THEME Comming of Age Essay Example | Topics and Well Written Essays - 2000 words

THEME Comming of Age - Essay Example For this work the author got the appreciations from the critics also. In this story the main character is Andrew Ender Wiggin, he was selected to a battle school along with his sister Valentine and his sadistic brother Peter. In the course of training, Commander Hyrum Graff recognizes that the boy is an intelligent and worthy than others in the camp. The identity makes him alone in the camp as the all other boys ostracize him from the group and he becomes the topper in the battle school. He wanted to keep away from the position of isolation but it will be impossible for him. He feels discomfort till he receives a letter from his sister Valentine and later he decides to protect her in battle school. Later Wiggin was promoted as a commander of the battle school war game because of his skills and in the battle room he proves his skill through performance and gets the appreciations from the superiors. After some months the hero of the story Wiggin exhausts himself with the heavy work and he becomes tired of the war game and was not in a position to contin ue there. The restless work in the battle school made Wiggin as pale and inactive. He turns weak psychologically as well as physically. But his superiors as a highly talented identified him and he performed as if he was in real battleground. For the final exam Mazer Rackham, who was the legend in formic wars, trained Wiggin. In the final exam of the battle school Wiggin was assigned to fight with a war ship. In the war game his master directed Wiggin and he played major roll in the war game. As the commander of his war team he had to destroy the ships of the enemies and he had to create the massacre. But the sensitive Andrew Ender Wiggin fought as a real soldier and destroyed the ammunition of the enemies. He fought in the war game as a real soldier. The boy Andrew used a special weapon named Dr. Device, which is unethical in the war game and destroyed the ships of the enemy. He thought that his unfair decision will send him home and he can remain there with his sister Valentine and his friends. But his superior told him that the genocide and massacre is common in the real war. The soft natured Andrew could not digest the war game, the genocide as well as the massacre. The guilty feeling gave him ill health and he goes into coma. After he recovers from ill health his sister convinces him to leave from the colony ship from the battle room. Later the battle turned into a mind game and Andrew seriously involved in that game and wants to save his staff. His sister Valentine also tries to convince him to come out of that mania. Orson wove the relation between the three people very tactfully and the scenes of the war game are undoubtedly amazing. The author succeeded in drawing the attention of the readers and in the movie the spectators. But in this story dosage of violence is something more. The second part of the novel is a movie and it also entertained the people very much. How ever the novel bagged Nebula award as a best novel in 1985 and Hugo award in the same category in 1986. The two parts remains in the history as a best science fiction novels. The Kite Runner written by Khaled Hosseni In this novel the author describes the relation between the rich and poor boys in the war effected Afghanistan. In contrast to the theme in the previous novel, which describes the struggle of a character between violence and peaceful life, the present chapter

Education Regulation Law Research Paper Example | Topics and Well Written Essays - 750 words

Education Regulation Law - Research Paper Example It is evidently clear from the discussion that not attending school leads to poor academic performance and lack of educational success, both contributing factors when discussing juvenile delinquency, an issue that is becoming more and more prevalent as time goes on. Many factors exist as to why a juvenile will not or does not attend school. Perhaps a juvenile has failed to bond at school, has no friends or reliable relationships among his or her peers (Flores, 2003). A juvenile that does not have any friendships among their peers, or feels isolated and alone, will often choose not to go to school, and thus jeopardize their chances of educational success. In young children aged eight to eleven, poor academic performance has been related to serious later delinquency (Flores, 2003). Another contributing factor to failed bonding is the fact that not attending school leads to poor socialization, and thus the feeling of isolation deepens even more. Students who are chronic underachievers t end to be the most at-risk group for juvenile delinquency (Seigel & Welsh, 2010). In all of these situations, a juvenile will most likely choose not to attend school, instead of finding something else to do with their time. The actions that they choose could well lead them down the path of juvenile delinquency. Education has been widely promoted by all sources surrounding juveniles, from family to the media to the schools themselves (Seigel & Welsh, 2010). Most juveniles have been trained to accept the fact that education itself holds the keys to success, whether that success is measured in a better job, more money, or a better way of life (Seigel & Welsh, 2010). However, many juveniles may feel that they do not meet the acceptable standards for educational success, whether that success is measured in test scores, promotions, rewards, or other measures (Seigel & Welsh, 2010). In measuring themselves, often juveniles are their own worst critics, feeling that they will never be good a t anything; therefore school and education are a waste of time. They feel that this time could be better spent learning â€Å"life skills†, skills that all too often lead to a life of juvenile delinquency. No matter what the forces are behind a juvenile feeling as though education will not be of any use to them at all, it is clear that early intervention is necessary to determine who and where the most at-risk youth are. Oddly enough, the first intervention taking place in school may already be too late for some juveniles. It has been shown that parents have a vital role in the success of their offspring, and positive relationships between family members only serve to heighten the chances of educational success (Adedokun & Balschweid, 2008). If an early intervention takes place and identifies possible situations that may not be of benefit to a juvenile, measures can be taken such as family counseling and other assistance that may promote and save the educational career of a j uvenile and prevent them from starting any form of juvenile delinquency. Another important factor of note is the juvenile themselves. All juveniles do not learn the same way; just as adults do not all enjoy the same hobby or pastime. To expect every juvenile to learn the same way, by sitting in a classroom and listening to a lecture, may be expecting too much.