl named Katniss and how she needs to fight for her life. The Hunger Games takes place in an arena in the Capitol of Panem. There are 24 tributes, two from each District. The games were created to punish the Twelve Districts for trying to create an uprising against the Capitol. Suzanne Collins book could be compared to the United States and how people obsess with the way they look, discrimination is still occurring, and how the governmentRead MoreThe Hunger Games By Suzanne Collins3514 Words   |  15 PagesThe Hunger Games is a science fiction, dystopian post-apocalyptic series that takes place in a futuristic North American nation called Panem. The film series is based on the nov el series of the same title written by Suzanne Collins. Many who watch the films view them as an action-packed adventure series, but The Hunger Games, like many other dystopian films, feature social and political subjects that relate back to past and present culture. Dystopian films like the Hunger Games provide messages,Read MoreThe Hunger Games By Suzanne Collins1487 Words   |  6 PagesMy first text is The Hunger Games which is written by Suzanne Collins and it was written in September 14 2008; was set in the future, around the year 2087. My second text which is 1984, which is written by George Orwell and was written on Wednesday June 8 1949 and it was set in 1948. There are many themes in the book hunger games such as ‘the inequality between rich and poor’, ‘suffering as environment’ and ‘the importance of appearances’. In 1984 there is also many themes portrayed such as ‘theRead MoreThe Hunger Games By Suzanne Collins2436 Words   |  10 PagesThe Hunger Games is a science fiction and adventure film, based on the novel written by Suzanne Collins, which explores concepts of Marxism and numerous aspects of its principles through the dystopian world of Panem. The Hunger Games follows Marxist theories on bourgeoisie and proletariat class structure as well as capitalist production and the distribution of good. Thelma and Louise, a 1991 film directed by Ridley Scott, is often referred to by critics as â€Å"the ultimate feminist film†. This filmRead MoreThe Hunger Games By Suzanne Collins1237 Words   |  5 PagesImagine you and your family suddenly have to move from Salt Lake City UT all the way to†¦ Antarctica! Of course it isn t realistic for someone to live in Antarctica, but then again, The Hunger Games isn t that much different. Picture you are moving to Antarctica, away from people, friends, extended family, warmth, life, entertainment, happiness! You finally arrive to your isolated, barren pl anes of snow and ice for a home and realize, BAM! Where is religion in your life? Where will you go for church

A Common Problem Faced By Immigrants Essay - 1809 Words

Recent happenings around the world have brought the subject of migration to the forefront of everyday conversation. However, the â€Å"migration phenomenon† is not a new one but can be traced as far back as human history itself. In some way, migration can be seen as an innate part of animal behavior and the human experience. Historically, several push and pull factors have forced several groups to move across the globe in the hopes of improving their situations. However, the circumstances surrounding one’s migration to a new place differs for each individual. Apart from the political and economic strife of migration to a different country, immigrants and refugees are left with the added struggle of maintaining their social identity, culture, and kinship when acclimating to a new environment. In order to properly explain this topic, I draw on the information from several articles, lectures, films, and interviews I have conducted with close family and friends. A common problem faced by immigrants is social identity. Social identity refers to the need to identify as a member of a group and not merely as an individual. Man is a social being and being able to identify with a group helps in giving a sense of belonging, developing self-esteem and a sense of pride. Social identity and sense of self are therefore important to an individual’s well-being. As a member of a group, every individual performs the role(s) and expectations of that group. However, intersectional identities existShow MoreRelatedProblems by Farmers and Immigrants in 1800s861 Words   |  4 PagesHistory Essay 11/3/09 There were many problems faced by both farmers and immigrants in the late 1800’s. The economy was very shaky, the government was not stepping up to help, and the immigrants faced harsh times in their coming to America. Eventually many groups were formed to help with these issues. Farmers faced many issues in the 1800’s. First off, debt was a huge issue for farmers. Falling crop prices, unpaid loans, and crashing banks all led to the huge debt of farmers. Because theRead MoreThe Problem Of Illegal Immigrants1179 Words   |  5 PagesMany immigrants who decide to leave their countries do so for either economic, political, or familial reasons. Poverty and limited resources are also problems that arise when it comes to deciding whether to leave their country or not. One of the biggest issues that comes with these immigrants is that they go through without documentation, therefore, becoming labeled as illegal immigrants. While couple of the people I interviewed received education back in their own countries, the economic situationsRead More Italian Immigrants in America Essay1350 Words   |  6 PagesItalian Immigrants in America   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ever since the United States was founded, immigrants have been arriving on its soil.   The first white inhabitants of the U.S. were immigrants from Europe.   They came for many reasons, such as religion and opportunity.   As the country grew and became more prosperous, it became more enticing to foreigners looking for opportunity.   This continued into the 20th century and finally during the 1920’s, the United States began to restrict immigrants from comingRead MoreEssay about Out of This Furnace Analysis892 Words   |  4 PagesSteel Mill Immigrants Of Industrial America For many Americans, the late nineteenth century was a time of big business, marked by economic and social evolution. In the period between the 1880 and 1920, the American economy was growing at a rapid pace. Many European immigrants without industrial skills flooded into American factories and steel mills. These new comers came in search of better economic opportunity, which paved the way for Heavy, low paying labor that became the job description ofRead MoreSteel Mill Immigrants of Industrial America Essay619 Words   |  3 PagesSteel Mill Immigrants of Industrial America For many Americans, the late nineteenth century was a time of big business, marked by economic and social evolution. In the period between the 1880 and 1920, the American economy was growing at a rapid pace. Many European immigrants without industrial skills flooded into American factories and steel mills. These new comers came in search of better economic opportunity, which paved the way for Heavy, low paying labor that became the job descriptionRead MoreItalian Immigration to America1113 Words   |  4 Pagesarrived in the United States. Majority being from 1900 to 1914. Once they arrived in America, immigrants faced difficult challenges. Most of the time not even knowing the English language and also having very little education. Many of the new immigrants were forced to accept the lowest paying and hellish jobs. Sometimes were often forced by the average man who acted like they were slaves. Most of the immigrants found homes in the older sections of the big northeastern coast al cities. Later became knownRead MoreEssay on Ellis Island1698 Words   |  7 Pageswith the opening of Ellis Island as an immigration depo. This attracted many immigrants to the United Stated because of more job opportunities and as means to start a new life. As more immigrants came to America, it began to be known as the land of opportunities. Immigrants coming in filled work spaces in industries with the hopes of someday becoming successful. These immigrants helped prove to other future immigrants that if you moved to America then you could start a better life for yourselfRead MoreThe Immigration Act Of 17901304 Words   |  6 Pageshow labor legislation was used. The year 1970 is often known to be the largest turning point in the history of US immigration. The law limited naturalization to immigrants who were free white persons of good moral character. That being said, The Naturalization act of The United States who granted citizenship to immigrants that faced many barri ers are restrictions to the American Law and the many cultural difference caused many challenges throughout the journey process after the NaturalizationRead MoreEssay on An Analysis of the Jungle by Upton Sinclair1396 Words   |  6 PagesIn the early 1900s life for Americas new Chicago immigrant workers in the meat packing industry was explored by Upton Sinclairs novel The Jungle. Originally published in 1904 as a serial piece in the socialist newspaper Appeal to Reason, Sinclairs novel was initially found too graphic and shocking by publishing firms and therefore was not published in its complete form until 1906. In this paper, I will focus on the challenges faced by a newly immigrated worker and on what I feel SinclairsRead MoreThe Impact Of Immigration On The United States1148 Words   |  5 Pagesplethora of cultural variation and ethical treasure as well as a place that gives great opportunities to attain wealth. Waves of immigrants came crashing down upon the United State s in search of this wealth, all seeking the American Dream that they heard of from their respective homelands. Even still, the quest to realize this dream draws in many from afar and as a result; immigrants are still drawn to the United States. Entwined with the topic of immigration is the continuing process of industrialization

Need For Federal Government Involvement In Educati Essay Example For Students

Need For Federal Government Involvement In Educati Essay onThe Need for Federal Government Involvement in Education Reformby____________Political Science 2301Federal and State GovernmentOVERVIEWFor centuries, generations of families have congregated in the same community orin the same general region of the country. Children grew up expecting to earn aliving much like their fathers and mothers or other adults in their community. Any advanced skills they required beyond the three Rs (Readin, Ritin andRithmatik) were determined by the local community and incorporated into thecurriculum of the local schools. These advanced skills were taught to the up-and-coming generation so they could become a vital part of their community. Thelast several decades has greatly expanded the bounds of the community toalmost anywhere in the country or anywhere in the world for that matter. Advances in transportation and communication has made the world a much smallerplace then the world we knew as children. The skills our children need torealize parents perpetual dream of their children having a better life are nolonger limited to those seen in the local area. It is becoming more and moreapparent that the education system of yesterday cannot adequately preparestudents for life and work in the 21st Century. These concerns have promptedpeople across the country to take a hard look at our education system and toorganize their efforts to chance the education system as we know it. WHATS HAPPENING OUT THERE?There are two major movements in recent years whose focus is to enhance theeducation of future generations. The Standards movement focuses oneducational content and raising the standards of traditional teaching andmeasurement means and methods. The Outcome Based Education (OBE) movement isexploring new ways of designing education and changing the way we measure theeffectiveness of education by focusing on results or outcomes. STANDARDS MOVEMENTIn September 1989, President Bush and the nations governors called anEducation Summit in Charlottesville, Virginia. At this summit, President Bushand the nation s governors, including then-governor Bill Clinton, agreed on sixbroad goals for education to be reached by the year 2000. Two of those goals (3and 4) related specifically to academic achievement:* Goal 3: By the year 2000, American students will leave grades 4, 8, and 12having demonstrated competency in challenging subject matter including English,mathematics, science, history, and geography; and every school in America willensure that all students learn to use their minds well, so they may be preparedfor responsible citizenship, further learning, and productive employment in ourmodern economy. * Goal 4: By the year 2000, U.S. students will be first in the world in scienceand mathematics achievement. Soon after the summit, two groups were established to implement the neweducational goals: the National Education Goals Panel (NEGP) and the NationalCouncil on Education Standards and Testing (NCEST). Together, these two groupswere charged with addressing unprecedented questions regarding Americaneducation such as: What is the subject matter to be addressed? What types ofassessments should be used? What standards of performance should be set?The summit and its aftermath engendered a flurry of activity fromnational subject matter organizations to establish standards in their respectiveareas. Many of these groups looked for guidance from the National Council ofTeachers of Mathematics who publishing the Curriculum and Evaluation Standardsfor School Mathematics in 1989. The NCTM standards redefined the study of mathso that topics and concepts would be introduced at an earlier age, and studentswould view math as a relevant problem-solving discipline rather than as a set ofobscure formulas to be memorized. The National Science Teachers Associationand the American Association for the Advancement of Science quickly launchedindependent attempts to identify standards in science. Efforts soon followed inthe fields of civics, dance, theater, music, art, language arts, history, andsocial studies, to name a few. OUTCOME BASED EDUCATION MOVEMENTThe decade of the 80s brought numerous education reforms, but few ofthem were a dramatic shift from what has gone on before. Outcome-basededucation (OBE) is one of those that is new, even revolutionary, and is nowbeing promoted as the panacea for Americas educational woes. This reform hasbeen driven by educators in response to demands for greater accountability bytaxpayers and as a vehicle for breaking with traditional ideas about how weteach our children. If implemented, this approach to curriculum developmentcould change our schools more than any other reform proposal in the last thirtyyears. The focus of past and present curriculum has been on content, on theknowledge to be acquired by each student. Our language, literature, history,customs, traditions, and morals, often called Western civilization, dominatedthe learning process through secondary school. If students learned theinformation and performed well on tests and assignments, they received creditfor the course and moved on to the next class. The point here is that thecurriculum centered on the content to be learned; its purpose was to produceacademically competent students. The daily schedule in a school was organizedaround the content. Each hour was devoted to a given topic; some studentsresponded well to the instruction, and some did not. Treaty of Versaille EssayIn summary, the new, more efficient and accountable view of education isoutput-based. Outputs defined in terms of specific student learnings, in termsof specific standards. THE NEED FOR GRADING STANDARDSMost assume that grades are precise indicators of what students know andcan do with a subject area. In addition, most people assume that currentgrading practices are the result of a careful study of the most effective waysof reporting achievement and progress. In fact, current grading practicesdeveloped in a fairly serendipitous way. Mark Durm provides a detaileddescription of the history of grading practices in America, beginning in the1780s when Yale University first started using a four-point scale. By 1897,Mount Holyoke College began using the letter grade system that is so widely usedin education today. For the most part, this 100-year-old system is still in place today. Unfortunately, even though the system has been in place for a century, there isstill not much agreement as to the exact meaning of letter grades. This wasrather dramatically illustrated in a nationwide study by Robinson ; Craver(1988) that involved over 800 school districts randomly drawn from the 11,305school districts with 300 or more students. One of their major conclusions wasthat districts stress different elements in their grades. While all districts include academic achievement, they also includeother significant elements such as effort, behavior, and attendance. There isgreat discrepancy in the factors teachers consider when they construct grades. We have a situation in which grades given by one teacher might mean somethingentirely different from grades given by another teacher even though the teachersare presiding over two identical classes with identical students who doidentical work. Where one teacher might count effort and cooperation as 25% ofa grade, another teacher might not count these variables at all. CONCLUSIONNearly all countries we want to emulate rely on policies and structuresthat are fundamentally standards based in nature. For example, in their studyof standards-setting efforts in other countries, Resnick and Nolan (1995) notethat Many countries whose schools have achieved academic excellence have anational curriculum. Many educators maintain that a single curriculumnaturally leads to high performance, but the fact that the United States valueslocal control of schools precludes such a national curriculum. Although they caution that a well articulated national curriculum is nota guarantee of high academic achievement, Resnick and Nolan offer some powerfulillustrations of the effectiveness of identifying academic standards andaligning curriculum and assessments with those standards. France is aparticularly salient example:* In texts and exams, the influence of the national curriculum is obvious. Forexample, a French math text for 16-year-olds begins by spelling out the nationalcurriculum for* the year so that all 16-year-olds know what they are expected to study. Thebooks similar table of contents shows that the text developers referred to thecurriculum. * Moreover, the text makes frequent references to math exams the regional schooldistricts have given in the past. Students practice on these exams to help themprepare for the exam they will face; they know where to concentrate to meet thestandard. (p. 9)In a similar vein, a report published by NESIC, the National EducationStandards and Improvement Council (1993), details the highly centralized mannerin which standards are established in other countries. For example, in China,standards are set for the entire country and for all levels of the school systemby the State Education Commission in Beijing. In England, standard setting wasconsidered the responsibility of local schools until 1988, when the EducationReform Act mandated and outlined the process for establishing a nationalcurriculum. The School Examinations and Assessment Council was established tocarry out this process. In Japan, the ministry of education in Tokyo(Manibushi) sets the standards for schools, but allows each of the 47prefectures (Ken) some latitude in adapting those standards. According to the NESIC report, Most countries embody their contentstandards in curriculum guides issued by the ministries of education or theirequivalents. (pc-51) Additionally, A national examination system provides afurther mechanism for setting standards through specifications of examinations,syllabuses and regulations, preparations of tests, grading of answers, andestablishment of cutoff points. (pc-51)If our children are to survive and excel in the emerging global society,we must give them the tools they need to compete. Whether future generationsreceive these tools via the Standards movement or the OBE movement isirrelevant. It is how well our children can compete with other countries of theworld that will insure the United States remains a world leader, a nation unitedand strong. If this is not a role for the Federal Government, I dont know whatis?