Huck Finns Journey to Adolescence

Huck Finns Journey to Adolescence Holden Caulfield, the protagonist of Catcher in the Rye, takes a journey into maturity in order to form into an adult from an adolescent. Holden struggles to find the maturity and responsibility for manhood, struggling from hypocrisy and misunderstanding. In order for him to reach that sense of sophistication, Holden has to complete his journey with reversing his sense of thinking and his acknowledgement of his superiority toward the environment around him. He eventually figures out his faker views and attempts to change from his experience with others. He eventually fails to change from his past view on hypocrisy from others and himself, seeking professional help at the end, [an assistance that helps fix his hypocrisy issuesAM]. On the contrary to Holden Caulfield, Huck evolves his adolescence by learning from his experiences on others and using his moral conscience to find what is right to him. Huck, still on a mission to adolescence to adulthood, fixes his teachings from others to form his personal thoughts and expanding on his experiences from the past involving family and views on slavery. In Mark Twains novel The Adventures of Huckleberry Finn, Hucks adventures on land and his evolving relationship with Jim depicts the importance of heating his experiences together during his adolescence. The Widow and Pap relations with Huck on land teach him about the importance of freedom and of ones desires. The Widow taking Huck in, couldnt stand it no longer he lit out, not enjoying the stay with Miss Watson and the Widow therefore, he follows what others want, and what others want him to do is stay with the widow and doesnt stay because he wants to. Huck, not being deprived of his complete freedom, doesnt want to be with the Widow reflecting some case of imprisonment in his early life . The widow also forces Huck to do activities that he doesnt really want to do. Huck is made to learn bible stories which he thinks is futile because [he] dont take no stock in dead people (2), and even to go to school, even though [he] dont take no stoke in mathematics (15). [Captured in a psychological imprisonmentPaPP], the widow persuades Huck to complete and learn the tasks that she feels are necessary for him like bible stories and math. Tom contributes to this mental imprisonment as well wh en Tom Sawyer gang is founded. Huck, born an orphan, requires a type of sacrifice for the oath Tom Sawyers gang has if someone was to go against their back against the gang and betray them;however, Huck has no one except the Widow in which he is essentially constricted to for the gang, Tom says every boy must have a family or somebody to kill, or else it wouldnt be fair and square for the others (8). [Losing his freedom progressivelyPrPP], Huck cannot leave the Widow and Miss Watson as he has to stay with them being something he doesnt prefer, teaching him the importance of decision making on his own. Later, [when Pap physically imprisons Huck-AdjSC], Huck transitions from one with lack of freedom psychologically to both being imprisoned physically and psychologically. Pap locking Huck in the cabin, strips Huck of his rights while at the same time teaching him a lesson on how important freedom is.ÂÂ   Pap goes to lock the door and keep the key under his pillow to prevent an att empted escape from Huck when he is sleeping, still trapping him. This trap contains Hucks want for freedom, [a freedom of being freed physically- RWM]. Hucks experiences with Pap and the Widow makes Huck urn for personal freedom that he wasnt entitled to as a child. Hucks experience with the Wilks teaches him about the honesty and trust in strong relationships to be supported. Urning to be more friendly towards Mary Jane, Huck notifies her about the scheme between the King and Duke. Huck believes that him telling her improves his relations with her even though he ever seen her since she walked out that door (191). Later on however, Huck follows up with proof that exhibits the strength of his bond with Mary Jane saying that he thought of her a many and a many a million times (191), explaining how relationships can be formed from honesty and trust. The connection with Mary Jane being based on honesty prevents him from being untruthful and lying instinctively towards others, an example being the statement from Levi Bell. Huck also learns another lesson from the Wilks; he learns the connections that Slave Owners can also portray sad emotional feelings toward their Slaves. The day after the funeral, the king sold the niggers (182) as property without the sisters being notified about the situation and the selling came as a surprise. [Mary Jane cryingAbP], she learns that her slaves are being sold thus separating their families apart from one another. This is a metanoia towards Huck as he has never seen anyone else be concerned with another slaves life and emotions, allowing him to connect to Jim even more. He now knows that he is not the only person breaking the social norm of bridging the race gap by showing compassion to someone that isnt white. Hucks decision to not turn in Jim is influenced by his experience with the Widow and Pap and how he lost some of his freedom evolving his relationship with Jim. Huck knows that Jim yearns for the same freedom that he was not able to have, helping Jim out from his experiences. Even though Huck wouldnt turn Jim in due to him saying that he said he wouldnt, and hell stick to it(43),ÂÂ   he had another reason to not turn Jim in besides his thoughts; he was influenced by his involvement with Pap and the widow. He understood that Jim had his rights and freedom restrained like he did and wanted him to experience something different than the restriction his parents gave him during his childhood. Continuing to help Jim instinctively while facing troubles, his late internal conflicts exemplify the knowledge he has of the sin he has commited by helping Jim. However; Huck was still searching for freedom after achieving it from escaping and can relate to Jims search for freedom. His experien ces compunction about helping Jim resurfaces when he remembers about widow and Pap. Remembering what the Widow and Miss Watson have taught Huck, he feels guilty helpingÂÂ   Jim , but still decides to assist him even knowing he will be going to hell(214). [He would rather go to hell for his actions, than tell the truth to Miss Watson// Structure], protecting Jim from being enslaved again. From his moral dilemma with himself, Huck feels guilty only after remembering what Miss Watson has done for him and what he has done to pay her back. He fights the urge to tell Miss Watson about Jim, with both of them seeking a greater freedom in their life. Huck, influenced by his memory and experiences with Pap and Widow, displays his ability to learn from experience during his adolescence. Huck also reflects what he saw with Wilks family. He now establishes and acknowledges that relationships should be built off of trust. Huck then connects his relationship with Jim towards these ideas and M ary Janes view of slaves. He realizes that he would be breaking the trust and friendship he established with Jim as he is Jims old friend in the world. And the only one hes got now (214) Huck cannot deal with breaking Jims trust and contemplates the dilemma and feud toward blacks and whites. He is also aware that he shouldnt break away Jims feelings with him, like how the slaves from the Wilks felt and that they shouldnt be separated from each other. Huck understands that feuds are breakable and attempts to bridge the gap between the races which he would have never thought of doing before his experiences. Huck coalesces his experiences together from land and on the raft with Jim to develop his sense of moral conscience. Through this development from experiences, Huck can be compared to any child that goes through different experiences and guidance to form who they are, they just each have a different story. These experiences can be a developing factor that formulates theÂÂ   concepts and the type of person someone is. In society, many children use their experiences in school and parental guidance to form whom they will become. With their experience in school and parental guidance, they use this criterion to find out their attitude and their formation as a person and can radically change their ideas and motives. Without these understandings, children are in a sense of free world in where they have to develop themselves without guidelines but still form into who they are. Works Cited Twain, Mark. The Adventures of Huckleberry Finn. New York: Bantum, 1981. Print.

Maslow’s Hierarchy of Needs within Lord of the Flies Essay

Abraham Maslow formulated a theory of a hierarchy of needs, stating that he believed that human beings are motivated by unsatisfied or incomplete needs. In his theory there are five levels of certain needs in which lower needs need to be satisfied before higher needs can be achieved. The five needs are physiological, safety, love, esteem, and self-actualization. Maslow’s Hierarchy of Needs applies to many of the characters in Lord of the Flies, such as Piggy, Ralph, and Jack, and shows how they are affected when their needs are unsatisfied. The lowest and basic need of Maslow’s Hierarchy of Needs is physiological needs, which are the necessity of air, water, food, sleep, and shelter. Throughout the novel, the majority of the boys acquired all of their physiological needs. There were three shelters built of tree branches, logs, and leaves. The boys slept in the shelters at night for warmth and a sense of home. Many of the younger boys munched on the fruits they picked in the jungle and everyone ate roasted pig which Jack and his hunters slaughtered periodically. The boys also filled up coconut shells with water and placed them under trees and in the shade of the jungle to be chilled and drank when necessary. Since the boys alleviated their physiological needs, they were able to think about other needs, such as safety. The second need of Maslow’s Hierarchy of Needs is the necessity for safety, which is protection and maintaining wellbeing while creating stability in a chaotic world. One of Ralph’s first instincts was to maintain safety by searching and exploring the island with Jack and Simon for anything or anyone who could possibly pose a threat to their wellbeing while inhabiting the island. Also, Piggy and Ralph find a conch in the water on the island. The conch was blown as a signal to let the other lost boys know where they were, which refers to Maslow’s need of safety because this would not have been done if the kids did not feel safe. If Ralph and Piggy felt that they were safe and protected, they would have kept quiet and to themselves and they would not have been found. Another way the boys gained the need of safety is by building the huts on the beach as a form of protection which acted like a  house, and definitely made the younger and more immature boys feel much more secure. Even though many jobs were completed to secure the boys safety, many of the little boys still felt unsafe, this resulted in a huge dilemma. One night during an assembly one of the boys told the story about how he saw a beast in the forest. Many of the younger boys are having nightmares about this story, and are watching their backs while in the forests. On page 36, Ralph says, â€Å"But there isn’t a beastie,† repeatedly but his attempts to remove the trepidation and fear within the littluns proved to be futile. Since almost all of the young boys were always afraid of a beast or a monster, their need of safety was never achieved, they were unable to reach other needs higher on Maslow’s Hierarchy of Needs, so their lives on the island were incomplete, and they all lived in fear and anxiety. The third necessity of Maslow’s theory is the need of love and belongingness, or the acceptance of others and the need to be needed. Due to Piggy’s past of being ridiculed and mocked in his old school, his first impulse was to try and make friends and be accepted early on in the novel. As soon as Piggy ran into Ralph he asked him his name and tried to become friends with him. Ralph says to Piggy, â€Å"Get my clothes,† on page 14, which shows that Piggy is willing to be a servant to make a friend or acquaintance. It seems that Piggy had already fulfilled the first two needs, and now he wants to fit in with Ralph. Another example is when Ralph blew the conch all of the other kids came and they had a meeting. â€Å"Signs of life were now visible on the beach. The sand, trembling beneath the heat haze, concealed many figures in its miles of length; boys were making their way toward the platform through the hot, dumb sand.† (18) All of the boys came to the meeting and participated in the meeting, which showed that they all wanted to belong. If they did not want to belong, they would have stayed off by themselves or not have joined in on the meeting. All of the main characters achieved this need, although Jack was unhappy with his role in the group and was trying to find ways of gaining more respect throughout the novel. The fourth need of Maslow’s Hierarchy of Needs is esteem, which is the mastery of a task and also receiving attention and recognition from others, or the need for power. A prime example of this need being fulfilled is when  Jack forms his own tribe and made him self the leader not only because he was power hungry, but because he could not stand the fact the Ralph was chosen chief and was getting all the attention. Jack also found something that he was skilled at. His skill was hunting. Jack used his skill and found it valuable to win over the other kids on the island to assemble a new group and make him the leader of it. After some time and much conflict Jack had every person on the island under his command or killed them. The only exception to this was Ralph who scarcely evaded a similar fate. Piggy never achieves the goal of esteem because he is not appreciated for his intellect and wisdom which he offers the boys in times of need. Since Piggy never exceeded this need, his personality suffered and he has a very weak personality, and was easily bullied and pushed around. Simon, another main character, never achieved the need of esteem. Many of the boys thought Simon was unusual and secretive, and he is constantly ridiculed quietly, usually behind his back. For example, on page 74, â€Å"Ralph stirred uneasily. Simon sitting between the two twins and Piggy, wiped his mouth and shoved his piece of meat over the rocks to Piggy, who grabbed it. The twins giggled and Simon lowered his head in shame.† This passage shows that even when Simon was doing good deeds he was not congratulated and did not receive recognition for many of his unselfish actions. Neither Simon nor Piggy ever achieved the need for esteem, and coincidentally, they were also outcasts and were the only t wo boys murdered on the island. The fifth and final need is the need for self-actualization, which is, â€Å"the desire to become more and more what one is, to become everything that is capable of becoming.† Self-actualization did not directly occur within the boys on the island, but Ralph seemed to become very close. â€Å"Ralph looked at him dumbly. For a moment he had a fleeting picture of the strange glamour that had once invested the beaches. But the island was scorched up like dead wood-Simon was dead-and Jack had†¦. The tears began to flow and sobs shook him. He gave himself up to them now for the first time on the island; great shuddering spasms of grief that seemed to wrench his whole body. His voice rose under the black smoke before the burning wreckage if the island; and infected by that emotion, the other little boys began to shake and sob too. And in the middle of them, with filthy body, matted hair, unwiped nose,  Ralph wept fir the end of innocence, the darkness of a man’s heart, and the fall through the air of the true, wise friend called piggy.† (202) This significant passage shows Ralph breaking down and showing his true emotions and what he feels inside. Ralph realizes he had the power to make the boys stay on the island a much less violent and much more enjoyable, but he did not use his power correctly and he was overturned, which lead to the death of two innocent children. This is a type of self-actualization because Ralph realized what he could have been, said, and done. Ralph realized that he did not fulfill his unique potential and could have been all he could be on the island but did not take advantage of this opportunity. Maslow’s Hierarchy of Needs best demonstrates what occurred on the island in Lord of the Flies. It also proves why many of the acted the way they did. In Lord of the Flies, chaos and violence was extremely relevant within the group of boys not only because of differing values and conflicting views, but also because many of the boys needs were being neglected during there stay on the island.

Essay on Regulating Toxic Waste Emissions EPCRA - 2545 Words

I. Introduction Regulating the toxic waste emissions of polluting organizations has been a costly and time-consuming element of environmental policy for as long as there have been restrictions on these emissions. However, the Emergency Planning and Community Right-to-Know Act (EPCRA), signed into law in late 1986, set forth a number of standards that required polluters to disclose information about their emissions levels to the public and started a chain of events that has led to the creation of numerous information disclosure policies. One of the main thoughts behind these laws, aside from the benefit of increased public awareness of pollution in the community and the ability to plan for emergencies involving the wastes from†¦show more content†¦II. Background and Methods of â€Å"Right-to-Know† Policy Before explaining the strengths and weaknesses of right-to-know policies, it is important to understand which laws make up the current right-to-know policy. Right-to-know policy first came about with the passage of EPCRA in 1986. Several years after the Comprehensive Environmental Response, Compensation and Liability Act (CERCLA) was passed in 1980 as a response to the Love Canal incident, it became clear that amendments were needed because Superfund provided money to clean up contaminated areas, but did little to prevent more areas from becoming contaminated. Thus, EPCRA was designed to require businesses to disclose to several different authorities as well as to the public a variety of statistics on the hazardous chemicals used in their various manufacturing processes . EPCRA also established the Toxics Release Inventory (TRI), which provides a list of toxic chemicals firms are required to report under EPCRA. TRI was not particularly well-received by the EPA at first, but it l ater became recognized as one of the most effective right-to-know policies, strongly encouraging firms’ abilities to monitor themselves . Eventually, states began to take initiatives of their own, as shown by 1989’s Toxics Use Reduction Act (TURA) in Massachusetts, which requires firms to report their levels of toxics usage as well as make efforts to reduceShow MoreRelatedSafety And Environmental Issues Involving Purity Ethylene3909 Words   |  16 PagesEnvironmental protection Authority or several other legislative agency that deal with these complications. Environmental legislative agencies usually employ little standards in position to ensure that the health and safety hazards such as emission to the environment, pollution and waste management techniques are controllable. This is sometimes from the general operation practice and design layout. (Ray and Sneesby, 1998). Industrial related disasters have lead to injuries that are caused by either equipment failure

Sexism, Racism, and Class in A Rose for Emily by William...

Sexism, Racism, and Class in A Rose for Emily by William Faulkner A Rose for Emily by William Faulkner is a story about the life of an old woman. The narrator reveals the main events of her life, such as the death of her father, the disappearance of her lover, and the events surrounding her death, and the thoughts of the townspeople on Emily and her life as heard from the gossipy people of the town. One theme -- or central idea -- of the story is how narrow-minded attitudes can cause others to withdraw. Emily is one of the people who withdraw because of narrow-mindedness. The attitudes regarding sexism, racism, and class depicted in A Rose for Emily are narrow-minded. First, the attitude of sexism is narrow-minded. When†¦show more content†¦Colonel Sartoris, the same man that remitted Emilys taxes, fathered the edict that no Negro woman should appear on the streets without an apron (81). The edict only applies to Negro women, not white women. The idea that Negro women are lower than white women is clearly bigoted. Then, throughout the entire story Tobe is referred to simply as the Negro. The only person that ever calls him by his name is Emily. The implication is that Negroes lack individuality. This attitude is very narrow-minded. When Emily goes to the drug store to buy poison, the Negro delivery boy brings it out to her. The fact that nothing more is said about the boy except that he is Negro is another example of the idea Negroes lack individuality and are unimportant. These attitudes cause Tobe and other Negroes to withdraw somewhat. Lastly, the attitudes regarding class are narrow-minded. When Emily and Homer begin to court, the women of the town are sure nothing will materialize from it because Homer is a Northerner. Broadminded individuals can see that being Northern does not make him any less attractive to Emily. Another reason the women do not think anything will happen with Emily and Homer is he is a day laborer. He is not of the same social and economic standing Emily was born into. Clearly his occupation does not lessen his appeal to Emily, but the women are at first too narrow-minded to realize it. Emily and Homer began courting shortly after the deathShow MoreRelatedFeminism In A Rose For Emily1379 Words   |  6 Pagesbeing inferior to men, especially when it comes to literature. However, William Faulkner was of the belief that women were the foundation of the family, but also depicted women being as a lesser, more gullible, and small-minded person to the fellow man. Faulkner’s stories f ocus on the main themes and timeless moral issues of the time such as sexism, social class, and racism. ‘A Rose for Emily’ focuses on sexism and some class issues, showing comparisons between men and women. Women of the 19th century