Business Law Assignment-Immigrants as employees Essay

Business Law Assignment-Immigrants as employees - Essay Example As a result, there have been calls for on employers to take action and responsibility in properly vetting their non-citizen workers. However, this has proved to be a challenge with these immigrants using loopholes to gain permits and other important valid documents. This expose elucidates the role of the employer in the issue of illegal immigrant employees and the problem of selective enforcement of immigration laws. In addition, the expose further looks at the rights of those employees who have worked in the country for long as illegal immigrants. Finally, the expose examines there is a justification in the immigrants’ quest for a better life and failure to follow and enforce the law when helping citizens of other nations. There is no doubt that employers should play a role in the enforcement of the immigration laws. However, the issue whether the employer should be the focal point while enforcing immigration laws is in itself debate since it illustrates failure in the systems concerning implementation of the immigrations laws. Case in point, while conducting the raid at Swift & Co., some of the illegal immigrants who worked in the company had valid documents with them. These valid documents included legal social security numbers of United States residents used by the immigrants to acquire work permits and gain employment at Swift albeit illegally (Herridge). Hence, once the employer, Swift Co. in this case, identifies valid permits issued due to valid social security number there is no need of victimizing them since there are loopholes that the illegal immigrant used. The basic pilot program is a crucial tool to ensure that the employers play their role in identifying illegal immigrants while employing them. Essentially, the program enables employers verify electronically whether non-citizens employed, or seeking employment, in the company are eligible for employment. This tool effectively becomes a crucial and

The Abortion Debate Essay Example for Free

The Abortion Debate Essay The history of the abortion debate has continued for decades. In today’s society the topic is very demanding and controversial. Prolifer’s as the name proceeds, frame the debate as the right to life for the baby. Individuals who are for Pro-choice may or may not address whether the fetus is in fact a life, and frame the debate in terms of woman having the right to choose what’s best for their bodies without worrying about the government getting involved. In the following paper I will illustrate and discuss the following questions. 1.My personal opinion on the debate 2.The impact of the infamous Roe vs. Wade case 3.A firsthand view of the after effects for those who choose abortion. Abortion is defined as the Termination of pregnancy, and expulsion of an embryo or of a fetus that is incapable of survival. Abortion challenges a variety of external and moral issues. Much of the debate over abortion tends to place emphasis on the issue of rights – specifically whether a woman’s rights to an abortion outweigh a fetus’s rights to life. Whether she is pro-life or pro-choice both sides rely heavily on legal, scientific, and human right arguments to support their arguments. Growing up I was against abortion. I completely condemned it, when you live in a two –parent church going home the Ten Commandments seem to become apart of your everyday life. I would soon find out that judging individuals for the choices they make would come back to hunt me. It is necessary for you to look at the pros and con’s of both a pro-lifer’s stand point and a pro- choicer’s stand point. It has been a proven fact that while, most individuals that oppose abortion, they would do very differently if put in an uncompromising situation. For example let’s take the individuals who stand in front of abortion clinics and rant about the individuals going into the clinics. While taking a journalism class in my last year of high school, my assignment was to get the viewpoint of someone who opposed abortion and why. I traveled to Gainesville, Fla and was blessed to get the chance to speak to Amanda Givens. Amanda was an activist for an organization that’s mission was to deter individuals from having abortions. Amanda was very strong minded on the opinion and during the interview she would take the time to chant out things such as â€Å" Murder† â€Å" Low Life† and the infamous â€Å" Your going to burn in hell â€Å" quote. As I took in a deep breath Amanda advised me that life began at conception and these individuals were cold hearted murders, she even asked me to take pictures of them in which I refused due to the privacy. Although I was against abortion I didn’t know the reason that these ladies where seeking one so out of respect for them I didn’t ask because it was appropriate. Scientific studies show that conception starts at day fourteen of conception. With that being said is it valid to say that abortion is pre-meditated murder? Or is it considered immoral only if it doesn’t endanger the mother’s life. As I asked Amanda these questions she stayed calm but I knew she was furious at the thought that second guessed her considering the circumstances behind it. Amanda finally replied â€Å" Listen these are innocent lives and I don’t care what reason you have a abortion It’s wrong and it’s damn murder† This interview took place December 2000, when I left I gave Amanda my cell and email address so that she could keep in touch and keep me posted on how successful her mission was coming along. Surprisingly two years later to my amazement Amanda had emailed me citing a urgent meeting and needing to speak with me about the mission, she even offered to make the three hour drive to meet up with me and assured me that what she had to say would be life changing. Of course I agreed but I was dumbfounded, I was thinking maybe she acquired my help on the mission, so we agreed to meet the following day at a local Star Bucks cafà ©. I sat patiently drinking my freshly brewed coffee when Amanda pulled up in her freshly was Honda Accord looking nothing less than fabulous. I greeted her with a hug and a smile, but something wasn’t right, her demeanor for some odd reason was different and I was anxious to hear the news she had for me. I ordered her a cup of coffee and we began to catch up where we left off in Florida. Before I could ask about the mission Amanda told me that she was no longer against abortion. I stood up in astonishment as she told me to have a seat I was amazed at what she said next. She began to tell me it was a Thursday night and it was her turn to gather the signs and brochures for the next day‘s rally, she was excited that she had deterred two teens from abortion and was ready to go home and celebrate. As she walked back to her car, (by this time Amanda had started crying and I became real suspicious of what was to come). She had left the most vital part of her story out so she insisted that she start over, earlier that week she had made the acquaintance of a African American man that informed her that God had sent him to her to help out with the mission surprised as she was she advised him to be there at 7:00am to help set-up because the clinic opened up at 8:00 am. The man whom said his name was Charles was there bright and early talking teens out of abortions and doing a marvelous job of even helping adults making decisions. Amanda said she felt like this was what her mission was missing. To Amanda’s shock Charles never came back again until, a week later on the night in question. Amanda said while she was walking back to her car with a handful of signs a familiar face dragged her by her hair into the bushes and proceeded to rape her It Was Charles! Amanda said she cried to God and whoever could hear her for help but as dark as it was no one could hear her. After Charles was done raping Amanda he ran off into the night. Amanda noticed that Charles didn’t have protection on and that she had, semen leaking from her vagina. After contacting police Amanda laid there praying that she wouldn’t get pregnant and that her new husband of four months wouldn’t find out. Unfortunately Amanda said her prayer went unanswered and weeks later she found out that she was pregnant, she insisted that her only option to saving her marriage was to take a trip to Columbus, GA and have an abortion. Amanda insisted that the decision was based mainly to save her marriage and to keep her family from disowning her for having an interracial baby. Amanda says that while having an abortion was the hardest thing that she has ever done, it literally saved her life. She admits that without the abortion that she would have committed suicide than to live the existence of what was growing inside of her. In conclusion Amanda states that although she still feels abortions are wrong, women should have the option of making the decision themselves privately rather deal with rallies like that of Amanda took part in publically. On the way out the door Amanda said something to me that I will never forget â€Å" The best prayers are unanswered ones† Amanda hoped that her story would change my mind on how I felt about abortions and realize that you cant make a generalization about another individuals decisions until you have experienced it firsthand yourself. The Roe vs. Wade case is known to date as the most legendary abortion case in the world cases like this made it possible for individuals in situations like Amanda’s and those with other circumstances to make decisions for themselves without the governments say so . According to Alters (2010) â€Å"Thirty Year’s later congress has passed the Partial birth abortion ban act of 2003, president bush signed it into law, becoming the first president to ever place a federal ban on abortion (p.133 para 2). Although the Roe vs. Wade case wasn’t established until two years after Jane Doe had her baby, it was the landmark case known to day in all high school and college text books and around the country. The more that Americans understand this case the more they regard it as illegitimate. While people have realized the act of abortion on certain grounds should be legal. In some cases you will find individuals that feel like Amanda felt and feel as though abortion is wrong on all grounds. According to Morgentaler (2001) â€Å"Abortion is an act that corrupts national morality and harms women by encouraging irresponsible and predatory male behavior. More importantly a woman’s right to an abortion ignores the rights of the unborn child- and individual should be legally protected (p 321). While both the prolife and pro choice side has equal substantial debates from listening to Amanda’s situation I am now for abortion although I feel that granted the circumstances unless rape, or endangerment to the mother there are enough contraceptives and knowledge circulating that you should know how to refrain from getting pregnant.

Orbits with Gravity Lab Software :: physics science space

For centuries, humankind has sought to find order in the universe. In the context of Western thought, in any case, beginning with the Egyptians, Persians, ancient Greeks; in the Americas the Mayans and Azteks, Astronomy evolved out of the necessity to discover a reliable predictor of the seasons for the purposes of agriculture. In most cases, Astronomy takes on a spiritual role in culture as well. The system of accounting that ancient peoples used to measure the seasons evolved, after a great amount of suffering and turmoil, into the physics of Gallileo and the mechanics of Newton. And Newton's remarkable system is still used today, so long as the velocities are not close to the speed of light and the mass vs. density ratio of massive objects is not too great. Linked above is a gravitational simulator upon which several models of celestial motion are explored. Written in the simple computer language of Q-Basic 4.5, the software is compilable on native systems. At the core is code that generates six n-dimensional arrays. The six arrays correspond to variable requirements in 2-d space, they are velocity vector (in polar coordinates), velocity magnitude, mass, radius, x-position, y-position. "n" corresponds to the number of total objects in the system. Once data is gathered, either entered by hand, loaded from a file, or generated randomly, the simulation can begin. There are three major divisions of the simulation, corresponding to object selection, object position change, and object velocity change, where the actual physics takes place. The simulation begins with object 1, with initial velocity vo, and calculates the next change in velocity of object 1 from the acceleration generated by all other objects. From the gravitational acceleration of object 2, for example, a new velocity vector for object 1 can be determined, and refined un til object n's effect on object 1 is considered. The sim goes down the line to object n, correcting the current velocity magnitude and vector until all acceleration effects are accounted for for all objects, then the sim erases the current position of all objects, displaces the objects dependant on their current (freshly calculated) velocities, redraws them, and returns to calculating new accelerations. The result is a fairly accurate model of gravitational motion, in which the orbital properties discussed in mechanics can be seen. Inaccuracies result with high velocities or close interactions (no collision detection is made).

Management of Learning Disabilities

This semester we have spent the majority of our time learning about and discussing how we can best assist exceptional students. Many of these students are individuals with learning dissabilities. Although it would be difficult for every teacher to understand the distinctions, symptoms, weaknesses and strengths of every disability, it can be very helpful to have a general knowledge of the disabilities that may hinder a student†s ability to learn. Unlike other disabilities like paralysis and blindness, a learning disability (LD) is a hidden handicap. A learning disability does not disfigure or leave visible signs that would invite others to be understanding or offer support (Council for Exceptional Children (CEC),1999). Therefore as teachers it will be our responsibility to provide that understanding and support for those children already diagnosed and also be alert to the warning signs that may be symptoms of a previously undetected disability. The National Institute of Mental Health (NIMH) (NIMH, 1999) describes learning disabilities as follows: LD is a disorder that effects people†s ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways. As specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to school work and can impede learning to read or write or to do math. Learning disability can be lifelong conditions that, in some cases, affect many parts of a person†s life: school or work, daily routines, family life, and sometimes even friendships. In some people, many overlapping learning disabilities may be apparent. Other people may have a single isolated learning problem that has little impact on other areas of their lives (National Center for Learning Disabilities (NCLD), 1999). It is important to remember that the term â€Å"learning disability† does not apply to students who have learning problems that are primarily the result of visual or hearing problems, mental retardation, emotional problems, or disadvantaged due to their environment, culture or economic background (US Department of Education (USDE), 1999). Knowing what constitutes a LD is only the beginning. Diagnosing and treating a learning disability is not a diagnosis in the same sense as diabetes or chicken pox. These have a known cause, distinct symptoms and treatments. LD, on the other hand, is a very broad term that covers an array of possible causes, symptoms, treatments, and outcomes. There is no medication to â€Å"cure† a learning disability (NCLD, 1999). If seen listed, the number of disabilities may be daunting. However, The Diagnostic and Statistical Manual of Mental Disorders, 4th Ed. (DSM-IV) (DSM-IV, 1994) divides LD†s into three broad categories. The first category is Developmental Speech and Language Disorders. This includes disorders where children have trouble controlling their rate of speech and may be behind their peers in learning certain speech sounds. Difficulty being able to express oneself through speech as well as trouble understanding certain aspects of speech all fall within this category (Learning Disabilities Association of America (LDAA), 1999). The second category is Academic Skills Disorders. Under this category falls Developmental Reading Disorder, more commonly known as dyslexia. Reading disorders are believed to effect 2-8% of all elementary school children(The International Dyslexia Association (IDA), 1999). Developmental Writing Disorder, where a child has difficulty with vocabulary, grammar, hand movement or memory and Developmental Arithmetic Disorder where a child has difficulty recognizing numbers and symbols and understanding abstract concepts also fall under this category. The last category is known as â€Å"other† Learning Disabilities. The most commonly known are the attention disorders. Although Attention Deficit Disorder (ADD) and Attention Deficit and Hyperactivity Disorder (ADHD) are not actual learning disabilities they may have a major impact on the child†s ability to learn (CEC, 1999). Another aspect that separates a learning disability from other disabilities is that currently the cause is unclear. In the past it was believed that LD†s were the result of a single neurological problem. However recent research seems to indicate that most learning dissabilities do not stem from a specific area of the brain, but from difficulties in bringing together information from various regions of the brain (NIMH, 1999). There are several possible reasons how a child might develop these subtle disturbances in the brain. When the brain is developing as a fetus is highly vulnerable. If it†s development is disrupted early in the development that fetus may die or suffer from more severe dissabilities. If, however, the disturbance occurs later in development when the cells in the brain are becoming specialized (this is when areas associated with attention, thinking and emotion develop as well as processing sight, sound and other senses) then the result may show up as a LD as the child develops (NIMH, 1999). The use of tabacco, alcohol, or other drugs during pregnancy may also have damaging effects on the unborn child. Many drugs taken by the mother are passed directly onto the fetus. Babies born to mother who smoke for instance are more likely to have a low birth weight. Newborns born under weight tend to be at risk for a variety of problems one of which is a learning disability. Alcohol may distort the developing neutrons and if taken in large amounts may result in fetal alcohol syndrome, a condition that leads to intellectual impairment (NIMH,1999). Complications during pregnancy or delivery are another possible cause of a LD. In some instances the mother†s immune system will react to the fetus as a virus and fight it as if it were an infection. This may lead the forming brain cells to settle in the wrong places. Lack of oxygen during delivery can impair brain function and result in a LD as well (NIMH, 1999). It is also a fact the LD†s seem to run in families. This may indicate a genetic link of some kind. Although LD can run in the family, there is usually a slight difference in the disability. For example, a parent that may have a writing disorder may have a child that has difficulty expressing him/herself in speech (NCLD,1999). There could be another reason why LD†s run in the family. It is possible to attribute some learning difficulties to the family environment. For example, if a parent has a disability where s/he has difficulty expressing themselves through language then they are more likely not to talk as much to their children or the language they use may be distorted or they may use the wrong words often enough so that the child is unaware the s/he is using the wrong words also. The child lacking a good model to follow when acquiring language skills may then acquire a disability of his/her own (NCLD, 1999). Another possibility is that toxins in the child†s environment may effect the development of the child†s brain in early childhood. In a study conducted by the National Institute of Health, a connection was made between the amount of lead in the environment and learning disabilities (NIMH,1999). Though many of the possible reasons a child may have developed a learning disability can not be changed, environmental causes can. Many learning disabilities are not noticed until a child enters the formal learning environment (Council for Learning Disabilities (CFLD), 1999). Therefore, teachers are often the first to observe a child†s persistent difficulties in mathematics, reading or writing and must be knowledgeable about what to look for and how to identify a LD. A student with hyperactivity is relatively easy to identify due to there impulsive behavior and excessive movement, however, what about the child who is quiet and polite or the child with above average intelligence who has been able to maintain passing grades? These children are less likely do be identified and may go unnoticed and undiagnosed. Although some children reach developmental milestones (first step, first word, ability to write one†s own name†¦ etc. ) later than others, there are a few things to keep in mind when trying to informally identify a learning disability. If a milestone is already quite delayed, if there†s a history of LD in the family or if there are several delayed skills than a teacher should notify the students parents and relay his/her concerns (CEC,1999). At this time, parents have the opportunity to have their child tested free of charge through the local public school system or they may choose to have an outside evaluation. Documentation is then brought to the school and an Individualized Education Program (IEP) is created. It is a teacher†s responsibility to implement the goals and objectives of an IEP in the classroom. Due to the individuality of each student and his/her disability, accommodations may vary among students. There are several different strategies that may help children to succeed academically. For example, printing assignments on a certain color paper or encouraging a child to use a colored overlay may significantly help them to process written information. Older students with developmental writing disorders may benefit from bringing a lap top computer to class to take notes or use for any written assignments. It may also be necessary that a student has someone to take notes for them or have assignments read to them aloud. These are just a few of the possible accommodations that may help students learn more efficiently (LDAA,1998). Insuring each child receives the best education possible is a never ending task yet it is one each teacher takes on when s/he enters the classroom. By educating oneself about the different ways students learn, having the ability to notice when there appears to be a gap in a child†s intelligence and the skills s/he has achieved and being familiar and educated about what you can do to help each child fulfill his/her potential can only make for a better educator. Management of Learning Disabilities This semester we have spent the majority of our time learning about and discussing how we can best assist exceptional students. Many of these students are individuals with learning dissabilities. Although it would be difficult for every teacher to understand the distinctions, symptoms, weaknesses and strengths of every disability, it can be very helpful to have a general knowledge of the disabilities that may hinder a student†s ability to learn. Unlike other disabilities like paralysis and blindness, a learning disability (LD) is a hidden handicap. A learning disability does not disfigure or leave visible signs that would invite others to be understanding or offer support (Council for Exceptional Children (CEC),1999). Therefore as teachers it will be our responsibility to provide that understanding and support for those children already diagnosed and also be alert to the warning signs that may be symptoms of a previously undetected disability. The National Institute of Mental Health (NIMH) (NIMH, 1999) describes learning disabilities as follows: LD is a disorder that effects people†s ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways. As specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to school work and can impede learning to read or write or to do math. Learning disability can be lifelong conditions that, in some cases, affect many parts of a person†s life: school or work, daily routines, family life, and sometimes even friendships. In some people, many overlapping learning disabilities may be apparent. Other people may have a single isolated learning problem that has little impact on other areas of their lives (National Center for Learning Disabilities (NCLD), 1999). It is important to remember that the term â€Å"learning disability† does not apply to students who have learning problems that are primarily the result of visual or hearing problems, mental retardation, emotional problems, or disadvantaged due to their environment, culture or economic background (US Department of Education (USDE), 1999). Knowing what constitutes a LD is only the beginning. Diagnosing and treating a learning disability is not a diagnosis in the same sense as diabetes or chicken pox. These have a known cause, distinct symptoms and treatments. LD, on the other hand, is a very broad term that covers an array of possible causes, symptoms, treatments, and outcomes. There is no medication to â€Å"cure† a learning disability (NCLD, 1999). If seen listed, the number of disabilities may be daunting. However, The Diagnostic and Statistical Manual of Mental Disorders, 4th Ed. (DSM-IV) (DSM-IV, 1994) divides LD†s into three broad categories. The first category is Developmental Speech and Language Disorders. This includes disorders where children have trouble controlling their rate of speech and may be behind their peers in learning certain speech sounds. Difficulty being able to express oneself through speech as well as trouble understanding certain aspects of speech all fall within this category (Learning Disabilities Association of America (LDAA), 1999). The second category is Academic Skills Disorders. Under this category falls Developmental Reading Disorder, more commonly known as dyslexia. Reading disorders are believed to effect 2-8% of all elementary school children(The International Dyslexia Association (IDA), 1999). Developmental Writing Disorder, where a child has difficulty with vocabulary, grammar, hand movement or memory and Developmental Arithmetic Disorder where a child has difficulty recognizing numbers and symbols and understanding abstract concepts also fall under this category. The last category is known as â€Å"other† Learning Disabilities. The most commonly known are the attention disorders. Although Attention Deficit Disorder (ADD) and Attention Deficit and Hyperactivity Disorder (ADHD) are not actual learning disabilities they may have a major impact on the child†s ability to learn (CEC, 1999). Another aspect that separates a learning disability from other disabilities is that currently the cause is unclear. In the past it was believed that LD†s were the result of a single neurological problem. However recent research seems to indicate that most learning dissabilities do not stem from a specific area of the brain, but from difficulties in bringing together information from various regions of the brain (NIMH, 1999). There are several possible reasons how a child might develop these subtle disturbances in the brain. When the brain is developing as a fetus is highly vulnerable. If it†s development is disrupted early in the development that fetus may die or suffer from more severe dissabilities. If, however, the disturbance occurs later in development when the cells in the brain are becoming specialized (this is when areas associated with attention, thinking and emotion develop as well as processing sight, sound and other senses) then the result may show up as a LD as the child develops (NIMH, 1999). The use of tabacco, alcohol, or other drugs during pregnancy may also have damaging effects on the unborn child. Many drugs taken by the mother are passed directly onto the fetus. Babies born to mother who smoke for instance are more likely to have a low birth weight. Newborns born under weight tend to be at risk for a variety of problems one of which is a learning disability. Alcohol may distort the developing neutrons and if taken in large amounts may result in fetal alcohol syndrome, a condition that leads to intellectual impairment (NIMH,1999). Complications during pregnancy or delivery are another possible cause of a LD. In some instances the mother†s immune system will react to the fetus as a virus and fight it as if it were an infection. This may lead the forming brain cells to settle in the wrong places. Lack of oxygen during delivery can impair brain function and result in a LD as well (NIMH, 1999). It is also a fact the LD†s seem to run in families. This may indicate a genetic link of some kind. Although LD can run in the family, there is usually a slight difference in the disability. For example, a parent that may have a writing disorder may have a child that has difficulty expressing him/herself in speech (NCLD,1999). There could be another reason why LD†s run in the family. It is possible to attribute some learning difficulties to the family environment. For example, if a parent has a disability where s/he has difficulty expressing themselves through language then they are more likely not to talk as much to their children or the language they use may be distorted or they may use the wrong words often enough so that the child is unaware the s/he is using the wrong words also. The child lacking a good model to follow when acquiring language skills may then acquire a disability of his/her own (NCLD, 1999). Another possibility is that toxins in the child†s environment may effect the development of the child†s brain in early childhood. In a study conducted by the National Institute of Health, a connection was made between the amount of lead in the environment and learning disabilities (NIMH,1999). Though many of the possible reasons a child may have developed a learning disability can not be changed, environmental causes can. Many learning disabilities are not noticed until a child enters the formal learning environment (Council for Learning Disabilities (CFLD), 1999). Therefore, teachers are often the first to observe a child†s persistent difficulties in mathematics, reading or writing and must be knowledgeable about what to look for and how to identify a LD. A student with hyperactivity is relatively easy to identify due to there impulsive behavior and excessive movement, however, what about the child who is quiet and polite or the child with above average intelligence who has been able to maintain passing grades? These children are less likely do be identified and may go unnoticed and undiagnosed. Although some children reach developmental milestones (first step, first word, ability to write one†s own name†¦ etc. ) later than others, there are a few things to keep in mind when trying to informally identify a learning disability. If a milestone is already quite delayed, if there†s a history of LD in the family or if there are several delayed skills than a teacher should notify the students parents and relay his/her concerns (CEC,1999). At this time, parents have the opportunity to have their child tested free of charge through the local public school system or they may choose to have an outside evaluation. Documentation is then brought to the school and an Individualized Education Program (IEP) is created. It is a teacher†s responsibility to implement the goals and objectives of an IEP in the classroom. Due to the individuality of each student and his/her disability, accommodations may vary among students. There are several different strategies that may help children to succeed academically. For example, printing assignments on a certain color paper or encouraging a child to use a colored overlay may significantly help them to process written information. Older students with developmental writing disorders may benefit from bringing a lap top computer to class to take notes or use for any written assignments. It may also be necessary that a student has someone to take notes for them or have assignments read to them aloud. These are just a few of the possible accommodations that may help students learn more efficiently (LDAA,1998). Insuring each child receives the best education possible is a never ending task yet it is one each teacher takes on when s/he enters the classroom. By educating oneself about the different ways students learn, having the ability to notice when there appears to be a gap in a child†s intelligence and the skills s/he has achieved and being familiar and educated about what you can do to help each child fulfill his/her potential can only make for a better educator.

The lovely Bones

The setting of the novel shows us that the worst things can happen when we least expect It and to the people who least deserve It. The author Alice Sobbed' strategically wrote the setting the way It Is to help readers realize that they should always be careful about whom they trust and to show that tragedies Like these do and did happen. Plot The storyline of this book is based around the fight for family and in particular the willingness to let go of the past and live within the present. We follow a young girls horrific story and we watch her as she struggles to leave earth and enjoy heaven.This girls name was Susie Salmon; she was fourteen years old when she was murdered on December 6th 1973, We follow not only her Journey but also her implies' as they both try to cope and come to terms with this horrifying circumstance. We learn that we should not take advantage of what you have and to be thankful for what we already do have. At the innocent age of fourteen Susie Salmon was lured into a hidden underground room by her neighbor Mr.. Harvey. Susie was raped and killed by this sick man who was surprisingly a trusted individual throughout the community.He had a mental disease and had killed many other girls before Susie. The youngest being only six years old. We watch as Useless family falls apart and also learn how much love a father can have for his daughter. This is evident, as her dad never lets go of his beautiful daughters memory we witness his determination to put Issue's soul to rest as he continues to search and expose her killer. Mr.. Harvey never gets caught although he dies as a result of karma, which is what the author ‘Alice Sobbed' alms to portray at the end of this novel.Although the most Important lesson shown Is how hard It Is to let go of a life that was unfairly taken away, by a man who does not deserve to have one. Characters Susie Salmon Susie was a fun and bright girl who loved two things her photography and her family. Although this all changed on December 6th 1973 when she was beaten, raped and murdered in the cornfields by Mr.. Harvey her neighbor. She used to be full of love and extremely vibrant. Although after this traumatic experience which put her life to an unexpected and extremely early stop her whole personality changes.She struggles to accept the fact that she can no longer continue with the life she once had. Susie finds it very difficult to except the fact that Mr.. Harvey can continue through life and she has to watch her loves ones suffer. She shows her frustration wrought sending messages to her father who is in desperate search of his little girls killer. Although she soon learns that everything happens for a reason and life will Mr.. Harvey Mr.. Harvey is a thirty six year old man who is responsible for both the rape and murder of young Susie Salmon.He is a very important although evil character thorough this traumatic although eye opening novel. As Susie is between earth and heaven she watche s over her loved ones. By choice she very rarely watches over Mr.. Harvey but the only time she ever seems to notice him is when he is thinking about re or getting close to her family. Throughout this novel we begin to re-live Mr.. Harvey's childhood we learn that he had a mother who taught him how to steal and an abusive father who did not have a proper Job like all the other children.His life was far from perfect and once he saw that The Salmons had a life he always dreamt of having. He felt the need to ruin it and destroy something that he never had the privilege of having. All in all Mr.. Harvey was motivated by Jealousy as he believed that a young innocent girl who had her whole life ahead of her did not deserve the reveille of having a loving family. So instead of improving his own life he decided to destroy someone else's. Themes There are a various amount of themes associated with this particular novel such as the fight for family and most importantly love.In this heart wren ching novel we are shown the different and opposite types of families. The salmon family are loving, supportive and happy although Mr.. Harvey lives alone and had a very tough and unloved upbringing. Mr.. Harvey finds it hard to believe that even though the salmons have lost a much-loved member of the family, hey still manage to get through and keep the bond they all shared with or without Susie. The novel is based heavily upon the Salmon family rebuilding their once perfect lives after the horrific murder of both a daughter and sister.As we continue through the novel we see vast amounts of love through both family and friends. Issue's little sister Lindsey begins to fall in-love with a young boy called Samuel. As Susie watches over her little sister growing up she cannot help but be envious of her, because she was never able to experience such feelings. Although we o not only watch love blossom unfortunately we also see former loves come crumbling down. As you would expect the stra in of losing a loved one can either make relationships stronger or weaker.Unfortunately Issue's parents were unable to cope, her mum left for a year to go work in a winery and deal with her pain alone and in her own time. Although at the end she comes back and Issue's parents fall in love all over again. Author's Techniques The time frame has strategically been set through 1973 to 1981 because back in this particular day and age murder and or rape was unfamiliar and in most cases an unheard of crime. It could also be the fact that we did not have the resources we needed back then to catch killers and rapists as there was no DNA testing during this time in our history.The author ‘Alice Sobbed' has set the book in this time because the death of this young adult took many by surprise and it was unjust but also common that Mr.. Harvey was never caught and convicted. Although one particular use of symbolism stood out the most. Mr.. Harvey kept the bracelet young Susie wore the nigh t she was murdered. The author uses the bracelet to symbolism Susie Salmon and the fact that even though she cannot be seen or eared she is still there, watching and missing everything she was not able to experience in life.Evaluation The novel ‘The lovely bones' is an amazing story of a young girls unfairly shortened life. We see evidence of symbolism, point of view and many other techniques used by the author. It shows us that family is in most cases are the people you can trust the most. Susie had so much more living to do; which allows the novel to make you frustrated although it also makes readers feel thankful for the opportunities and life they are fortunate enough to have. The Lovely Bones Sobbed cleverly developed the characters of the narrative by using literary devices such as iris person narration, flashbacks, imagery and tone in order to connect her audience with the characters and therefore sympathize with them. Sobbed uses first person narration, with the narrative being told from the perspective of Susie Salmon. This Is a technique used by Sobbed, as she has created Issue's voice to be conversational rather than formal to create sympathy with her.Susie retells the events that took place before and after her death, sharing with us her thoughts opinions and feelings to allow the reader to Identify with her and sympathies with her as the poor Innocent victim whose only wish Is to grow up. For example, when Susie tells the reader about each person having different versions of Heaven which give them their desires, she says â€Å"l could not have what I wanted most: Mr.. Harvey dead and me living. † Susie is able to see everything by looking down from Heaven, therefore she has the knowledge of all that has taken place and in addition the ability to read into the minds of other characters.For example, when Susie watches Ray Sings looking at her photo, she says â€Å"What did dead mean, Ray wondered. It meant lost, it meant frozen, it meant gone. † This provides a greater perspective for the deader, and therefore an opportunity to identify the situation and sympathies with other characters also. Another literary technique Sobbed uses Is flashbacks, which Jump back In time from the current point in the story to past events that have taken place in Issue's life to help develop characters. For example, when Mr.. Harvey kisses Susie, she flashes back to her first kiss with Ray Sings. Mr.. Harvey started to press his lips against mine. They were blubbery and wet and I wanted to scream but I was too afraid and too exhausted from the fight. Had been kissed once by someone I liked. His name was Ray and he was Indian. † This flashback helps to develop Issue's character. Similarly, this technique is used to develop Mr.. Harvey, who was taught to steal by his mother, abandoned by her, and raised by his tyrannical father. Although we do not sympathies with Mr.. Harvey, knowing this creates an understanding that he was once innocent, forcing the readers to see him as more human.Flashbacks are also used to contrast changes In characters before and after Issue's death. For example, Susie flashes back to the time she and her happy father Jack built ships In bottles before she died: way the strings he'd raised the mast with, and I would wait for him, recognizing the tension of that moment when the world in the bottle depended, solely, on me. † However, this is contrasted with the broken man he becomes because he feels he failed his daughter. Susie watches him waking up in the morning and tells: â€Å"The guilt on him, the hand of god pressing down on him saying, you were not there when your daughter needed you. So bbed also uses imagery and tone as tools to further develop sympathy for the characters. The tone Sobbed uses is very blunt, direct and void of feeling, which implements her cold, chilling descriptions, evoking a strong emotional reaction from her readers. For example, after Susie is murdered, she retells: â€Å"He had put me in a waxy cloth sack and thrown in the shaving cream and razor from the mud ledge, his book of sonnets, and finally the bloody knife, tumbled together with my knees, fingers and toes. † This creates the visualization of Mr..Harvey carving up her body and tossing it about carelessly, which combined with the unsentimental tones creates a very sympathetic response from the reader. These various sensory images are also seed by Sobbed as a method of developing characters. For example, when Susie reflects on her heartbeat against Mr.. Harvey's during the rape, she says: â€Å"Mine skipped like a rabbit, and his thudded like a hammer against cloth,† cont rasting Issue's gentle nature to Mr.. Harvey's violent one, creating sympathy for Susie. Another literary technique used to create sympathy with the characters of ‘The Lovely Bones' is irony. For example, when Mr..Harvey brings Mrs.. Flanagan the safe holding the dead body of Susie, which is to be disposed of, Mrs.. Flanagan says: â€Å"What do you eave in here? A dead body? † The reader knows that there is in fact a dead body inside, although Mrs.. Flanagan does not. This ensures the reader does not sympathize with Mr.. Harvey, as he is able to blatantly lie, and enables the reader to feel sympathy for Susie. Susie was always afraid as a little girl that the sinkhole would swallow her, and then ironically it really did when Mr.. Harvey buried her there in the Iron safe. This creates sympathy for Susie because it was her childhood fear.Irony is also used to sympathize with Issue's father Jack, who ironically goes into the lied to kill the person he believes is Mr.. Harv ey, but is attacked himself. We also feel sympathy for Jack when he ironically comes to the same realization Susie did when they saw the photograph of Abigail, that she was unhappy in her marriage with him. Seabed's literary techniques helped to develop sympathy for her characters, solidifying the interest of her readers. The first-person narration, flashbacks, imagery, tone and irony techniques brought the narrative to life and I could easily identify and sympathize with Susie. Word Count: 1002