Drug Use And Social Control Criminology Essay

Drug Use And Social Control Criminology Essay Drug use and addiction have been a long time burden for society. Over the years many programs have been developed to help curb illegal activity, however it still continues. While appropriate attempts to control drug abuse have surfaced, there have also been many that have proven counterproductive. There are a number of theories as to why these theories have developed, but one might speculate that it is because drug abuse has such a wide and varied effect on families, society as well as the criminal justice system. This creates many attempts at control and is possibly the biggest reason for the numerous factors that involve drug abuse and society. This paper will examine the reaction of society to drug abuse and the attempts that have been made to control such behavior. The Stigma Of Abuse There are many stigmas that surface in society, each ranging in severity and consequence. Society, as a whole is quick to judge others and make rash assumptions about the person, based on their actions or other limited information. Those that abuse illicit drugs are one of the most stigmatized groups in society today. There is a negative connotation at the mere speaking of drug abuse. Children are taught from an early age that drugs are bad and will lead them to a life full of crime and potentially even death. While these speculations are not inaccurate, it does send a message to youth that relays that people, who suffer from addiction, are bad and/or criminals (Ball, 2007). While these assumptions may be correct in some respects, it is inappropriate to generalize groups of people as a whole. There are a number of situations and circumstances that can cause addiction, not only poor personal choices. A stigma is defined as, an attribute that is deeply discrediting, occurs when an individual experiences social disqualification due to a specific attribute or flaw (Palamar, Kiang Halkitis, 2012). In lay terms, a stigma is a preconceived notion about an individual based on their actions or perceived actions. While most consider stigmas a negative concept, it appears to be engrained in human nature to engage in this type of behavior. According to Palamar, Kiang and Halkitis, stigmas are also based on the type of drug and method of use as well (2012 ). For example, some consider the harder drugs, such as heroin or amphetamines, to be the worst and those that use them as the worst addicts. The reason for the more negative assumptions may be based on the level of harm that the drug causes. Heroin and methamphetamine are known to cause severe health concerns and commonly lead to illegal behavior that has a negative effect on society. As harm comes to society, individuals quickly associat e the drug and caused actions, thereby creating animosity and fueling the stigma. In many cases, the stigma might be used as a form of punishment to the user that is hoped to curtail or prevent drug abuse. The theory being that if enough pressure is placed on the individual than they will stop using drugs however is rarely successful. Addiction is a disease and the mere words or negative attitudes of others are not sufficient in stopping the cycle of abuse (Tiger, 2011). Families, commonly put pressure on their loved ones, who are using drugs, possibly even not speaking to them, in hopes that they will wake up and cease their drug use. Even though stigmas are sometimes used to curb the problem, it oftentimes leads to additional problems. As these individuals attempt to mesh in society, by getting a job or attempting sobriety they are often frowned upon, which creates more distance. Many employers will not hire them, which facilitates unemployment, and continued drug abuse. Certainly, it is not the fault of the employer, but if the addict is not able to work and sustain a life by paycheck, they may return to stealing to support himself or family. The Criminal Justice System Legislation and laws are not new to the criminal justice system. There have been laws regarding illicit drug use for many years. What has changed in recent decades is the way that drug offenses are charged, handled and processed. There are approximately 2.3 billion offenders in jail or prison for drug offenses in the United States (Tiger, 2011). That is a significant increase over the past years and one might speculate that it is because of tougher laws, more enforcement and awareness about drug abuse than in past years. One of the most notable policy changes has come with the establishment of what is known as Drug Court. Originally introduced by the criminal court system, Drug Courts have been put in action to address drug offenses in a more efficient manner (Tiger, 2011). Before these specialty courts were established, an individual convicted of drug offenses, may be punished, fined or incarcerated and then returned to society. In addition to prison and jail overcrowding, society a lso noted that the system was not efficient and had poor results. Typically these individuals would be back in the court system very soon after their charge, for another drug offense. Not only does this place the individual at harm, it also creates a danger to society. An example of this harm is an individual convicted of driving while intoxicated and then has another accident that takes someones life. They were not helped by going to jail or having a court date, their alcoholism was never addressed, which meant that the legal system failed in many respects. In order to address these issues, the 1966 Narcotic Rehabilitation Act was established, which gave each state the right or ability to force an offender into treatment or rehabilitation (Tiger, 2011). This then gave way to court ordered treatment and thereby the drug court system. Drug court is meant to oversee the offender in many different aspects of their life. In addition to addressing their criminal behavior, they also oversee their addiction treatment while they are on probation per say. The individuals assigned to drug court are generally drug tested every month, required to pay a fine and also report for monthly appointments. By requiring drug treatment the individual is addressing their legal concerns, but also getting help for the root of the problem, which is addiction. Commonly, counseling and other therapeutic services are required of offenders to assist them in changing their life. Coerced Treatment As A Form Of Control Understandably, one of the first lines of defenses for families is coerced treatment. In most states there are laws and protections that allow a person, who is in danger of harm to be committed. In many cases, families are frustrated with their loved ones and fearful for their safety so they attempt to convince or force the person into treatment. Unfortunately, when an individual is an adult it is rather difficult to force them into treatment without legal action. This is generally only relevant to a person that is exhibiting suicidal or homicidal ideas and not a person using illicit drugs. Forcing treatment is mistakenly thought to be a line of defense, however rarely works because of the users rights and freedoms (Ball, 2007). While families or other loved ones cannot force their family member into treatment the court system does have the ability to require treatment. Most offenders take the offered help, however there are those that refuse treatment or counseling. Each individual is given the choice, granted it is either treatment or jail time, but they still have the choice. There are those that are in and out of the prison system, who never engage in treatment or accept help, thereby perpetuating the cycle of abuse. Prevention The War Against Drugs With the increase in the criminalization of drugs in the past 30 years there have also been numerous changes to prevention attempts (Ball, 2007). Almost every school and community proudly boosts the fact that they offer drug prevention and awareness education. There have been a number of programs that have been created based on educating the community about drugs, harms and fads that are present. The increased amount of drugs and detriment has caused an increase in media coverage and allowed people to become more aware of the prevalence of drug use. With that also came a demand for an increase in Federal funding for prevention measures, treatment and assistance for those of lower socio-economic status. One of the major themes of prevention is an attempt to learn more about the causes and risk factors of addiction. There has been a great deal of controversy over the years regarding the causes of addiction. The nature versus nurture argument suggests that individuals become who they are or engage in particular behavior based on either their genetics or influence of environment (Zimic Jukic, 2012). Some argue that individuals are born with the propensity to use drugs based on hereditary and genetic factors. This would mean that regardless of the type of parents or environment that a child grew up with that they would be genetically predisposed to use drugs. On the flip side of the argument, individuals are said to be shaped by their experiences throughout their lives. These experiences shape who they are and what types of behavior that they engage in. For example, a child that grows up in a home where drug abuse is prevalent would be more likely to follow in the same footsteps as their parents. Both theories make excellent points, and many choose to believe that individuals are influence by both genetics and their environment. Other factors that place individuals at a higher risk of drug abuse is lower socio-economic status, family problems, academic trouble, mental illness as well as a host of other factors (Zimic Jukic, 2012). In light of these factors being noted, programs have been established to combat the negative effects. Programs such as the girls and boys clubs and mentor groups are put into place to assist children that might be from broken homes, have poor parental support or be associating with the wrong crowd. These programs are aimed at prevention and cessation as a measure to reduce the amount of drug use as well as criminal behavior. These intervention programs are meant to assist parents in a better understanding of the needs of their children, the warning signs of drug abuse as well as the importance of the family role. For the child, the programs are meant for education, but also guidance and to learn improved coping skills or manners by which to deal with the stress or problems that ar e placing them at the greatest risk of abuse. Harm Reduction Theory The harm reduction theory is considered a method of control for both drug addicts and society in general. This thought process is based on the belief that certain types of treatment or prevention are less harmful than drug use or risky behavior (Ball, 2007). One of the best examples of this belief system is Methadone Maintenance Treatment. Methadone is a synthetic opiate that is used to keep heroin addicts from using illicit drugs (Zimic Jukic, 2012). Methadone blocks the opioid receptors in the brain, thereby preventing the addicts ability to get high from continued heroin abuse. Some suggest that the introduction of methadone is simply another drug, because it is addictive and the individual becomes physically dependent. Those that promote methadone treatment suggest that these individuals, even though they are addicted to methadone, can functionally normally within society. Rather than engaging in criminal activities for drug money, the individuals can work, engage in family activities and receive psychological counseling. Other forms of harm reduction programs and theories are centered on providing condoms or even clean needles for IV drug users. The theory behind this controversial practice is the hopes that there will be a decrease or reduction in the amount of communicable diseases such as HIV/AIDS, Hepatitis C and tuberculosis (Ball, 2007). Society and families have long stood against illegal drug use. There are a number of programs and prevention attempts that are currently used. While this assistance is used as a manner of control the negative stigma about drug users is still very prevalent in todays society. Drug users are frowned upon and typically have a difficult time in society because of their choices and actions. It is important that society continue educating about drugs, harms and how perceived attitudes can further the problems. Education and continued address are the best lines of defense for prevention. Additional research into addiction and better therapy or treatment could also assist society in gaining better control of the problems at hand.

Louisa and Sissy: Fact Against Fancy in Hard Times

Louisa and Sissy: Fact against fancy in Hard Times. Two female characters in Hard Times, Louisa Gradgrind and Sissy Jupe could be considered contrastive by fate and there is moral fable in this contrast. It is significant that in last two paragraphs of the novel Dickens applies to motherhood as a sense of woman happiness. Daughter of main educator of Coketown, have got only the bitter questionnaire: â€Å"Herself again a wife – a mother – lovingly watchful of her children, ever careful that they should have a childhood of the mind no less than a childhood of the body, as knowing it to be even a more beautiful thing, and a possession, any hoarded scrap of which, is a blessing and happiness to the wisest? Did Louisa see this? Such a thing was never to be. †(Chapter 9, Final, p. 274) But Sissy, â€Å"Girl number twenty† (Chapter 1,p. ) in Gradgrind list, was granted with love and motherhood in return for her human virtue: â€Å" But, happy Sissy's happy children loving her; all children loving her; she, grown learned in childish lore; thinking no innocent and pretty fancy ever to be despised; trying hard to know her humbler fellow-creatures, and to beautify their lives of machinery and reality with those imaginative graces and delights,†¦ or fancy dress, or fancy fair; b ut simply as a duty to be done, – did Louisa see these things of herself? These things were to be. † (Chapter 9, Final, p. 274) What is the major difference between two of them and why author gives credits to simple-minded Sissy, and left sorrows for educated Louisa? The reader can understand, that Gradgrind was disappointed with Sissy from the very beginning. He didn’t like the fact, that her father works in the circus. Fun and imagination were beyond Gradgrind’s acceptation. Sissy failed with factual definition of the horse in the very beginning of the novel and becomes a loser in his eyes. But his own daughter, Louisa, has to struggle with inner conflict:†fire with nothing to burn†(Ch. 3) Her imagination was suppressed up to degree of starving under the pressure of that utilitarian educational virtue of â€Å"fact†. Trying to see a circus she and her brother Tom peep though the loophole. Being asked about, she simply answered: ‘Wanted to see what it was like† (Ch. 8). Somehow she neglected her father’s slogan: †Louisa, never wonder! †(Ch. 8) In the article Charles Dickens, Hard times: for these times Chris Bilton says: â€Å"The only escape from this relentless grind of alculation and rationality is the horse-riding circus, glimpsed tantalisingly by Gradgrind’s children through a hole in the tent. Here is food for the ‘idle imagination’ and ‘fancy’ their father denies them† Louisa and her brother are deemed to have the best, as their father is a very knowledgeable man and they are â€Å"model children† in â€Å"model house†, but â€Å" starved imagination keeping life in itself somehow, which brightened it’s expression†. Dickens is depicturing that Louisa knows so many facts, but has not much to imagine. This â€Å" metallurgical Louisa† used to look out the window at the factory chimneys and observe: â€Å"There seems to be nothing there but languid and monotonous smoke. Yet when the night comes, Fire bursts out. † She can only state a fact about her surroundings. Dickens shows how forced education in a militant style can hurt a developing mind more than help it. Attentive reader can recognize intonation of reproach in her timid speech: â€Å"You have been so careful of me, that I never had a child's dream. You have dealt so wisely with me, father, from my cradle to this hour, that I never had a child's belief or a child's fear† . But the most dramatic moment happened in the very end of Book The Second, then mental breakdown happened to Louisa and Gradgrind â€Å"laid her down there, and sow the pride of his heart and the triumph of his system, lying, an insensible heap, at his feet† (p. 204) Sissy Jupe in other hand, also was treated by Gradgrind’s system. But she was a daughter of the circus clown, and spent early childhood in lively atmosphere, surrounded by emotional people, who taught her other things, then facts: In the article â€Å"Taking Dickens to task:Hard Times once more† Malkolm Pittok states: † For the circus has as its raison d'etre the development of ‘useless' and ‘unproductive'acrobatic skills, the dramatic enactment of highly coloured fictions, and a mode of fanciful, and fancifully advertised, play. In direct contrast to the selfish individualism promoted by Gradgrindism, its members show a generous solidarity and human directness of response. †(p. 116) Gradgrid was trying to influence this foil with his utilitarian approach, but he failed. She depictured as emotional girl from the very beginning: â€Å"Sissy Jupe, Sir†, explained number twenty, blushing†¦(Ch 2, p 8) Sissy began living with the Gradgrind family, and indirectly helped them to understand, that something in their life was missed. Love and care were unknown virtues in this family. â€Å"Only Sissy Jupe, the finest flower of the ircus way of life, has influence where it matters and becomes a beacon of effective light and goodness – a model for all of us to aspire to†, says Pittock. Louisa and Sissy have significant dialog in the Book The Third, Chapter 1. Louisa begging for her friendship: â€Å"Forgive me, pity me, help me! Have compassion on my great need, and let me lay this head o f mine upon a loving heart! †(p. 210) So the â€Å"poor girl† becomes the only â€Å"loving heart† for Gradgrind’s family. She took care of Mrs. Gradgrind and after he death becomes a mother to younger children of this family. So it is right time to conclude, that fancy wins the fact as far as Sissy granted with female happiness in the very end of Hard Tines and educated Louisa went through mental suffer and appeared childless. To state, that motherhood is the only virtue of female life is not right, but there not too much left for woman, if she never ever experienced the happiness of motherhood. Works Cited: Bilton, Chris Charles Dickens, Hard times: for these times. International Journal of Cultural Policy Vol. 16, No. 1, February 2010, 15–16 Web 03 Nov 2011 Dickens, Charles. Hard Times. Oxford University Press, New York, 2008. Print.

Experiment on polytropic process Essay

Polytropic Expansion of Air Object The object of this experiment is to find the relation between pressure and volume for the expansion of air in a pressure vessel – this expansion is a thermodynamic process. Introduction The expansion or compression of a gas can be described by the polytropic relation , where p is pressure, v is specific volume, c is a constant and the exponent n depends on the thermodynamic process. In our experiment compressed air in a steel pressure vessel is discharged to the atmosphere while the air remaining inside expands. Temperature and pressure measurements of the air inside the vessel are recorded. These two measurements are used to produce the polytropic exponent n for the expansion process. Historical background Sadi Carnot (1796-1832) [1] in his 1824 â€Å"Reflections on the Motive Power of Heat and on Machines Fitted to Develop This Power,† examines a reciprocating, piston-in-cylinder engine. Carnot describes a cycle applied to the machine appearing in Figure 5.1, which contains his original sketch. In this figure air is contained in the chamber formed by the piston cd in the cylinder. Two heat reservoirs A and B, with temperature greater than temperature , are available to make contact with cylinder head ab. The reservoirs A and B maintain their respective temperatures during heat transfer to or from the cylinder head. Carnot gives the following six steps for his machine: 1.The piston is initially at cd when high-temperature reservoir A is brought into contact with the cylinder head ab. 2.There is isothermal expansion to ef 3.Reservoir A is removed and the piston continues to gh and so cools to . 4.Reservoir B makes contact causing isothermal compression from gh to cd. 5.Reservoir B is removed but continual compression from cd to ik causes the temperature to rise to . 6.Reservoir A makes contact, isothermally expanding the air to cd and thus completing the cycle. A decade later Clapeyron [2] analyzed Carnot’s cycle by introducing a pressure-volume, p-v diagram. Clapeyron’s diagram is reproduced next to Carnot’s engine in Figure 5.1. Claperon labels his axes y and x, which correspond to pressure and volume, respectively. We will examine two process paths in this diagram: the isothermal compression path F-K and the isothermal expansion path C-E. Since both of these processes are isothermal, pv = RT = constant. This is a special case of the polytropic process , where, for the isothermal process, n = 1, so we have the same result, pv = c. Figure 5.1 Left sketch: Carnot’s engine, after Carnot [1]. Right sketch: Clapeyron’s pressure-volume, p-v diagram, after Clapeyron [2]. For the axes in Clapeyron’s diagram x = v and y = p. The Experiments Photographs of the equipment appear in Figures 5.2 and 5.3, and a sketch of the components appears in Figure 5.4. steel pressure vessel discharge valves thermocouple conduit pressure transducer Figure 5.2 The polytropic expansion experiment at Cal Poly. thermocouples thermocouple conduit Figure 5.3 Two, Type-T thermocouples are located inside the pressure vessel, at the geometric center. Only one thermocouple is used – the other is a spare. In the photo the thermocouple conduit has been removed and held outside of the vessel. The junctions of these thermocouples are constructed of extremely fine wires (0.0254mm diameter) that provide a fast time response. Figure 5.4 The polytropic expansion experiment equipment. Pressure measurements come from the pressure transducer tapped in to the pressure vessel shown in Figure 5.4. The transducer is powered by the unit labeled â€Å"CD23†, which is a Validyne [3] carrier demodulator. The fine wire thermocouple is described in the Figure 5.3 caption. Both thermocouple and pressure signals feed into an Omega [4] flatbed recorder. The three discharge valves on the right side of the vessel have small, medium, and large orifices. These orifices allow the air inside the vessel expand at three different rates. The pressure vessel is first charged with the compressed air supply. This causes the air that enters the vessel to initially rise in temperature. After a few minutes the temperature reaches equilibrium at which time one of the discharge valves is opened. Temperature and pressure are recorded for each expansion process. These data are then used to compute the polytropic exponent n for each process. It is important to note that the temperature and pressure of the air inside the vessel are measured, not the air discharging from the vessel. Data Pressure and temperature data, for the three runs, are provided in the EXCEL file â€Å"Experiment 5 Data.xls.† Analysis In many cases the process path for a gas expanding or contracting follows the relationship (5.1) The polytropic exponent n can theoretically range from . However, Wark [5] reports that the relation is especially useful when . For the following simple processes the n values are: isobaric process (constant pressure)n = 0 isothermal process (constant temperature)n = 1 isentropic process (constant entropy)n = k ( k=1.4 for air) isochoric process (constant volume)n = ï‚ ¥ In our experiment the steel pressure vessel is initially charged with compressed air of mass . Next, the vessel is discharged and the remaining air mass is . This final mass was part of the initial mass and occupied part of the volume of the vessel at the initial state. Thus expanded within the vessel with a corresponding change in temperature and pressure. Therefore mass can be considered a closed system with a moving system boundary and the following form of the first law of thermodynamics applies (5.2) If the system undergoes an adiabatic expansion , and if the work at the moving system boundary is reversible. Furthermore, if we consider the air to be an ideal gas with constant specific heat. With these considerations the first law reduces to (5.3) Using the ideal gas assumption and differentiating this equation gives (5.4) Substituting Equation 5.4 into 5.3 and using the relationships and gives Separating variables and integrating this equation, , yields (5.5) which is a special case of the polytropic relationship given by Equation 5.1, with n = k. It is important to note that in the development of Equation 5.5 the expansion of inside the pressure vessel was assumed to be reversible and adiabatic, i.e. an isentropic expansion. In our experiment the adiabatic assumption is accurate during initial discharge. However, the reversible assumption is clearly not applicable because the air expands irreversibly from high pressure to low pressure. Therefore we anticipate our data to yield . Two approaches are used to determined the polytropic exponent n from the data: 1. Equation 5.1 can be written as , which is a power law equation. In EXCEL, a plot of p versus v and a power law curve fit using TRENDLINE will disclose n. 2. Equation 5.6 (subsequently developed) may be used with only two states to determine n. Here is the outline of the development of Equation 5.6. We start with , which also can be expressed as and combine this with the ideal gas law to obtain (5.6) The temperatures and pressures in Equation 5.6 are all absolute and the subscripts 1 and 2 represent the initial and final states. Required 1. Pressure and temperature data are provided for all three runs in â€Å"Experiment 5 Data.xls.† Use the ideal gas law, pv = RT, to compute v corresponding to each p. Use SI units: m3/kg for v and Pa for p. 2. Plot p versus v and find n: For each run, on a separate graph, plot p [on the ordinate (vertical) axis] versus v [on the abscissa (horizontal) axis]. Use linear scales. Determine the polytropic exponent n for each run using a TRENDLINE power curve fit. Also find the correlation coefficient for each curve. (Be aware that the TRENDLINE power curve fit will give , where y = p, x = v and a and b are constants.) Plot all three runs on a single graph and find n for the combined data. 3. Derive Equation 5.6. 4. Find n for each run using Equation 5.6, where states 1 and 2 represent the beginning and ending states, respectively. 5. In a single table show all of the n values. 6. Discuss the meaning of your n values, that is, how does your n value compare with n values for other, known processes? Nomenclature c constant, N m specific heat constant pressure, kJ/kg K specific heat constant volume, kJ/kg K k specific heat ratio, dimensionless n polytropic exponent, dimensionless p absolute pressure, Pa or psia Q heat transfer, kJ R gas constant, kJ/kg K (Rair = 0.287 kJ/kg ·K) T temperature,  °C or K U internal energy, kJ v specific volume, m3/kg V volume m3 W work, kJ Subscripts 1,2 thermodynamic states References 1. Carnot, S., â€Å"Rà ©flexions sur la puissance motive du feu et sur les machines propres à   dà ©velopper cette puissance,† Paris, 1824. Reprints in Paris: 1878, 1912, 1953. English translation by R. H. Thurston, â€Å"Reflections on the Motive Power of Heat and on Machines Fitted to Develop This Power,† ASME, New York, 1943. 2. Clapeyron, E., â€Å"Memoir on the Motive Power of Heat,† Journal de l’École Polytechnic, Vol. 14, 1834; translation in E. Mendoza (Ed.) â€Å"Reflections on the motive Power of Fire and Other Papers,† Dover, New York, 1960. 3. Validyne Engineering Sales Corp., 8626 Wilbur Avenue, Northridge, CA. 91324 http://www.validyne.com/ 4. OMEGA Engineering, INC., One Omega Drive, Stamford, Connecticut 06907-0047 http://www.omega.com/ 5. Wark, K. Jr. & D.E. Richards, Thermodynamics, 6th Ed, WCB McGraw-Hill, Boston, 1999.  © 2005 by Ronald S. Mullisen Physical Experiments in Thermodynamics Experiment 5

The Snows of Kilimanjaro -Analysis - 1375 Words

The Snows of Kilimanjaro The story opens with a paragraph about Mt. Kilimanjaro, the highest mountain in Africa, which is also called the â€Å"House of God.† There is, we are told, the frozen carcass of a leopard near the summit. No one knows why it is there. Then we are introduced to Harry, a writer dying of gangrene, and his rich wifeHelen, who are on safari in Africa. Harry’s situation makes him irritable, and he speaks about his own death in a matter-of-fact way that upsets his wife, predicting that a rescue plane will never come. He quarrels with her over everything, from whether he should drink a whiskey-and-soda to whether she should read to him. Helen is obviously concerned for his welfare, but self-pity and frustration make him†¦show more content†¦As Helen returns to drink cocktails with Harry, they make up their quarrel. Harry’s second memory sequence then begins, and he recalls how he once patronized a series of prostitutes in Constantinople while pining for a woman in New York. Specifically, he had a fight with a British soldier over an Armenian prostitute and then left Constantinople for Anatolia, where he ran from an army of Turkish soldiers. Later, he recalls that he returned to Paris and to his then-wife. Helen and Harry eat dinner, and then Harry has another memory, this time of how his grandfather’s log house burned down. He then relates how he fished in the Black Forest and how he lived in a poor quarter of Paris and felt a kinship with his neighbors because they were poor. Next, he remembers a ranch and a boy he turned in to the authorities after the boy protected Harry’s horse feed by shooting a thief. Next, he remembers an officer named Williamson who was hit by a bomb and to whom Harry subsequently fed all his morphine tablets. As Harry lies on his cot remembering, he feels the presence of death and associates it with a hyena that is running around the edge of the campsite. Presently, Helen has Harry’s cot moved into the tent for the night, and just as she does, he feels death lying on his chest and is unable to speak. Harry dreams that it is the next morning and that a man called Compton has come with a plane to rescue him. He is lifted onto the plane and watchesShow MoreRelatedThe Snows Of Kilimanjaro Analysis1234 Words   |  5 PagesOsifowode Professor Linda Daigle English 2328 July 19, 2017 Hemingway – The Snows of Kilimanjaro Among the key elements in any play, character development and themes remain crucial since they help in understanding the setting and the play in general. In most cases, these elements are hidden so that a deeper meaning can be obtained from a scene when trying to pass the message across. In the play, â€Å"The Snows of Kilimanjaro† by Ernest Hemingway, we can observe several features that are distinct as explainedRead MoreAnalysis of Hemingways The Snows of Kilimanjaro2081 Words   |  9 PagesThe Snows of Kilimanjaro - analysis Hemingways The Snows of Kilimanjaro is a story about a man and his dying, his relationship to his wife, and his recollections of a troubling existence. It is also, more importantly, a story about writing. Ernest Hemingway’s background influenced him to write â€Å"The Snows of Kilimanjaro.† One important influence on the story was that Hemingway had a fear of dying without finishing his work. 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He was famous both for the intense masculinity of his writing and for his adventurousRead MoreErnest Hemingway: A Brief Biography 1210 Words   |  5 PagesHemingway’s childhood experiences at the cabin on the lake contributed to his love for nature and outdoor sports, and are reflected in the nature theme used in some of his writings. One of Hemingway’s stories that follows this major theme is, The Snows of Kilimanjaro. The setting takes place on a safari in Africa, where a man and a woman have been stranded. Harry, the male character of the story, is dying of gangrene in his leg due to an untreated scratch. As he is lying down, suffering from his conditionRead MoreHemingway’s Short Stories of Autobiographical, Immature Males1906 Words   |  8 PagesHemingway’s Short Stories of Autobiographical, Immature Males Hemingway’s short stories Cat in the Rain and The Snows of Kilimanjaro have male characters that are autobiographical. He attempted to dispel criticism of his short stories as autobiographical because Hemingway did not care for critics. His focus on his work as art ignores the autobiographical and psychological content he depended upon to develop characters. His characters are judged by the female characters of the short stories inRead MoreEssay about Analysis of Style and Theme in Works by Ernest Hemingway3088 Words   |  13 PagesAnalysis of Style and Theme in Works by Ernest Hemingway This research paper will analyze style and theme in two of Ernest Hemingways short stories, The Snows of Kilimanjaro and The Big Two-Hearted River, and two novels, The Sun Also Rises and Green Hills of Africa.1 The Snows of Kilimanjaro is about an author named Harry, who is lying on the African plain and dying of gangrene. The Big Two-Hearted River is about an ex-World War I soldier, Nick, who is trying to put his life backRead MoreThe Snows of Kilimanjaro and The Short, Happy Life of Francis Macomber2435 Words   |  10 Pagesgenres of stories. Throughout his stories, the similarities in his style and technique are easily noted and identified. Two of the short stories he wrote contain themes and motifs that specifically explain the plotline. The first story, â€Å"The Snows of Kilimanjaro,† sets its scene in the depths of a desolate area in Africa, where the main characters, Harry and his wife, decide to make their home. After living there for a few years, Harry ventures out and falls into a thorn bush, thus infecting his leg