Message of the play Essay Example For Students

Message of the play Essay An Inspector Calls J.B. Priestly An Inspector Calls written by J.B. Priestly, 1945, but was set in 1912. In 1912 JB priestly was only 18 years of age. As he had lived through both wars he could see what had actually happened in the time the play was set. In the play, he uses the characters to express his views about socialism and possibly about class divisions. The play would have been extremely poignant for audiences around 1945 as they would have just experienced this miserable and disastrous war. You may think this play would have had more of an influence on the audiences of 1945 than the audiences of 2002, but war still exists today. For example the September 11th tragedy in New York, where two aeroplanes were purposely flown into the twin tower buildings and thousands of people were killed. This was an act of terrorism and it shows how even though the play has a strong, clear message and is still performed to audiences today we have still not learnt the lesson, people should learn to get along and look out for one another. This is why the play is still relevant today and attracts as many audiences now as the play An Inspector Calls did in the late 1940s. My essay will show the role of the inspector, Inspector Goole and how Priestly puts across his views. The play An Inspector Calls, is about the Birling family, who are quite well off, and they are celebrating their daughters engagement with her to be husband, Gerald. The father is happy that his daughter is getting married to him as Geralds father is the owner of a company who Birling would like to have closer to him. Maybe start a partnership. Youre just the kind of son-in-law I always wanted. The inspector comes to the celebration and breaks up the party, questioning the family on the death of a young girl, Eva Smith, who had died by drinking disinfectant. On the arrival of the inspector, he seems like a regular inspector, and the Birlings dont seem to act as if much is wrong. Mr. Birling has a few jokes with the inspector, expecting he was just there because of trouble with a warrant, until he gives the idea that they are being questioned on the suspicion of murder and concludes the whole family being cleverly interviewed by inspector Goole. We also get this feeling later on when Mr Birling talks about the war and how its a load of nonsense, Nonsense nobody wants war. The tension begins to rise when you realise that Geralds parents are not present at dinner, which is strange seeing as it is his engagement party. The thing that we never find out during this story is why they are not present. He added dramatic irony into the play. He also used it to make a fool out of Mr. Birling with, perhaps just from stereotypical aspect, but maybe J.B. Priestley knows a person quite like Mr. Birling? He uses dramatic irony with great effect and even manages to make slight humour out of a tragedy. Mr. Birling spoke Nobody wants war Everything to lose and nothing to gain by war; when the audience knows a while later two world wars were to occur. Arthur Birling also quotes the Titanic, saying that its unsinkable. The Titanic, again a while later, sunk after hitting an iceberg. I will move on to speak about the inspectors clever or cunning way of his interviewing technique. He gets every character on there own and shows them a photograph of Eva Smith, but is it the same photo that he shows to everyone? Then when the order of the family members he interviewed eventually gave away that he wasnt actually an inspector but gave them a shock as he made the Birling family think how there actions actually affect peoples lives. Mrs birling feels no sadness even though she refused her help and would not let others help the girl but infact told them not to help she feels she was just. .uc5840cc2b25cb9f6bb98cc8c617afdeb , .uc5840cc2b25cb9f6bb98cc8c617afdeb .postImageUrl , .uc5840cc2b25cb9f6bb98cc8c617afdeb .centered-text-area { min-height: 80px; position: relative; } .uc5840cc2b25cb9f6bb98cc8c617afdeb , .uc5840cc2b25cb9f6bb98cc8c617afdeb:hover , .uc5840cc2b25cb9f6bb98cc8c617afdeb:visited , .uc5840cc2b25cb9f6bb98cc8c617afdeb:active { border:0!important; } .uc5840cc2b25cb9f6bb98cc8c617afdeb .clearfix:after { content: ""; display: table; clear: both; } .uc5840cc2b25cb9f6bb98cc8c617afdeb { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc5840cc2b25cb9f6bb98cc8c617afdeb:active , .uc5840cc2b25cb9f6bb98cc8c617afdeb:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc5840cc2b25cb9f6bb98cc8c617afdeb .centered-text-area { width: 100%; position: relative ; } .uc5840cc2b25cb9f6bb98cc8c617afdeb .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc5840cc2b25cb9f6bb98cc8c617afdeb .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc5840cc2b25cb9f6bb98cc8c617afdeb .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc5840cc2b25cb9f6bb98cc8c617afdeb:hover .ctaButton { background-color: #34495E!important; } .uc5840cc2b25cb9f6bb98cc8c617afdeb .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc5840cc2b25cb9f6bb98cc8c617afdeb .uc5840cc2b25cb9f6bb98cc8c617afdeb-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc5840cc2b25cb9f6bb98cc8c617afdeb:after { content: ""; display: block; clear: both; } READ: Kiss of the Spider Woman Essay ThesisYoure not even sorry now, when you know what happened to the girl?  JB priestly is really clever in how he creates tension because to create tension for the audience the whole drama is set in one room, the dining room. It is here where the audience become involved deeply in the unfolding thriller and develop relationships with the different characters. We are told that: The dining room is of a fairly large suburban house, it has good solid furniture of the period. By only using one room Priestley does not confuse his audience with different sets and this allows the audience to concentrate more on the characters and the  message of t he play. Personally I think that the whole family is responsible for the death of Eva Smith because the whole family has had the own part to play because even innocent mars Birling has her part in Evas death. But if anyone did have to be specifically had to be blamed then I would say either Eric of Gerald because they roles basically made her feel really low and like scum.  I think that the family have learned that even if they are a high class family everyone deserves a bit a respect and not to treat lower class as cheap and rubbish and that they are human beings as well.  If the audience have learnt anything it would be that people arent always what they seem because of what the Birling family did to Eva.  I think that it was a very good play with a good plot and the characters are fantastic, however I think that JB priestly did write An inspector calls from Dangerous Corner.

The Speech of Polly Baker Response free essay sample

Franklin using the voice of a woman strengthens his argument and enhances the story. Poly Baker Introduces herself as a, poor unhappy Woman (6). Automatically, readers form sympathy for Baker. Franklin paints her as a tired and hard working woman, who Is a provider for her children. Baker explains how she has cared for her children well, despite of not having a husbands help. She could have had raised her children better if it had not been for the heavy Charges and Fines she have paid (6). Because Baker has experienced the harsh punishments women had to endure for avian a bastard child, readers form an emotional bond toward her although she is a fictional character. If Franklin was to just have written a piece from his point of view on this subject it wouldnt of had as much influence. Baker describes how the consequences of having an illegitimate child have caused abortions and mothers have, their own trembling Hands in the Blood of their helpless Offspring (7). We will write a custom essay sample on The Speech of Polly Baker Response or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is a different pain for a mother to experience the death of their child.Baker speaking on this empathetic how harsh the punishments are that a other rather have their child to die. Franklin using Baker to express his thoughts was a smart way of connecting to readers emotions. In The Speech of Poly Baker, Benjamin Franklin creates Poly Baker, a character that everyone can respect. Franklin expressing himself through Baker makes the story more interesting and empowering. Baker having five illegitimate children and raised them without any help is tiring Baker was punished for birthing them, but she should have been honored because being a mother is a tough Job.

4 Must Dos for Making the Transition from College to Work

4 Must Dos for Making the Transition from College to Work The transition out of college and into working life can be a bumpy one. There’s more competition for fewer jobs than ever. Here are 4 tips for how to maximize your chances of a smooth path  into your career. 1. Find an Internship Early OnA challenging internship in the field you’d like to enter is one of the best ways to set yourself up for career success while you’re still in school. This shows initiative, your ability to win competitive positions, and gives you a bunch of professional experience in your field before you’ve even graduated. Make sure to pick one that is as challenging, prestigious, and productive as possible- not to mention one that is a good fit for you. Do a bit of research first, then make the absolute most of it. Do your best to dazzle your superiors and keep in touch. They could be great resources for recommendations in your first job applications.2. Pretend you’re already in your careerWhile you’re working your part-t ime jobs and internships in college, don’t just treat them like side work while you finish your degree. Treat them like your first- or fifth!- adult job in your field. Treat your undergraduate present like your career future and you’ll be setting yourself up very well to step into that future when the time comes.3. Reach out and create a networkIt is crucial to be proactive and show the kind of initiative recruiters look for in an applicant. Go above and beyond every chance you get. Seek out mentors at your internships and jobs and express your interest to maximize your potential- and your resume. Set goals for yourself and keep yourself honest so you make sure to meet them- and keep meeting them.4. Get promotedThere are always opportunities for advancement and promotion. Seek these out early and often. Set up job alerts. Try working for larger companies that have multiple avenues to jobs higher up the ladder. Don’t get complacent in any one position. If you let everyone know you’re hungry, eager to keep learning and advancing, and you can prove your mettle, eventually your bosses and coworkers will know to think of you first when opportunities arise.

Math and what it is focused on Personal Statement

Math and what it is focused on - Personal Statement Example I explained to them that by cutting a dot on the mobius band I could return to this point by continuing to go forward in one direction. I gave the pupils addition items like two plus three and five minus one after I demonstrate to them how to add and deduct numbers. I taught them how to add and deduct it is the basic requirement the pupils must conquer. Since I taught them how use the adding and deducting of basic numbers in mathematics, I know that when be promoted the next levels of grade school., the will apply what I have been painstakingly teaching them every hour of every day. In fact, some day in the future, when they will become young men and women, some will become engineers and others will become accountants. Other pupils of mine will become teachers like me so that they will inculcate in their children pupils the latest trends of math computations that are an offshoot or improvement over my teaching methods. I gave the pupils ten numbers on adding numbers that range from one to twenty for two days. I then gave the pupils ten numbers on deducting numbers that range from one to twenty. This is because I want them to master addition. Mathematics is best learned by DOING. Repetition of the same function like adding and deducting makes one an expert for as the saying goes, experience is the best teacher. Mastery of adding and deducting not only includes getting a correct answer but also having a correct answer in as less time as possible. At first, I could feel their resistance to even look at math problems but I still pursued my objective to let them know the rudiments of math computations for I know that they will thank me in the end when they are young men and women. In fact, I know that some of them will be computer experts where proficiency in math is a requirement.I taught them to master or specialize adding and deducting numbers from one to twenty because this is the basic requirement for them to hurdle before then can work on higher and more complex numbers. I have to teach them to specialize in adding and deducting so that they can apply what they learned to real life situations. They will know how to add and deduct numbers such as how much to pay for a chocolate bar or a softdrink or even how much the pupil will ask as increase in allowance because food items in the school canteen have increased. Many of our present day businessmen, engineers and even plain housewives need the rudiments and the simple complexities of the math in order not only to solve daily math problems but also to entertain themselves by pondering over the intricacies of solving math questions. Their math understanding will be needed as they compute for higher math problems like geometry and like what is explained when they use the geoboard. The pupils will learn how to identify the different shapes of figures like the rectangle, square, triangle, octagon, pentagon and others. UNIT 3I have taught that students based how to add and deduct math numbers based on the mental capacity of the pupil. There are students who love math so that they spend a lot of time solving math problems. These students learn math

Scholarship Statement - Rail Club Essay Example | Topics and Well Written Essays - 500 words

Scholarship Statement - Rail Club - Essay Example Visit me during my office hours when you can because I would like for you to learn about the operations program we have at Cal Poly.† That encounter caused a 180 degree turn in my academic orientation, resulting in a change of my major to operations management and finance. The study of operations management enabled me to find my true passion for a professional career. Upon completing the Long Beach masters program in May 2012, I will be qualified to work for in the transportation industry. My penultimate goal is to have my own logistics conglomerate so that I can provide services to small and medium size companies that have worthy products ready to make a presence at the international level. My choice to major in operations management emerged logically out of a number of drives and passions. Operations management suffuses my whole being with passion because it is an industry where one as a manager or executive is confronted with daily challenges to meet operational goals, which requires being open to constant innovation of the system. I personally like to challenge myself and solve problems because it allows for growth as a professional within the job. A fast-paced, innovative, constantly changing workplace appeals to me and resonates with me psychically. Operations management is also a place where inefficiencies can be found.

Impact of Potato Production

Impact of Potato Production Qingxin Fu The Columbian Exchange: Potato The discovery of the Americas brought a large exchange of people, diseases and crops. Corn, peppers, tomatoes, cassava, cocoa, rubber and tobacco were some of the crops introduced to the Old World. Coffee, oranges, bananas and sugar cane were introduced to the Americas. One of the most important crops brought to the Old World was the potato. Potatoes, as a substitute for wheat or rice, provided peasants a new source of calories. Potato was originated South America and then introduced to the Old World; the crop also raised political, economic and social consequences, such as late blight, Irish Famine, and sudden population increase in China, from its production. Domesticated potatoes were once all belong to one botanical species, Solanum tuberosum; it included thousands of varieties that had diversity in size, shape, color and other characteristics. The potato was first domesticated in the South America Andes, then the Puritans who took Mayflower arrived the land and the First Nations taught them about potatoes. Then the sailors went back to Europe and people started to plant potatoes in Spain, England, France, and many other countries in Europe. Later, potatoes were spread into Africa by the colonists. The crop was once believe to be poisonous by the local farmers who refused to plant them. However, the colonists persuaded the farmers and introduced potatoes as a low-price and high-production crop in substitute of wheat and rice. After potatoes were widely spread through Europe and Africa, they were introduced into East Asia. Following its introduction into China at the end of Ming Dynasty, potatoes became one of the most popular crops in the country. Ironically, despite of the distance of South America and North America, North America is the last region in the world which planted potatoes and established them as a type of crop. Potatoes were widely spread out as a crop throughout the world and planted in every country. They took a great portion of crop production in every country every year, even nowadays. As potatoes spread out and planted a vast amount of them in most countries, they also brought political consequences with them. Late blight was a type of disease that came from growing potatoes. It was caused by the fungus-like pathogen, Phytophthora infestans. It could infect and destroy the leaves, stems, fruits, and tubers of potato plants. Irish Famine, was caused by Late blight which killed tons of potatoes. However, British also played an important role in Irish Famine. As John Mitchel said at the time, â€Å"The Almighty, indeed, sent the potato blight, but the English created the famine.† In 1845, Ireland over-depended on the potatoes as their main source of crops; however, late blight killed all production of potatoes and caused famine. At that time, Britain’s rule over Ireland had been brutal and unfair because of deeply racist attitudes toward Ireland. From Cromwell’s massacres to the Penal Laws to the â€Å"Plantations† that pushed Irish off their homeland. The political consequences of those attitudes were absolutely merciless and cruel. British refused to provide any source of crops and even blocked international disaster relief from other countries to prevent Irish getting potatoes or other types of crops due to political issues. Although the government of Sir Robert Peel bought a quantity of American corn and sold them in Ireland, but it wasn’t even close to enough. Then after Peel lost power, free market could not provide food and more Irish died to the famine. Charles Trevelyan, the Assistant Secretary of the Treasury, shut down the food depots in Ireland that had been selling Peel’s corn and rejected another ship of corn that had been already headed for Ireland. He explained that he planned to prevent the Irish from becoming â€Å"habitually dependent† on the British government and also believed that Irish famine was God’s judgment to teach Irish people a lesson. More and more Irish peasants died due to the Famine and disease arose among them. Because of British mismanagement, and perhaps intent, in 1840, Ireland’s population was at 8.5 million, with England and Wales at 15.9 million. Ireland’s population continued to fall until 1970s. Nowadays, Ireland is approxi mately at 6 million, and England and Wales at 52 million. Potatoes also brought economic consequences to people; Irish Famine in the middle of the 19th century was the best illustrated example where Irish people depended on the potato for their primary source of calories. For millions of farmers, the only crop they planted was the potato since the only tool necessary for farming potatoes was a sharp stick, and those people could not afford any more than that. These Irish farmers lost all their cultivars and made zero profit from their expenses, because of potato late blight. Then a great famine exploded among Irish. The economy was ruined and a million died of starvation; about two million immigrated, usually to the US or Canada. Potato blight was a very serious economic threat in the potato and tomato production systems across the world. It was extremely hard to measure losses due to this plant disease because there were other factors present as well. Although in some areas, only local experts who speculate from field tests or visited farmers fields could estimate crop loss caused by potato late blight. While this approach was not accurate and imperfect, it could over-exaggerating or missed a portion of losses. However, it was often the only method available for some parts of the areas. In some circumstances, economic losses due the potato late blight could be analyzed systematically. For one event of late blight occurring in the Columbia basin of Washington in the US, the average of fungicide required per field varied from 5.1 to 12.3 depending on the plant species. Total per acre of field required expenses ranged from $100 to $230 dollars and the total cost of dealing with late blight was estimated to have arrived at $30 million dollars threshold. In a national evaluation, the economic impact of potato late blight in all areas of the United States was estimated to be about $210 million. A mean production loss of 15% was estimated by the international Potato Center which made a global estimation of late blight losses in developing countries. This meant that a total production loss in developing countries to be approximately $2.75 billion dollars. One of the important ways of viewing the economic effects of potato late blight was by looking the fungicide usage, which is usually easier and liable way to measure than crop loss. Approximately $77 million are spent on fungicides per season throughout the US. From these facts, potato production costs more than just equipment, seeds, and. Fungicide was one of the most important and necessary item for farmers to plant potatoes and each season expenses on farming increased as profit fell because of potato late blight. Farmers might spend way more money on how to prevent late blight than they would expected. Ironically, potatoes were meant to be cheap and easy to plant, but potato blight made the production rate to suffer and caused countries which heavily relied on potato as their main source of crop to suffer economic losses and cause Famine with a very high chance. Another example of social consequences about potato production was Chinese population growth after the middle period of the Qianlong reign (1735 – 1796). During that time, population increased dramatically and an urgent need to increase grain yields had become a big problem and it led to a rapid spread of potato production throughout China since it could be well fit to local environment. As the population continuously growing, society became a very unfamiliar place for Chinese people. The role of the individual was nearly invisible based on a very high population. This could led people to disconnect from their society. Despite of all the political and economic consequences caused by late blight, potato production also raised social consequences. They were best presented in the Irish Famine in the middle of the 19th century. Larger scale potato production continuously provided surpluses that supported an increase of population in both agricultural and industrial regions. Potatoes were planted widely because they could survive in most climates, altitudes, and soils and could be more highly prolific than grains in both good and bad years. Agricultural workers across Europe continuously raised potatoes production on small pieces of lands to gain food that was cheaper than wheat. Grains and potatoes, together with the flesh and other products of a few farm animals, provided an economically feasible and nutritionally adequate diet. Estimations were made that agricultural land assigned to plant potatoes provided three times the food nutrient value of land planted with wheat, so that more peasants could be maintained on a given quantity of farms. Even after farmers were fed and the stock replaced, more excess was left for the owner of the land. The most obvious disadvantage of the potato was that stocks could not be saved or carried over a year because the tubers would rot. By contrast, people were likely to plant potatoes over wheat due to these reasons which caused them to over-rely on potato production. When potato blight happened, a high demand on food could not be satisfied with wheat and other cultivars; thus, a famine occurred. Potatoes provided cheap provisions for growing industrial populations. Low-priced food supplies enabled industrialists to keep wages low. In all areas, there had been resistance of adopting potatoes for more than three centuries. Because the tuber had been variously seen as poisonous and unacceptable food source; some thought that it was forage for animals like pigs, others as famine food for refugees, but those preconception gradually disappeared as potatoes become one of the most popular and affordable crop. At the same time, the increasing dependence on potatoes in Ireland draw out the devastating predictions of famine for the potatoes that were already proving to be defenseless against multiple plant diseases. Irish peasants who depended on potatoes put themselves at a high risk because the potatoes could not be stored for more than a year, neither transported easily into regions which exploded famine. Because of those areas with such populations, they were also lack of political power and economically dependent on another country; Irish were helpless during the great famine. For all these reasons, although Ireland experienced a horrible blight that destroyed all potato crops; it could be seen that the Irish famine was more likely to be an artificial disaster that could have been prevented or saved by a good timed British emergency relief and millions of Irish lives would be saved. In conclusion, a large portion of people, diseases and crops were exchanged through the findings of the Americas. Crops, such as tobacco, rubber, cocoa, cassava, tomatoes, potatoes, corns, and peppers, were introduced into the Old Word; while coffee, oranges, banana and sugar cane were introduced into the Americas. Potato was one of the most important crops in the World that was introduced into the Old world. As a substitute for wheat, potatoes provided billions of people food to survive worldwide. However, diseases also rose among potato plants and destroyed millions of plants and caused famine which killed millions of people. The origin of potatoes was first found to be domesticated by South America Andes and learned by Europeans, and then it was spread into Africa, Asian and at last North America. Potatoes also caused political, social and economic issues from its production, such as late blight, the Great Famine, and increase in Chinese population; these issues had brought some s erious consequences that even lasted until modern days.

Clockwork Orange Essay

The decision to choose between good and evil is one simple choice that separates a human from being a machine. Being unable to choose from the two is â€Å"†¦like little chellovecks made out of tin and with a spring inside and then a winding handle on the outside† (Burgess, 203). There comes a point in a man’s life where he stops being a machine and becomes something else entirely. In the book A Clockwork Orange by Anthony Burgess, the twenty-first chapter was excluded from the earlier publications, but then added to the latter ones; although the ending of chapter twenty provides beneficial lessons, the twenty-first chapter of A Clockwork Orange is a superior conclusion to the story as it shows character development and accomplishes the morals of the story. This story follows a fifteen-year-old boy named Alex, an immature adolescent who disregards the law and engages in rape and â€Å"ultraviolence†. Soon Alex is apprehended and sentenced to prison where he is a victim of a conditioning experiment known as the â€Å"Ludovico treatment† in order to rid him of all of his evil desires. The treatment ends up being a success as Alex is no longer able to participate in violence or rape at his own will. As the story continues, the government cures Alex of the condition under the agreement that he sides with the government. At the end of chapter twenty, Alex departs from the audience realizing â€Å"I was cured all right† (Burgess 192). Although the end of this chapter is not nearly as satisfying and powerful as the ending of chapter twenty-one, it still provides an important lesson that readers should recognize. We as readers learn about the inherent evil of the government as we watch the Ludovico treatment’s success in controlling Alex’s violence. There is importance in informing readers of immoral actions involving the government and challenging them to question what is ethical or not. â€Å"He [Burgess] has presented us with a stark image of evil, and perhaps of a greater evil in attempting to counteract it. He has warned us of a slippery slope† (Newman 68). In the book, the Ludovico experiment is intense  and disturbing even for readers who have been exposed to Alex’s extreme actions. Even though Alex is presented to us as a clear image of evil, Burgess’s readers can still recognize something that is not just immature. Burgess is successful in showing his readers that sometimes something that is supposed to be pristine can be corrupt. He shows us that a government that has the appearance of being good does not mean that it is good. Though this ending is powerful, it does not completely satisfy or give any development to its readers. â€Å"Burgess offers us no real answers, however. At the end of the 20th chapter, it is clear that Alex intends to resume his life of ultraviolence. Seemingly little thought is given to those he has killed, or those he is likely to kill† (Newman 68). The ending of chapter twenty shows its readers that Alex is aware that he is in fact cured and will continue to act the same as he once did at the introduction of the story. Earlier in the story, Alex kills two women before being sentenced to prison. Since these deaths were very brutal, readers expect remorse from Alex especially when he is unconditioned from the reclamation treatment. Because Alex is released from the torture of the Ludovico technique, we predict he will regret the actions that caused the torment. When Alex does not show any actions towards his past transgressions, we envision him to kill again. As a result, this conclusion gives the readers no sort of progress throughout the events before. Since Alex was forced into changing his immoral actions, he never made any improvement in his own power. Even though readers can recognize that the treatment is immoral, they can still see that Alex is not making any progress. He was forced into a direction to be a test subject of something that had the appearance of being good. Although he is now three years older from when he was first sentenced, Alex ends where he once started, a child. In order for him to grow as a person, he first must realize that his actions are wrong. In the added twenty-first chapter, Alex encounters one of his old â€Å"droogs† and becomes aware of his transgressions and reanalyzes where his priorities are. As a result, the conclusion of the story surrounds Alex’s character and the maturity he begins to embrace. â€Å"But now as I end this story, brothers, I am not young, not no longer, oh no. Ale x like groweth up, oh yes† (Burgess 204). As Alex starts to distinguish his developing maturity, he finds himself evaluating  what adulthood requires. â€Å"In chapter 21, Burgess presents a mellowing, increasingly reflective, eighteen-year-old Alex who is coming to see that this previous violent behavior was childishly perverse. He thinks of marriage, stability, and the son he one day hopes to have. He contemplates explaining to his son all his past crimes as an admonition† (Hong 34). As Alex begins to become bored with the violence and rape he had previously committed, he reaches a place in his life where he has never been to before. Before the Ludovico treatment, Alex was a criminal and a child who needed to be cured from the sickness that grew within him. Even though Alex rejoices saying he was â€Å"cured,† he was not cured from his real problem; his evil ways. In order for him to be truly cured of his old desires, he needs to choose for himself to turn from what he once was. Through his experience with the Ludovico technique, Alex reaches the realization that part of growing up is turning from what has prevented his progression. â€Å"Free to will and free to choose again, even if he wills to sin, Alex is capable of salvation. In the view of Burgess, all individuals, even these as violent as Alex, could reform and acquire the moral growth. The moral maturity comes with age† (Hong 34). Though Alex did not show any signs of remorse or regret, he showed the desire to improve to a higher level of maturity. Something that he was unable to do at the end of chapter twenty, Alex is no longer immune to salvation. Regardless of the intensity and degree of the crimes Alex has committed, he has a chance to repent and break free from what has been chaining him down his whole life. This provides improvement in Burgess’s main character, as Alex can finally choose for himself what he must accomplish in order to mature as a man. Character development is clearly necessary for Burgess as he expresses, â€Å"There is, in fact not much point in writing a novel unless you can show the possibility or moral transformation, or an increase in wisdom, operating in your chief character or characters† (Burgess 168). Through the ending of chapter twenty-one, Alex displays progression in his character. If the novel ends at chapter twenty, Alex is right where he began. Once Alex has decided to choose goodness and maturity, the story finally reaches what the readers have been striving to see. As Alex finally looks to turn to the next chapter in his life, the book comes to a point where hope  is finally achieved. â€Å"When man has reached a hopeless impasse in his savage quest for improvement, he must make the sensible moral choice. The individual is a ‘creature of growth and capable of sweetness’, as F. Alexander puts in his typescript, so he could be liberated or saved† (Hong 34). Liberation comes from someone who chooses to become saved from the thing that once was holding that person down. As he made this choice he matured as a character. If Alex were to not make this choice, the main theme would not be as impactful since he did not choose goodness. Alex once displayed his view on goodness in the novel stating, â€Å"They don’t go into what is the cause of goodness, so why of the other shop? If lewdies are good that ’s because they like it, and I wouldn’t interfere with their pleasures, and so of the other shop. And I was patronizing the other shop† (Burgess 46). Alex shows us evil, just like goodness, is a choice when he refers it as â€Å"the other shop.† Again later in prison, the chaplain tells Alex, â€Å"goodness comes from within. Goodness is something chosen† (Burgess 93). This statement has no meaning to Alex unless he himself chooses goodness. Although Alex chose the Ludovico treatment, he did not choose goodness. The conditioning forced Alex into goodness rather than him choosing it for himself. The chaplain then goes on further to say, â€Å"when a man cannot choose he ceases to be a man† (Burgess 93). Burgess desires to indicate that it is not what a man chooses; it is the idea that he is able to choose. A man who is incapable of a moral choice can never attain redemption, but a man who admits his wrongdoings can choose to repent and reach salvation. Throughout the story, free will is displayed as the decision to choose something rather than being another subject or machine of the government. Although Alex ultimately seems as if he will begin to choose goodness, Burgess wants to make sure that goodness is something that must be chosen, rather than forced. In A Clockwork Orange Resucked, Burgess shows his readers that good and evil must both be equally offered. â€Å"†¦ by definition, a human being is endowed with free will. He can use this to choose between good and evil. If he can only perform evil, then he is a clockwork orange – meaning that he has the appearance of an organism lovely with colour and juice but is in fact only a clockwork toy to be wound up by God or the Devil† (â€Å"ACO Resucked† 168). As Alex was once a toy wound up by the  appearance of pure goodness, readers soon find that evil was what turned the lever. At the beginning of the story, it appears that Alex is already â€Å"a clo ckwork orange† as he seems as though he can only perform evil acts with his henchman. As the end draws near, we find that Alex always had the choice of goodness, but never chose it until he had nothing but the choice of goodness. Burgess again expresses, â€Å"It is inhuman to be totally good as it is to be totally evil. The important thing is moral choice. Evil has to exist along with good, in order that moral choice may operate. Life is sustained by the grinding opposition of moral entities† (â€Å"ACO Resucked†168). Without evil as a valid choice, the choice to be good becomes nothing more than an empty action. In the novel, Alex too refers to himself as one of those â€Å"malenky machines† at the end of chapter twenty-one, saying being young is like being one of those machines. He goes on and says that they cannot control where they are going and crash into things along the way. Alex comes to the realization that he does not want to be a toy anymore. Without the twenty-first chapter, Alex would still be a clockwork orange, leaving him as just another machine. Not only does the twenty-first chapter accomplish the morals of both maturity and goodness, it also resonates for readers as a symbolism for free will. The twenty-first chapter is necessary for Alex’s character development as well, and achieves greater emotional value for its readers. According to Burgess, the choice of either goodness or evil is something that everyone should be entitled to. Regardless of what someone chooses, goodness or evil should be chosen in order to remain a human. For a human who does not have a choice, â€Å"grrr grrr grrr and off it itties, like walking, O my brothers† (Burgess 203). Works Cited Burgess, Anthony. A Clockwork Orange. Ed. Andrew Biswell. Res. ed. New York: W. W. Norton & Company, 2012. Print. Burgess, Anthony. â€Å"A Clockwork Orange Resucked.† A Clockwork Orange – Authoritative Text Backgrounds And Contexts Criticism. Ed. Mark Rawlinson. Norton Critical. New York: W. W. Norton & Company, 2011. 166-70. Print. Hong, Liu. â€Å"The Perplexing Choice In Existence Predicament: An Existential Interpretation Of Burgess’s A Clockwork Orange.† Studies In Literature & Language 1.8 (2010): 29-38. Communication & Mass Media Complete. Web. 7 Dec. 2013. Newman, Bobby. â€Å"A CLOCKWORK ORANGE: Burgess and Behavioral Interventions.† Behavior and Social Issues 1.2 (1991): 61-69. Web. 13 Dec. 2013.