Special People Throughout My Life

Special People Throughout My Life Free Online Research Papers Everyone has a neighbor, teacher, store clerk, or even newspaper boy that they forever cherish in memory. There are three specific people that I will always remember: Mr. Bostick(my junior high principal), Sierra Brown(my best friend), and Alex Eleby Sr.(my grandfather). As junior high principal, Mr. Bostick was always the class clown. He looked a lot like Steve Martin. He had completely white hair but dark eyebrows, which we never quite understood. Bostick was a middle-aged man and stood about six feet tall. This was the one principal’s office no one minded being called to, and I do not believe anyone ever saw him upset, angry, or even with his voice raised. When I think back to junior high I can visualize him walking up and down the halls with his hands stuffed in his pockets smiling like Ronald McDonald. He had the heart of a Care Bear, and because of that, never gave students â€Å"pops† or a hard time. Mr. Bostick was a big comedian; he was constantly saying something sarcastic or making wise cracks. At lunchtime beware, because I have never seen this man go get his own lunch. He would distract students with one of his jokes and when they are laughing too hard to watch; he would snatch a couple of fries from their tray. Another way he would sneak your fries away was by tapping you on the shoulder; then, when you turn around he would reach over you just that quick and take a few. He often promised to pay you back, but he never did. Mr. Bostick will forever be in a â€Å"fry debt† and in my memories of Corrigan-Camden Junior High School. While attending Corrigan-Camden Junior High I met my best friend to the end, Sierra Brown. Sierra has always been very ambitious and there for me whether I wanted her to or not. She was the tallest of the class; that is, until all the guys hit their growth spurt. In seventh grade she was five foot eight inches tall with the longest legs I had ever seen. When we joked about her height she would always say, â€Å"I love my height because I’m going to be a model.† Sierra always wanted to be a model, among several other things. A lot of times you could spot her practicing her catwalk. That was one hilarious sigh to see! She was highly intelligent, always on the A honor roll and in the gifted and talented list most of the time-the only black American on either list. She always wanted to be a doctor; specifically an oncologist, if her modeling, acting, or singing career did not work out. Therefore, she put studying and homework before hanging out with friends. Unless, of cou rse, her best friend, me, was going through a teenage crisis and needed her help. Sierra can be described as â€Å"Mother Hen†; she always felt as if she was responsible for me. Sierra to me is so much more than a friend. She is more like a sister. She has been my human diary for almost ten years now. I could always tell her anything and know without a doubt that no one else would ever know with my permission. When my fiancà © asked who was going to be my maid of honor, without hesitation I said, â€Å"Sierra Renà © Brown.† My grandfather, Alex Eleby Sr., (Papa) will not be at my big day. He peacefully passed away August 5, 2006, but will always be remembered and honored in family. When I was younger, around seven or so, my grandpa was the tallest man alive in my eyes. Not only figuratively, I mean literally. He looked as if he could grab a star out of the sky and hand it to me. Alex Eleby Sr. was born July 9, 1917 and lived to see his 89th birthday. He had 21 grandchildren and eight great grandchildren and so much more. He was very healthy for his age. He still drove his old station wagon all around and wasn’t on any kind of medications. I believe it was because he was an outdoorsman and ate extremely healthy and in moderation. He was always seen with his tobacco pipe and old wooden cane. Way back before any of the grand kids could even imagine, he hunted a lot. He had nine shotguns and one pistol that he kept in the car. There was always this high level of respect for my grandfather. He kept h is guns in the house and loaded and it has always been an understood rule to never touch his guns; whether you knew they were loaded or not without even been told. He was a great judge of character. He could talk to a person for 30 minutes and tell you if he was straight or not, and Grandpa was always correct. My grandpa was also the most dependable person you will never meet. One time he picked me up from school and I told him before hand that I got out at four o’ clock and he was outside waiting patiently at three thirty. Also one morning my little brother and I missed the bus and we were crying because we knew we would get in trouble when my mom got home. Then we thought to call papa and he came right on and took us to school and wasn’t angry or even curious about how or why we missed the bus. All 21 grandkids could tell you amazing stories of things we learned from our grandfather; from shooting a gun and fishing to making a bed, but there isn’t enough time or paper in the world. My grandfather was a parent, teacher, and best friend all in one small and package; that is why he will always be loved, respected, remembered, and known for generations to come. Everyone should take time and think to themselves about the important people in his life. Then the next time you see him tell him that he matters and you care about him. I am sure it will brighten his day. Research Papers on Special People Throughout My LifeStandardized TestingHip-Hop is ArtThe Hockey GameThe Spring and AutumnPersonal Experience with Teen PregnancyComparison: Letter from Birmingham and CritoLifes What IfsQuebec and CanadaThe Masque of the Red Death Room meanings19 Century Society: A Deeply Divided Era

Process Analysis in Richard Selzers Essay The Knife

Process Analysis in Richard Selzers Essay The Knife An accomplished surgeon and a professor of surgery, Richard Selzer is also one of Americas most celebrated essayists. When I put down the scalpel and picked up a pen, he once wrote, I reveled in letting go. The following paragraphs from The Knife, an essay in Selzers first collection, Mortal Lessons: Notes on the Art of Surgery  (1976), vividly describe the process of the laying open of the body of a human being. Selzer calls the pen the distant cousin of the knife. He once said to author and artist Peter Josyph, Blood and ink, at least in my hands, have a certain similarity. When you use a scalpel, blood is shed; when you use a pen, ink is spilled. Something is let in each of these acts (Letters to a Best Friend  by Richard Selzer, 2009). from "The Knife"* by Richard Selzer A stillness settles in my heart and is carried to my hand. It is the quietude of resolve layered over fear. And it is this resolve that lowers us, my knife and me, deeper and deeper into the person beneath. It is an entry into the body that is nothing like a caress; still, it is among the gentlest of acts. Then stroke and stroke again, and we are joined by other instruments, hemostats and forceps, until the wound blooms with strange flowers whose looped handles fall to the sides in steely array. There is sound, the tight click of clamps fixing teeth into severed blood vessels, the snuffle and gargle of the suction machine clearing the field of blood for the next stroke, the litany of monosyllables with which one prays his way down and in: clamp, sponge, suture, tie, cut. And there is color. The green of the cloth, the white of the sponges, the red and yellow of the body. Beneath the fat lies the fascia, the tough fibrous sheet encasing the muscles. It must be sliced and the red beef of the muscles separated. Now there are retractors to hold apart the wound. Hands move together, part, weave. We are fully engaged, like children absorbed in a game or the craftsmen of some place like Damascus. Deeper still. The peritoneum, pink and gleaming and membranous, bulges into the wound. It is grasped with forceps, and opened. For the first time we can see into the cavity of the abdomen. Such a primitive place. One expects to find drawings of buffalo on the walls. The sense of trespassing is keener now, heightened by the worlds light illuminating the organs, their secret colors revealedmaroon and salmon and yellow. The vista is sweetly vulnerable at this moment, a kind of welcoming. An arc of the liver shines high and on the right, like a dark sun. It laps over the pink sweep of the stomach, from whose lower border the gauzy omentum is draped, and through which veil one sees, sinuous, slow as just-fed snakes, the indolent coils of the intestine. You turn aside to wash your gloves. It is a ritual cleansing. One enters this temple doubly washed. Here is man as microcosm, representing in all his parts the earth, perhaps the universe.    * The Knife, by Richard Selzer, appears in the essay collection Mortal Lessons: Notes on the Art of Surgery, originally published by Simon Schuster in 1976, reprinted by Harcourt in 1996.

Macro economics Research Paper Example | Topics and Well Written Essays - 1000 words

Macro economics - Research Paper Example To understand the European Debt Crisis, the events leading up to 2009 must be thoroughly analyzed. On February 7th, 1992 the 13 member nations of the European Council gathered together to sign the Maastricht Treaty The purpose of the treaty was to lay out key financial rules for each member state to adhere to, with the long term goal being that of creating a union between the member states promoting economical growth and free trade. The treaty primarily encompassed four points: Firstly, a close monitor on inflation rates, ensuring that no member state was 1.5 percent higher than the average of the three best countries' rates. Secondly, tight regulation on the annual government deficit. Thirdly, member states would adhere to the currency exchange rates set by the European Monetary System (EMS). Finally, the nominal long-term interest rate should not be more than two percentage points higher than in the three lowest inflation member states. While all 13 members signed, at the end of 20 10 only four countries were able to abide by the policy for Government Debt. In essence, the members of the European Council were spending far more than they were bringing in. The inability for the European countries to manage their debt was the leading cause for the European Debt Crisis. (Arghyrou & Tsoukalas, 2011). ... The creation of the Euro in 1999 was a vehicle to ease trading between its member countries and therefore benefit their economies. The countries that were joined through the Euro were Austria, Belgium, Finland, France, Germany, Greece, Ireland, Italy, Luxembourg, the Netherlands, Portugal and Spain. After these countries were united, countries such as Greece were able to take advantage of the lending rates of 1-3% compared to previous rates of 6% or more. Banks lowered their rates as a result of their connection with countries like Germany. The banks reduced their rates on the basis of â€Å"tacit promise†, if Greece could not repay the loan, Germany would. The same rates were additionally offered to Portugal, Italy, Ireland, and Spain. Between 1999 and 2009 Portugal, Italy, Ireland, Greece and Spain, (PIIGS) with their new access to low interest rate loans, took on huge amounts of debt to fund the activities of their countries. This inflow of cash from the loans generated a f alse sense of prosperity in the countries created a 'bubble'. The loans to the countries were issued in exchange for Sovereign Bonds. When Greece announced it had financial difficulties it had a drastic impact on the sovereign bonds that were owned by the banks. The news led to an increase in the bond yields to above 7% indicating that the bond was distressed. As a result of Greece relying on deficit spending to cover their debt, issuing bonds was the only way they could manage, however, with the huge decline in their bond value they are currently not able to raise enough funds to stay solvent. In April of 2010, the Troika—the International Monetary Fund (IMF), the European Central Bank (ECB), and the European Commission (EC, the executive arm of the European Union)—structured a bailout

Decision Making Ethic Essay Example | Topics and Well Written Essays - 2500 words

Decision Making Ethic - Essay Example Ethical dilemmas ften invlve uncertainty and, when rights and duties are in cnflict, it is difficult t find guidance. Ethics is receiving wide-ranging discussin in tday's ppular press as well as in accunting literature. Many accuntants find themselves perplexed by these arguments because they have nt been expsed t a practical methd f dealing with ethical dilemmas. N frmal training and few pprtunities in everyday wrking life have been prvided fr accuntants n a sustained basis. Greek ecnmic, philsphical, religius, legal, business, scial, and ther prblem areas and prpsed slutins are fund in their legal cdes and in their religius and philsphic writings (Frederick 62). The Scratic philsphers and military are the chief surces f the ecnmic, business, and scial thught f that day; their writings are intertwined with philsphy, ethics, and plitics. T btain a better feel fr precisely what impact these early writers and thinkers had n present day management and ethical, mral, and scial practices, tw f these Greek writers will be examined. First, the writings f Plat (427B.C. - 347B.C.) and then Aristtle (384B.C. -- 322B.C.) will be examined. The scpe f Plat's and Aristtle's writings was wide and represented the general thinking and beliefs f the Greek philsphers f that time; they delved int the ecnmic and scial system in its parts, hw it shuld wrk, and hw it shuld be used t achieve the desired gals and bjectives (Buchhlz and Rsenthal 62). Even thugh the early Greek and ther cultures have had a prfund influence n tday's business activity and scial respnsiveness, they run a far secnd t the impact that the Hebrew and Christian religins have had n ttal wrk, ethics, mrals, and scial respnsiveness. In many areas the Hebrew and Christian appraches t the ethical, mral, business, human, and scial prblems were cnsiderably different frm that f the Greeks and ther cultures (Dnaldsn 70). With the cllapse f the Rman Empire, the early and mid-perid saw the grwth f the feudal system, the grwth and increasing pwer f the Cathlic church, and the teachings f its fremst spkesman: Saint Thmas Aquinas. The feudal system existed in the latter days f the Rman Empire in a scattered frm and grew rapidly during the Dark Ages as a means f selfpreservatin and prtectin fr many f the prer peple. In rder t secure prtectin frm murder, rbbery, and vilence, many f the peple sld themselves int a level f subservience, including the lss f their individual freedm, t the peple wh were mre pwerful than they were and wh culd ffer them sme frm f prtectin (ppenheim 45). This "in between" grup was referred t by sme as the frerunners f ecnmic liberalism. In reviewing these peple and grups it shuld be nted that as mvement is made int the latter part f the perid and int the study f the views, philsphies, and writings f sme f the ecnmists, ther than fr the physicrats, there is a marked decrease in emphasis placed n the equality f mankind and the helping f ne's fellw man. The 1930s signaled a transitin frm a primarily laissez-faire ecnmy with industrial pwer and might in cntrl t a mre mixed ecnmy with unins and gvernment taking a

Sample Questionnaire Essay Example for Free

Sample Questionnaire Essay The purpose of this survey is to determine to what extent the different factors in attitude do and study interest affects individual. Enclosed you will find a self-addressed, stamped envelope to use when returning the survey. Please feel free to include any additional comments you deem necessary or relevant to improving the behavioral aspect of individual. Be assured that all your answers are highly confidential and will be treated with privacy. Your response and time is greatly appreciated. Thank you! Sincerely, Floriden Dairo Camille Punzalan Marilyn Vargsa Mary Grace Romero John Paul Bernaldez (BSE III-B, English) Below is a list of statements. Please indicate how you feel about each statement by checking the box of your answer. How family background does affect your behavior and interest in study habits? 1. My parents really care for me (_) True(_) False 2. I get along well with my parents and siblings (_) True(_) False 3. My parents really listen to I have to say (_) True(_) False 4. My parents care whether I come at home very late at night (_) True(_) False 5. My parents didn’t pay attention to what I have to say. (_) True(_) False 6. My parents didn’t appreciate my effort (_) True(_) False 7. My parents always fight (_) True(_) False 8. My mother always nagged me especially if we do not have enough money (_) True(_) False 9. My parents didn’t support our studies (_) True(_) False 10. My parents encouraged me to have an occupation at an early age (_) True(_) False How do gadgets affect your attitude and interest in the study? Check your answers. 1. What gadgets do you have? (_)Cellular phone (_) IPod (_) Television (_) Radio (_) Digital Camera (_) others 2. Do you really want to play games, listen to music, etc. rather than studying your lesson? (_)Yes (_) No 3. Whenever your mother does the household chores, do you help her? (_)Yes (_) No 4. At night, do you prefer to listen in the radio, instead of taking a rest? (_) Yes (_) No 5. Instead of playing outdoor activities, do you prefer to stay at home and play with your gadgets? (_) Yes (_) No 6. Did your parents bought whatever you ask, like all your gadgets for you to be in with your armadas? (_)Yes (_) No 7. Did radio, television, and other technologies sometimes help you to do your school activities? (_) Yes (_) No 8. Do you use your gadgets to degrade your classmates for not having it? (_)Yes (_) No 9. Did you spend more time with your gadgets rather than with your family? (_)Yes (_) No 10. Did your parents allowed you to addict in all gadgets that may cause of losing your interest with your studies. (_)Yes (_) No How do peers and peer pressure affects your attitude and study interest? Do you prefer to do things independently? (_) Yes (_) No Do you prefer to do things with the help of your friends? (_) Yes (_) No Do your friends affect largely your decision-making? (_) Yes (_) No Do you always decide based on your peer’s decisions? (_) Yes (_) No Do you consider your friend’s judgments before making friends to others? (_) Yes (_) No I am conscious about what I will wear before my friends might tease me. (_) Yes (_) No Are you afraid on bullying? (_) Yes (_) No If yes, do you have a feeling that if you neglect your friend’s judgments, they might bully you? (_) Yes (_) No If no, do you believe that â€Å"if you don’t do something wrong, nothing should be shame of†? (_) Yes (_) No Do you agree that self-progression is through your own hard work and perseverance? (_) Yes (_) NO 1) How familiar are you with your schools mission statement for school safety Very Familiar Somewhat familiar Not too familiar Not at all Familiar 2) How familiar are you with your schools emergency response plan? Very Familiar Somewhat familiar Not too familiar Not at all Familiar Please tell us how much you agree or disagree with the following statements. 3) School staff and administration uphold all discipline policies. Strongly Disagree Disagree Undecided Agree Strongly Agree 4) The school provides adequate training for staff on school policies and procedures. Strongly Disagree Disagree Undecided Agree Strongly Agree 5) Emergency response plans are known by all teachers and administration. Strongly Disagree Disagree Undecided Agree Strongly Agree 6) Emergency response drills are performed regularly by teachers and students. Strongly Disagree Disagree Undecided Agree Strongly Agree 7) The school has an anonymous student hotline for reporting potential safety problems, such as threats. Strongly Disagree Disagree Undecided Agree Strongly Agree 8) The school takes all threats and rumors of violence seriously and investigates appropriately. Strongly Disagree Disagree Undecided Agree Strongly Agree 8) All visitors to the school are acknowledged and accounted for at all times. Strongly Disagree Disagree Undecided Agree Strongly Agree Please tell us how satisfied or dissatisfied you are with the following: 9) How satisfied are you with the level of control the school maintains on all entrances and exits? Very Satisfied Satisfied Dissatisfied Very Dissatisfied Dont Know 10) How satisfied are you with the exterior safety lighting? Very Satisfied Satisfied Dissatisfied Very Dissatisfied Dont Know 11) How satisfied are you with the interior safety lighting? Very Satisfied Satisfied Dissatisfied Very Dissatisfied Dont Know 12) How satisfied are you with the level of support the administration gives to teachers for dealing with discipline problems? Very Satisfied Satisfied Dissatisfied Very Dissatisfied Dont Know 13) Overall, how safe do you feel in your classroom? Very Safe Some what safe Not too safe Not at all Safe Dont Know 14) Overall, how safe do you feel outside on the school grounds? Very Safe Some what safe Not too safe Not at all Safe Dont Know 15) Overall, how satisfied are you with your schools safety policies? Very Satisfied Satisfied Dissatisfied Very Dissatisfied Dont Know 16) Overall, how satisfied are you with your schools emergency response plan? Very Satisfied Satisfied Dissatisfied Very Dissatisfied Dont Know Please indicate the extent to which the following are problems for you. Always-3 Often 2 Sometimes -1 Never 0 Cutting classes Saying bad words Bullied Smoking Financial problem Absenteeism Excessive use of alcohol Sleeping during the class Late homework Latecomer Cheating Fighting with others students Using cell phones/iPods/electronics during class hour Being honest about all rules Please indicate the extent to which the following are the appropriate assessment for the behavioral development of the students. Strongly Agree-3 Agree-2 Disagree-1 strongly disagree-0 Conducting seminars and Programs Making organizations having counseling Punishments Dismissal of the students from school Detention References Durand, V. M., Crimmins, D. B. (1992). Motivation assessment scale. Topeka, KS: Monaco Associates Incorporated. Iwata, B. A., DeLeon, I. G. (1995). The functional analysis screening tool (FAST). Unpublished manuscript, University of Florida. Lewis, T.J., Scott, T., Sugai, G. (1994). The problem behavior questionnaire: A teacher-based instrument to develop functional hypotheses of problem behavior in general education classrooms. Diagnostique, 19(2-3), 103-115. Mason, S. A. Egel, A. L. (1995). What does Amy like? Using a mini-reinforcer assessment to increase student participation in instructional activities. Teaching Exceptional Children, 28, 42-45. O’Neill, R. E., Horner, R. H., Albin, R. W., Storey, K., Sprague, J. R. (1997). Functional assessment and program development: A practical handbook. Pacific Grove, CA: Brookes/Cole Publishing Company. Singh, N. N., Matson, J. L., Lancioni, G. E., Singh, A. N., Adkins, A. D., McKeegan, G. F., Brown, S. W. (2006). Questions about behavioral function in mental illness (QABF-MI). Behavior Modification, 30(6), 739-751. https://www.google.com.ph/search?q=sample+survey+questionnaire+about+family+backgroundtbm=ischtbo=usource=univsa=Xei=BWpdUp62E8fxiAfUiIGIDwved=0CGIQsAQbiw=1366bih=664#facrc=_imgdii=_imgrc=bWprTi6c_vvXQM%3A%3B9lwusfzU6z3OBM%3Bhttp%253A%252F%252Fwww.uncssp.org%252Fimages%252Fsspsamplequestions_school11ak.gif%3Bhttp%253A%252F%252Fwww.uncssp.org%252Fabout_samplequestions.asp%3B300%3B392 Questionnaire (SOCS II) Submitted by: Camille Punzalan Floriden Dairo Marilyn Vargas Mary Grace Romero John Paul Bernaldez Submitted to: Ms. Mileth Caraan (SOCS 2 Teacher) GOODBYE By; Anonymous I wish I hadn’t met someone like you Someone who is good to be true Someone  with charms of dreams, of fiction Someone you’d be willing to pour out your affection Goodbye for me, I won’t look back Your jokes so funny, you’d make me crack Your laughter, your smile, voice so sweet Your lips so red, your eyes so deep. To my questions you are the answer You are the bonfire in the cold day of winter You are the rain that makes flower bloom You are the light that comes from the moon. But goodbye for now, we must part You’ll always occupy a place in my heart As I turn my back, forget and be glad Rather than remember and be sad Just wipe your eyes and smile once more Hope you’d find what you’re looking for Goodbye my life, my strength, my love, A gift of fate from heavens above.

Catcher in the Rye Essay: Powerless Holden :: Catcher Rye Essays

Powerless Holden In The Catcher in the Rye, Holden views the world as an evil and corrupt place where there is no peace.   This perception of the world does not change significantly through the novel.   However, as the novel progresses, Holden gradually comes to the realization that he is powerless to change this.   Ã‚  Ã‚  Ã‚   During the short period of Holden's life covered in this book, "Holden does succeed in making us perceive that the world is crazy†1.   Shortly after Holden leaves Pencey Prep, he checks in to the Edmont Hotel.   This is where Holden's turmoil begins.   Holden spends the following evening in this hotel which was "full of perverts and morons.   [There were] screwballs all over the place."2.   His situation only deteriorates from this point, as the more he looks around the world, the more depressing life seems.   Ã‚  Ã‚  Ã‚   Around every corner Holden sees evil.   He looks out on a world which appears completely immoral and unscrupulous.   The three days that the novel covers place a distressed Holden in the vicinity of Manhattan.   The city is decked with decorations and holiday splendor, yet, much to Holden's despair "seldom yields any occasions of peace, charity or even genuine merriment."3.   Holden is surrounded by what he views as drunks, perverts, morons and screwballs.   These convictions that Holden hold waver very momentarily during one particular scene in the book.   The scene is with Mr. Antolini.   After Mr. Antolini patted Holden on the head while he was sleeping, Holden jumped up and ran out thinking that Mr. Antolini was a pervert as well.   This is the only time during the novel where Holden thinks twice about considering someone a pervert.   After reviewing Mr. Antolini, Holden finally concludes that maybe he was not making a "flitty&quo t; pass at him. He wonders if he just like patting guys heads as they sleep.   This is the only time in the novel where Holden actually considers a positive side to something.   However, this event does not constitute a significant change.   As Holden himself says, "It's not too bad when the sun's out, but the sun only comes out when it feels like coming out."4. The sun, of course, is a reference to decency through the common association of light and goodness.  Ã‚   His perception of the world remains the same.   Ã‚  Ã‚  Ã‚   The one conviction that does change during the novel is Holden's belief that he can change the world.

Lord of the Flies Lit Analysis Essay

Do novels have a deeper meaning to them than what the author writes? Golding reflects the two sides of human nature in â€Å"Lord of the Flies† by using imagery. Imagery is conveyed to develop the hidden meanings of human nature through the use of specific references through the themes of light and dark imagery. Golding conveys dark imagery throughout the novel by making references to evil. From the beginning of the novel the author introduces to the reader that something sinister is impending. He uses specific language to show the reader that the boys are like approaching animals, â€Å"Within the diamond haze of the beach something dark was fumbling along† (LOF 20). The choir in a way symbolizes a militaristic group being described as a â€Å"party of boys, marching approximately in step in two parallel lines and dressed in strangely eccentric clothing†(LOF 20). It is evident that the choir is evil because the book is written in the World War II period and it is likely that the choir symbolizes the Nazi Party which many people would be able relate them too animals or savages. Imagery is often developed when characters in the novel are savage like. Dark imagery reveals the character Jack to be evil when, â€Å"He passed like a shadow under the darkness of the tree and crouched, looking down at the trodden at his feet† (LOF 53). Jack is being compared to an animal trying to hunt down his prey while crouching down. Again we can compare him to Hitler who was the leader of the Nazi party as Jack is the leader of the evil boys on the island. The darkness on the island spreads to every boy like it is within everyone. â€Å"Darkness poured out, submerging the ways between the trees till they were dim and strange as the bottom of the sea† (LOF 62). Before the boys got on the island it was a peaceful island, by acting like savages they spread darkness on the island, which is the evil in each and every one of them. The darkness was submerging or killing any goodness on the island. This is a relevant comparison to the war as well as it killed hope in good people specifically the Jews who were persecuted by another group of people who thought they were better. As darkness overtook the island it also over took Europe during the dark times of World War II. Thus, dark imagery is used to show men can be evil human beings. Golding uses light imagery over the course of the novel to symbolize civilization over savagery. Light imagery is often shown when something good or hopeful is going to occur. The boys make a signal fire in hopes that they will be rescued, â€Å"The flame nearly invisible at fist in that bright sunlight, enveloped a small twig, grew, was enriched with color and reached up to a branch which exploded with a sharp crack†(LOF 45). The fire is a symbol of civilization and hope that they will get rescued which is shown through the imagery used in the quote. The comparison can be made to the civilized people during WW11. They behaved in a way that was good and moral. The English boys on the island are trying to maintain civility by doing things like making a fire. Light imagery is illustrated by portraying Simon with goodness. When he is described Golding uses a lot of light imagery, â€Å"The water rose further and dressed Simon’s coarse hair with brightness† (LOF 169) . When Golding uses words like bright when describing characters it is often because the character is good and civilized, he is often compared to Jesus Christ. Reference to the saviour is associated with hope. Hope is also something that the victims of the Nazi party had to have in order to survive. At the beginning of the novel Golding uses colors and light to describe the character of Ralph as, â€Å"All the shadows on Ralph’s face revered; green above, bright below from the lagoon. A blur of sunlight was crawling across his hair† (LOF 16). Golding uses these colors to describe Ralph because he was one of the more civilized boys on the island. The comparison here can be made to describe Ralph as being good and bright and full of light and Jack as the opposite is dark and evil. To end, it is evident that light imagery symbolizes civilization. The two sides of human nature are evident with the use of dark and light imagery. Imagery is used as a compelling literary technique illustrating how light and dark translates into good and evil. The use of foreshadowing is an indicator of things to come, which was used as an effective tool when referring to light and dark imagery.