George Orwells 1984 - 2208 Words

In George Orwell’s 1984, the author utilizes Big Brother to showcase the immense power and influence the government has over its subordinates. The Party manipulates the people through inflicting fear, constant surveillance, and deprivation of knowledge, in order to oppress them from having incorrect ideas or behaviors that are not permitted in society. They are expected to live as respectful Party members, forcefully having to dedicate their lives to serving Big Brother. There are a plethora of characters in the novel, but it is the protagonists Winston, who reveals the oppressive nature of Big Brother and the fear that permeates among the Outer party through his point of view. From the beginning of the novel, Winston’s behavior with the diary depicts of the great fear that the government casts on its people. Even with the assurance that he is alone and not being watched, he writes with great carefulness, â€Å"DOWN WITH BIG BROTHER† (19). His repetition of this simple statement reveals his intense desire of the end of Big Brother. As he continues writing, â€Å"he could not help feeling a twinge of panic. It was absurd, since the writing of those peculiar words was not more dangerous than the initial act of opening the diary† (19). His concern of violating the protocols of the government is so strong that it manifests into uncontrollable anxiety and â€Å"panic.† He is fully aware that this action will ultimately force him to face the wrath of Big Brother, especially, since he writes ofShow MoreRelatedGeorge Orwells 19841168 Words   |  5 PagesGeorge Orwell author of 1984 recently made it on Amazon’s list of â€Å"100 books to read before you die† for his widely read novel with thought provoking subjects like: the dangers of totalitarianism, physical control, psychological manipulation, manipulation of information and history, and technology. Through the themes in 1984, George Orwell demonstrates that a dystopian society created by totalitarian rule can infiltrate the minds of its citizens through various mediums. The famous novel falls intoRead MoreGeorge Orwells 19841138 Words   |  5 PagesGeorge Orwell’s â€Å"1984† perfectly captures a potential dystopia that would occur to the human race if a totalitarian government was present. As a result of this, Orwell identifies the purpose of the novel: to warn people what could possibly happen if they were not careful. A totalitarian government is similar to a dictatorship and demands complete obedience. Orwell focused on what type of plot would be most beneficial, how the plot would impact the audience, and how the subplot builds on a conflictRead MoreGeorge Orwells 19842185 Words   |  9 PagesLiterary Analysis The author of the novel 1984, George Orwell, is a political critic. Therefore, he used very precise descriptions of situations and words to provide the reader a clear understanding of the entity he is criticizing. When Winston describes the destruction of past records to create new ones to Julia, he says: â€Å"Every record has been destroyed or falsified, every book has been rewritten, every picture has been repainted, every statue and street and building has been renamed, every dateRead MoreThe Themes Of 1984 And George Orwells 19841237 Words   |  5 Pages In many ways, George Orwell used real problems in the world to write his novels. Orwell lived through many events that inspired some of the main topics in his book, 1984. In 1984, George Orwell illustrates what a totalitarian society would be like. At the time that he wrote this book, many citizens of England were afraid of their government having too much power over them. Orwell wrote 1984 to warn the public of what a pow erful government can lead to. Even currently, 1984 can be related to differentRead MoreThe 1984 Adaptation Of George Orwells 19842072 Words   |  9 PagesCensorship in 1984 In the 1984 adaptation of George Orwell’s classic, Nineteen Eighty-Four, the director, Michael Radford, plays on the ideas of censorship and control of all citizens. As one of the biggest themes that is presented in the film, the Inner Party makes it their mission to stop all citizens of â€Å"free thinking†. Citizens are not allowed to think poorly of the government, nor are they allowed to think impure thoughts. Those who try to condemn the government, and those that question theRead MoreGeorge Orwells 1984 Essay706 Words   |  3 PagesGeorge Orwells 1984 What look on humanity and human nature, if any, can be seen through this book, 1984? 1984 examines a future under the rule of a totalitarian society. One of the unique notes about Orwells 1984, is theRead MoreJustice in George Orwells 19841293 Words   |  6 PagesJustice in 1984 The concept of justice is an important subject in George Orwell’s 1984. Justice is defined according to Plato as â€Å"the interest of the stronger†. Justice plays a big role in 1984’s society. Justice is understood differently by the protagonists of the text than how it is represented by the societies in which they live. In the novel 1984 by Orwell, an extremely controlling totalitarian government called The Party, rules the society. They have introduced Telescreens which monitorRead MoreTotalitarianism In George Orwells 19841028 Words   |  5 PagesTotalitarianism Used in 1984 A dystopia is a society which is characterized by misery, oppression, and unhappiness. Likewise, a totalitarian government neither allow parties to have different opinions nor freedom with a centralized government, therefore totalitarianism and dystopian societies are similar. In 1984, written by George Orwell, Big Brother is a dictator who gives the Oceanian population no personal freedoms and strictly dominates all of the country for their own selfish ways. Unlike OceaniaRead MoreSymbolism In George Orwells 19841349 Words   |  6 Pages Symbolism in 1984 Literary concepts are often used in books to make the reading experience more enjoyable. In George Orwell’s 1984, Orwell uses a key literary element, symbolism, to do this. Orwell does this in a unique way. He makes the reader want to think one way, when the reality is far different. This causes the reader to be surprised when the truth of the matter is revealed. He is able to do this by having certain objects represent one thing, and then later reveal it is something far differentRead MoreSurveillance In George Orwells 19841219 Words   |  5 PagesSurveillance, or a close watch kept over someone or something for a specific purpose, features prominently in George Orwell’s dystopian novel 1984. The book follows Winston Smith, a middle-aged man who lives in the futuristic society of Oceania, where the government of the Party, under the leadership of Big Brother, maintains strict control of the people and prevents free thought through propaganda, censorship, and surveil lance. Winston tries to think freely while evading detection and succeeds for

The War On Drug Reasons Behind The Criminalisation of...

The War On Drug: Reasons Behind The Criminalisation of Drugs and Functions of Crime In Society The history of the War on Drugs in the United States can be traced back to 1914 with the Harrison Act, the first recorded law to ban the domestic distribution of drugs, as the cornerstone of the criminalisation of drugs in America (McNamara, 2011). However the popularisation of the criminality of drug use was when President Richard Nixon coined the term ‘War on Drugs’ in 1971 (Provine, 2011, p.45). This essay focuses on the disproportionality of incarceration rates between African and Anglo Americans, and illustrates the unequal operation of law enforcement on African-Americans (Provine, 2011). This essay applies Marxist criminology to argue†¦show more content†¦The beginning of the drug war was caused by the fear of the mass migration of ethnic minorities would disrupt the hierarchy system that maintains ‘social orders’ in America (Johnson Jones, 1998). In order for the rulers to remain in power over the powerless, they had to label behaviours as deviant through rule making and rule enforcement (Johnson Jones, 1998). Out of dissatisfaction or fear of the existing conditions, the rule makers â€Å"may assign ‘new’ meanings to certain behaviours and transform public perceptions by introducing new images, or targets for law enforcement† to benefit or protect themselves (Johnson Jones, 1998, p.986). This was evident through the media by largely portraying drug dealers as black, violent, powerful and rebellious against legal authorities (Provine, 2011). In 1993, over 64% of Americans believed that drug use was a critical cause of crime, and is mostly associated with African-American (Johnson Jones, 1998). The powerful were successful in using political power to create stereotypes and unequal law enforcement to free themselves from charges of crimes, such as white-collar crimes and human rights abuse, by diverting the public’s attention to drug-related crimes (Bradley Show MoreRelatedResource Wars: th e New Landscape of Global Conflict5105 Words   |  21 PagesPolitical Geography of War: Natural Resources and Armed Conflicts Philippe Le Billion Summary: Throughout the 1990s, many armed groups have relied on revenues from natural resources such as oil, timber, or gems to substitute for dwindling Cold War sponsorship. Resources not only ï ¬ nanced, but in some cases motivated conï ¬â€šicts, and shaped strategies of power based on the commercialization of armed conï ¬â€šict and the territoriality of sovereignty around valuable resource areas and trading networks

Formative assessment free essay sample

â€Å"We use the general term assessment to refer to all those activities undertaken by teachers and by their students in assessing themselves that provide information to be used as feedback to modify teaching and learning activities. Such assessment becomes formative assessment when the evidence is actually used to adapt the teaching to meet student needs†. Black, P. Wiliam, D. The purpose of the educational process focus on students’ learning, and when students use what has been taught in real life situations, then it can be said that the students are learning and that the objective is being achieved. But, can a test determine this in a classroom? Can I state that my students are learning based on a multiple choice test at the end of a unit? The answers of these questions may vary according to the type of teaching method a person uses. If this person uses a traditional teaching method that only seeks learners’ knowledge accumulation, then he or she could say â€Å"yes†. These may include PowerPoint slides, talking, QA, discussions, writing and using a whiteboard or flipchart to collect and analyse information. Auditory learners’ may benefit from discussion, listening to presentations and questions and answers. Visual learners may benefit from whiteboard drawings and handouts. 1. 2Explain how approaches to learning and teaching in own specialism meet the needs of the learners Within the practical sessions of physical intervention, I always gave additional breaks if needed, particularly in the more tiring and exhausting exercises. If I saw an individual struggling to keep up or appearing tired, I would either bring the whole group back in for a demonstration, change the activity or give the whole group a break. Changing the groups around also helped students, so they didn’t become used to their partner’s or group’s way of working. Also towards the end of the day, when people were becoming tired, I would ask them just to walk through the practice and not do it at full speed, for health and safety reasons. Within a classroom setting doing a PowerPoint presentation if learners appeared tired I would change my teaching method to having a discussion or using a whiteboard or flipchart or doing an exercise in groups. 1. 3Describe aspects of inclusive learning Inclusive learning is about making sure everyone feels included and all learners feel safe. Tutors need to be aware and cater for diverse needs. Aspects of this include ensuring learners can find the venue, the tutor welcoming everyone, the use of ice breakers and everyone being included in deciding the ground rules. Learners should not be made to feel undermined, intimidated or not good enough. The Higher Education Academy world wide web page describes inclusion as:- â€Å"Inclusion applies to an arrangement where every students (including disabled learners) entitlements have been designed in from the outset, as opposed to integration which applies to the assimilation of students into a pre-existing arrangement. Integrating disabled learners involves making ad hoc changes to teaching, or providing individuals with equipment or other forms of support so that they can access what has not been designed from the outset with their needs in mind. Inclusive teaching will have been prepared in a way that is accessible for all learners, as far as possible. Consideration will have been given to the impact of teaching activities on disabled students and will aim to reduce the number of needless barriers they encounter. † Therefore it is the responsibility of the tutor to ensure the session is accessible to the needs of all learners without anyone being singled out. 2. 1 Explain how to select inclusive learning and teaching techniques I can select inclusive teaching techniques by being aware of my learners needs. If I am aware of any needs that they may have it will enable me to plan my learning and teaching techniques to suit every learner which will enable inclusion. I can select the best methods depending on the students’ needs. I will need to include learners in agreeing their individual learning plan so ensure it meets their needs. Ensuring the learners help write the ground rules will ensure everyone feels included. Also using an ice breaker assists learners to feel part of a group. I will need to consider the resources I use to ensure they meet the needs of the learners. It will be important to use a wide variety of resources when I am teaching, the main reasons for this is to accommodate different learning styles but also to help learner stimulation and interaction. Part of inclusive learning is for me to be approachable and accessible, so the students feel comfortable to talk to me. 2. 2 Explain how to select resources that meet the needs of learners Resources need to be appropriate for the learning outcomes and suitable for the learner’s needs or to be able to adapt it. A tutor also needs to consider if a resource is at the correct level of ability. Resources also need to be current and credible and of high quality. Tutors also need to consider their own ability to use the equipment and there may be budgetary constraints to consider. All resources need to meet the session objectives. If we consider the resource of YouTube videos within PowerPoint, some advantages to its use are:- †¢It has a visual impact †¢There is a wide range and choice †¢It can be up to date †¢It is easily remembered by many learners †¢It is accessible However, some disadvantages to using it are:- †¢Quality and sound can be distorted †¢Needs internet connection. Not always up to date †¢Need to have the knowledge of embedding it onto PowerPoint †¢Content may be removed from YouTube 2. 3 Explain how to create assessment opportunities that meet the needs of learners There are various types of assessments. These can include initial, formative and summative. Summative assessments are usually formal and carried out at the end of a course. Initial assessments are carried out before and at the beginning of a course to enable the tutor to gain information about the students, such as their current level, previous knowledge and reasons for doing the course. Formative assessments are carried out throughout a learner’s time on the course and are usually informal and enable a tutor to feedback. The aim of formative assessments is so that the tutor can observe involvement, knowledge and body language to assess a learner’s progress. Assessments need to be at the correct ability and level of the learners. There are various methods of formative assessments, which can include:- †¢Role play or simulation †¢Activities †¢Feedback sessions †¢Games †¢Case studies †¢Discussions †¢Group work †¢Presentation Assessments need to be linked to the objectives and included on session plans. Explain how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills Learners can practice their literacy and language skills by reading handouts and slides, writing in groups or on a whiteboard and generally listening and speaking within discussions. Going through terminology can also support learners with their language and literacy skills. Encouraging learners to email you with any questions they may have will provide them with opportunities to practice their ICT skills. Also if I am teaching a session on analysing challenging behaviour, I can provide data for students to analyse and graph. Homework could also be given to create the graph on the computer and then present it at the next session which will incorporate both their numeracy and ICT skills. 3. 1 Explain ways to engage and motivate learners in an inclusive learning environment Identifying the learners’ needs will help a tutor to be supportive and plan sessions to meet those needs will help the tutor create an inclusive learning environment. If a learner is completing the course because they have to, they may not be as motivated as a learner who wants to complete the course. A tutor needs to build professional relationships with the students, creating a welcoming environment. A tutor can motivate and engage learners by varying teaching approaches, giving praise and encouragement, treating everyone with respect, avoiding a monotone voice, making the session interesting and using breaks if and when needed (more frequent shorter breaks might suit the learners better than less but longer breaks). 3. 2 Summarise ways to establish ground rules with learners to promote respect for others Ground rules are used to lay down order, responsibility and accepted behaviours amongst learners. We set ground rules like ‘all to participate’ and ‘constructive criticism only’ to include all learners and to avoid unconstructive replies which may lead to a sense of being bullied. I could set ground rules by simply stating some common ground rules that I have chosen to my learners and write them up on the board for the learners to see, but Gravells (2012, p91) says â€Å"Ground rules should always be discussed and negotiated with your students rather than forced on them. † Another way would be to sit down with the learners on their first day and have a group discussion or break the class into groups and have the learners brainstorm their own rules and writing the suggestions up on a board and then democratically voting for the most appropriate rules. Alternatively in a similar manner each learner could each say a rule aloud and we could instate the modal rules. 3. 3 Explain ways to give constructive feedback that motivates learners Feedback can be verbal or written; formal or informal. Feedback needs to be descriptive, therefore not just â€Å"That was good†, but instead, â€Å"Your language and grammar is good†. A student needs to know what and how something is good, not just that it is good. A popular method of giving feedback, which makes it easier for a learner, is a feedback sandwich. It starts with a positive, followed by the negative, and then positive or developmental to motivate the learner. There should be no put downs within a feedback and it should be unbiased. Try asking the learner first how they think they have done.

Left38354000right38290500Ground water Tyler Duffy Essays - Water

left38354000right38290500Ground water Tyler Duffy center21018500 Water table: The surface below which the ground is saturated with water Zone of aeration: The region between the earth's surface and the water table. The main components of this region are the soil and rocks. The zone of aeration is also known as the unsaturated area, pore spaces contain some water but mostly air. Zone of saturation: The area in an aquifer, below the water table, in which relatively all pores and fractures are saturated with water. All pore spaces completely filled with water Capillary fringe: The subsurface layer in which groundwater seeps up from a water table by capillary action to fill pores. Region above the water table in which water rises against gravity as a result of surface tension. Water budget Recharge: The refilling of soil water supply at times when plants need little moisture Surplus: Condition of having rainfall greater than the need for moisture when the soil is already saturated Usage: The condition where the plants draw water from the soil at times when the need for moisture is greater than the rainfall Deficit: A condition in which stored soil water is gone and the need for moisture is greater than the rainfall 368683511582400Pollution Materials from the land's surface can move through the soil and end up in the groundwater. For example, pesticides and fertilizers can find their way into groundwater supplies over time. Road salt, toxic substances from mining sites, and used motor oil also may seep into groundwater. In addition, it is possible for untreated waste from septic tanks and toxic chemicals from underground storage tanks and leaky landfills to contaminate groundwater. Drinking contaminated groundwater can have serious health effects. Diseases such as hepatitis and dysentery may be caused by contamination from septic tank waste. Poisoning may be caused by toxins that have leached into well water supplies. Wildlife can also be harmed by contaminated groundwater. SOURCES OF GROUNDWATER CONTAMINATION Storage Tanks May contain gasoline, oil, chemicals, or other types of liquids and they can either be above or below ground. Over time the tanks can corrode, crack and develop leaks. Septic Systems Septic systems are designed to slowly drain away human waste underground at a slow, harmless rate. An improperly designed, located, constructed, or maintained septic system can leak bacteria, viruses, household chemicals, and other contaminants into the groundwater. Uncontrolled Hazardous Waste Hazardous waste sites can lead to groundwater contamination if there are barrels or other containers laying around that are full of hazardous materials. If there is a leak, these contaminants can eventually make their way down through the soil and into the groundwater. Landfills Landfills are supposed to have a protective bottom layer to prevent contaminants from getting into the water. However, if there is no layer or it is cracked, contaminants from the landfill make their way down into the groundwater. Chemicals and Road Salts Chemicals include products used on lawns and farm fields to kill weeds and insects and to fertilize plants, and other products used in homes and businesses. When it rains, these chemicals can seep into the ground and eventually into the water. Road salts are used in the wintertime. When the ice melts, the salt gets washed off the roads and eventually ends up in the water. Atmospheric Contaminants Since groundwater is part of the hydrologic cycle, contaminants in other parts of the cycle, such as the atmosphere or bodies of surface water, can eventually be transferred into our groundwater supplies. Minerals in groundwater The most common dissolved mineral substances are sodium, calcium, magnesium, potassium, chloride, bicarbonate, and sulfate. Drainage from salt springs and sewage, oil fields, and other industrial wastes may add large amounts of chloride to streams and groundwater reservoirs. Small quantities of chloride have little effect on the use of water. Minerals dissolve into the groundwater from ground water running along lower soil levels or bed rock, it dissolves minerals. Artesian Formations 285963327510800Sometimes an aquifer dips underground between impermeable rock layers. A sandwich of permeable and impermeable rocks is formed. This arrangement is called anartesianformation. The upper impermeable layer of anartesian formation, usually shale, is called the cap rock. Gravity moves the water downward in the dipping aquifer. The water is pushed along by the weight of all the water above and behind it. Great quantities of water may enter the aquifers

The Title IX Decision against the Quinnipiac University

The Title IX Decision against the Quinnipiac University The question of gender is actively discussed in relation to sport with references to providing the equal opportunities for female athletes. According to Title IX, any discrimination regarding the sex or gender issues is prohibited (Thornton, 2010). The Title IX Decision against the Quinnipiac University of 2010 became one of the most controversial cases associated with the question.Advertising We will write a custom essay sample on The Title IX Decision against the Quinnipiac University specifically for you for only $16.05 $11/page Learn More It was stated that the Quinnipiac University intended to eliminate the women’s varsity volleyball team because of the lack of funding and to develop a competitive cheerleading team instead. The volleyball team’s players and their coach insisted on trying the case in court because of violating Title IX in relation to providing the equal opportunities for university athletes. According to the injunction prov ided by the Judge Stefan Underhill, the volleyball team was allowed to continue the activities during the next season when the development of the competitive cheerleading team could not be discussed as the alternative to the female sport team to meet the Title IX requirements. To evaluate the effectiveness of Underhill’s decision, it is necessary to pay attention to the details of the case. The volleyball team of the Quinnipiac University and the team’s coach accentuated that the plan to eliminate the team violates Title IX because the proportion of the male and female athletes would be defied. From this point, it is possible to speak about the direct violation of Title IX in relation to providing the equal opportunities for male and female athletes. Underhill stated that the fact of discriminating female athletes’ rights was presented, and the Quinnipiac University was obliged to provide the opportunities for the team to perform during the next season (The Quin nipiac University Case, 2010). Thus, the legal strength of the argument was accentuated, and the team could be discussed as winning the case. However, there are two visions of the decision. On the one hand, the rights and interests of the women’s varsity volleyball team were met, and the fact of discrimination was stated. On the other hand, the team was allowed to perform only during the 2010-2011 season, and the question was discussed again in 2012. Thus, the decision provided by the judge lacked some details.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Furthermore, Underhill concentrated on the fact that it was impossible to refer to the cheerleading team as the competitive team and to discuss that team as the alternative to the volleyball team to meet the Title IX requirements. The decision provided by Underhill was rather effective while discussing the cheerleading tea m as inappropriate alternative to the female volleyball team. Nevertheless, the controversy was associated with the fact that Underhill focused on the standards of the competitive sport teams and judged about the relevance of the standards and cheerleading team’s features to discuss it as the sport team. Underhill supported the decision in relation to the definition of the varsity sport with references to the Title IX standards (The Quinnipiac University Case, 2010). It is important to pay attention to the fact that the position of the judge as the advisor or an expert to determine the standards for the varsity sport is rather controversial, and it could be more effective to focus on violating the Title IX requirements regarding the women’s volleyball team rather than on discussing the features and standards of the varsity sport. In spite of the general win of the women’s volleyball team of the Quinnipiac University in relation to Title IX, the judge’s ar gument cannot be discussed as strong and effective because it was important to concentrate on the issue of discrimination to determine the position of the team not only for one season but for the long period of time. References The Quinnipiac University Case. (2010). Retrieved from http://courtweb.pamd.uscourts.gov/courtwebsearch/ctxc/KX330R32.pdf Thornton, P. K. (2010). Sports law. USA: Jones Bartlett Publishers.

Report assignment Essay Example | Topics and Well Written Essays - 1750 words

Report assignment - Essay Example Finally, some recommendations will be presented towards the end of the report. 2. Can IS Save the Public Services a. Topic Overview The topic of the lecture was quite interesting and catches the attention of listener instantly. Moreover the facts and examples given during the course of presentation were closely connected to the public interest. Generic conclusions were drawn about various aspects of the public Information Systems towards the end of the lecture. The lecture was formatted as a combination of presentation with background audio of the presenter. The topic actually talks about the development of Information systems in public domain and the value they deliver to the public. The lecturer has also pointed out some important methods for decision maker to ensure attainment of perceived value from public Information Systems. b. Level and Amount of Information The topic of the presentation was generic in nature and therefore amount and level of information can be questioned. The re were several aspects of the public information systems that could be discussed but were not covered in the presentation. This gives a feel of incompleteness and deficiency of the information on the given topic. The issue further highlighted the knowledge gape and lack of preparations. Even the lecturer did not clearly mention the scope of his presentation in the beginning. There logical development of the ideas was not of high standard and it seems that topic was beefed up with material from here and there to make a point. The speaker initially talked about the area where information systems are implemented in public sector but the list of these sectors was not comprehensive and only pointed out some major areas. Then speaker straightway jumped to the discussion on how these systems were outsourced and what problems were faced by the commissioning authority and the outsourced company. Here the speaker concluded that the bidding process is not a correct procedure for outsourcing i nformation systems development in public sector. The bidders try to bid at lowest rate to win the bid, later he find it hard to fulfill the Service Level Agreements (SLAs) and the either he quits or public could not get the value out of the system it was conceived with. This was followed by an appropriate example of a private firm EDS who suffered a more than12 billion lose on this account. An interesting comparison was drawn on how much the information system differs depending on the organizational structure of the department commissioning these systems. (Chris, 2010) c. Organization of Information There is enough room for improvement in the organization of information and we can note many inaccuracies in the presentation. On a slide with the title of â€Å"Can we look abroad for help† there was no discussion on external bidders for the development of information systems. Some slide looked a little crowded and packet. It was quite difficult for the audience to read the data at these slides and to focus on what the speaker was talking about. Moreover, reading text was not helpful in getting to the point what the lecturer was trying to deliver. Often reading the text at the slide resulted in mismatch of the point being talked about. d. Presentation Skills Beyond the contents of the lecture, the presentation and delivery of the contents was not professionally elevated. In the opening of the lecture there were few unrecognizable voices and audience could see the first slide of the presentation

Green Street Hooligans Film Review Essay Example | Topics and Well Written Essays - 750 words

Green Street Hooligans Film Review - Essay Example The first setting is the university, Harvard University. This college offers educational services to students. It is portrayed as a respectful environment that encourages students to be morally upright. This would be the reason that made Matt be expelled from the institution. He was found in possession of a classmate’s drugs. He is 'therefore' expelled wrongly. Harvard University portrays the learning institutions as being a decent place that mold characters of various students. This place is strict, and any breaking of rules would lead to expulsion. This was made Matt be expelled wrongly even without proper investigation to determine the source or the owner of the drugs. This act would be an example of a loophole that exists in institutions that have strict rules and regulations. In an effort to run away or avoid his parents, Matt takes flight to London to visit his sister who is married to Steve. This gives the film its second setting. This setting is based in London. Moreov er, the London setting encompasses a wide range of settings. From home, Matt goes to the pub where he drinks with colleagues. He goes on to watch a football match and later finds himself in the streets of a city in London where he is involved in a serious fight. This setting in London would be classified into three, the pubs, the football pitch and the streets where fighting occurs. In London that Matt joins a ‘Crew’ that are gangs which would be unofficial and are associated with various football teams. Matt joins new friends who drink a lot, smoke and use vulgar language. This would be associated with football fans in England in support of their teams (Rhodes). The pub where Matt goes to drink indicates a social place where people gather to drink or have their time just before going for football matches. The pubs within England are portrayed as being harbors of hooligans. It would also be reflected as an immoral place that encompasses chaos and evil company. This make s Matt a different person from what he was during his college time. He would now sing rousing within the streets of London. The other setting is the football pitch where fan gather to support their teams. This portrays a football culture in England where fans support their teams. This reflects a culture that is acceptable and has been practiced in England for a long time. The event itself is legitimate or moral, but the activities associated with it thereafter may be ugly. This is what happened in the case of Matt after the football match ended. The enemy team fans were up in arms against each other. This led to serious fights that involved Matt within friends against the fans of the enemy team in the streets. The football game is portrayed as an activity that aggravates hatred and hostility among team fans. Fans drink before going to the pitch to get psyched up so that they can cheer their teams. At times, cheering would affect the result of the game, and this would lead to shoutin g at each other. The result would be a serious fight as in the case of Matt and friends. Although he was initially afraid of violence, through drinking he soon becomes desensitized to Elite gang (Rhodes). The streets have been portrayed as places where fighting takes place. They are evil places that involve blood shedding. In this context, they would reflect dangerous area associated with hooligans, shouting, vulgar language, and painful experiences. This would be the reason why Shannon, her sister is worried and her husband