Five Tips for Getting a Tax Refund Quickly

Five Tips for Getting a Tax Refund Quickly Here are answers to some of the questions people ask most often about how to get tax refunds from the IRS quickly, accurately, and easily . Tax Return Tips File electronicallyCheck your return carefully for errors and sign it before submitting it to the IRSHave your refund directly deposited into your bank accountCheck the status of your return with the IRS’ â€Å"Where’s My Refund?† online tool When Will You Get Your Refund? How quickly you receive your tax refund depends on how you filed your return, and whether you completed it accurately. If you filed a paper tax return, in most cases it could tax the IRS up to 21 days from the date it receives your paperwork to issue your tax return. If you want your tax refund more quickly, file your return electronically. The IRS typically issues tax refunds to electronic filers within three weeks. The sooner you file your return, the sooner you’ll get your refund. Filing early also reduces the risk of having your refund stolen. Tax refund theft is a growing problem that occurs when someone steals your personal information and uses it to file a fake return under your name and Social Security number and pocket the refund. If you are one of the millions of Americans who had or may have had their information stolen in any of the recent data breaches, be sure to file as soon as possible. While the IRS will work to straighten out refund theft, it can delay your refund by months. How Can You Check the Status of Your Tax Refund? The fastest and easiest way to track your tax refund is to use the IRS Wheres My Refund? tool on the IRS.gov home page. To check the status of your tax refund online you will need your Social Security number, filing status, and the exact whole dollar amount of your refund shown on your return. You can also check the status of your tax refund by calling the IRS Refund Hotline at (800) 829-1954. You will need to provide your Social Security number, your filing status, and the exact whole dollar amount of the refund shown on your return. What Options Do You Have to Receive Your Tax Return? The quickest way to get your tax refund into your bank account is to have it direct-deposited. But the IRS will also issue a paper check or, if you choose, U.S. Savings Bonds. You can use your refund to buy up to $5,000 in U.S. Series I savings bonds in multiples of $50. What If You Dont Get a Tax Refund or the Amount Is Wrong? If you get a tax refund that you either werent expecting or is larger that you expected, do not immediately cash the check. The IRS recommends taxpayers wait for a notice explaining the difference, and then follow the instructions on that notice. If your tax refund isnt a big as you thought it should have been, go ahead and cash the check. The IRS may determine later that you are owed more and send a separate check. If you want to contest the amount of your tax refund, wait two weeks after receiving the refund, then call (800) 829-1040. If you didnt get a tax refund or lost or accidentally destroyed it, you can file an online claim at Wheres My Refund for a replacement check if its been more than 28 days from the date that your refund was mailed. What Else Can You Do to Make Sure You Get Your Tax Refund Quickly? Make sure to check your return before sending it. Errors can stall the delivery or your tax refund. The most common tax return errors, according to the IRS, are writing incorrect Social Security numbers or forgetting to enter them altogether; miscalculating the tax owed based on taxable income and marital status; entering data on the wrong lines of the form; and basic math mistakes.

The eating habits of students Essay Example | Topics and Well Written Essays - 1500 words

The eating habits of students - Essay Example The young generation seems to pay little attention to the crucial topic on diet and health. Their choice of diet remains a secondary consideration in their responsibility over their health (Gullotta, Adams & Ramos 2005). Dietary disorders among young people are on the rise at an alarming rate. Instances of obesity in young people are increasing more than ever experienced. According to Richards, 2007, guiding the young generation on issues of diet and health become essential. Topics such as the choice of food, awareness of a good balanced diet and the need to create attention to nutrition among by young people need further elaboration. Teaching the youth on diet and health, therefore, is indispensably an issue most governments must consider engaging (Berg 2002). Statistics in the United Kingdom show that several school going students have poor knowledge on diet and health (McGinnis & Gootman 2006). Several students express low attention to nutrition. The choice of a better diet by students is poorly in several students (Glass 2009). In what areas many students pay less attention to, as far as diet and health is concerned, this report sorts to find out. The report discusses the important dietary areas overlooked by students and their extent of caution to their health. In order to find out the eating habits of students, a survey was conducted with the help of an oral questionnaire. Total 30 randomly selected students in the UK took the interview in different learning institutions for the purpose of representing the student population. The group of respondents composed of students from different learning institutions at different stages of studies. The respondents consisted of fifteen boys and fifteen girls. The questionnaire (attached in the appendix) consists of different kinds of questions which chiefly build upon each other. The question types used is, for example, â€Å"yes/no†, multiple choice

Week2 Essay Example | Topics and Well Written Essays - 250 words - 1

Week2 - Essay Example diary or separate company is the most appropriate strategy as opposed to a branch because the mother company can transfer financial assistance to the separate company from a foreign financial institution in form of grant loans, which is not possible when labelled as branch office. Besides, the separate subsidiary would be able to return the financial favour in form of dividend or loyalty hence minimizing tax obligations(Barney, 2008; PWC, 2008). The IRS has their own strategies of detecting whether a corporation is remitting appropriate amount of tax either through office or field examination. The filed examiners would visit the business strategy and determine the amount of tax payable. During such visits, they conduct auditing interviews and running tax reports(Barney, 2008; PWC, 2008). If the addition tax is found, the team will inform the corporation and require them to sign the tax report. However, the corporation may decide to decline signing until they go through the report and verify the details. The tax policy is not prohibiting foreign investment but rather enhancing transparency in financial dealing. The USA tax policy especially on the transfers, states that every exchange of property must be subjected to taxation under the section 351 and 361(Barney, 2008; PWC, 2008). The corporations are required to declare in the form what details of the property is

Ethics in the 21st Century Research Paper Example | Topics and Well Written Essays - 1000 words

Ethics in the 21st Century - Research Paper Example ior shows ethics through the way a person performs in public, according to the Institute of Global Ethics in the article ‘Ethics and 21st century University’, it is stated that, ethical behavior requiresa person to be: Such are the basic ethics that each society teaches to every individual. Absence of such ethics and ethical behavior can result into problems. These ethics teaches an individual to behave in an appropriate way in the society. Ethics and its nature have been different in different time. Some of the basic social ethics have remained the same but with time as situations change the code of ethics also change. Ethics of 21st century is a result of such case. Ethics of 21st century has a lot of considerations. It is stated that in 21st century ethics is not an option but compulsion. Besides holding the characteristics of competence, experience and intelligence, people at every level need ethical values. Those values predict their future behavior and performance. Rushworth M. Kidder, (2001) states that the principle task of 21st century decade is the creation and nurturing of a value- based culture which means that the ethics of this century are morally strong and follow strict ethics, he was of the view that due to the large amount of time spends at work much of the nurturing takes place in the business environment. Today almost all the organizations are aware of the need for ethics. Organizations see ethics as a social responsibility which they follow as a social obligation. There is a need to follow ethics because it predicts their social and professional relations. In the article ‘Ethics for 21st century’ (UNESCO, 2001) this report is reported from the conference which was held in 2nd session discusses ethics and its role deeply. Ethics from different perspectives are discussed in the paper for example: These roles play a significant role for the analysis of ethics in different fields. It thus enhances the role of ethics in every field

Justice in Environmental Geography

Justice in Environmental Geography Outline what you understand by the term justice, and critically assess how it has been integrated into the field of environmental geography. In relation to the essay title, environmental justice as a concept emerged in the 1980s, and since then, the concept of environmental justice has been closely linked to and integrated into the field of environmental geography, in describing and explaining the spatial aspects of the interaction between the environment and humans. In this essay, before assessing how it has been integrated into the field of environmental geography, I will first have to define the concept and meaning of environmental justice. Furthermore, by referencing to several academic studies and case studies, I will attempt to highlight the significance of the connection between term justice and environmental geography, in providing evidence to demonstrate how the term justice is applied in the field of environmental geography, as well as limitations in relation to the concept of environmental justice, which limits the usage and significant of the concept in the field of environmental geography. The core concept of environmental justice suggests that, no one regardless of their demographics, should bear a disproportionate amount of the negative environmental hazards or risks induced by commercial, industrial and governmental decisions or actions in relation to their operations, development and the implementation of environmental laws and policies (Holifield 2001; Schlosberg, 2007; EPA 2012).It also signifies that people should be involved and entitled to have a chance to form or provide opinions on activities that can impact their environment, and that the regulatory agency will consider the opinions provided by the public when decision-making (EPA, 2012). In relation to that, environmental geographyis a school of geography, which primarily focuses on examining the spatial aspects of interactions between humans and the environment; to understand the dynamic, ever-changing relationship between human activities and the environment (Castree et al.,2009). As pointed out by Reed George (2011), environmental justice as a research theme are popular among other subjects and schools, and are not solely researched by environmental geographers. However, they argued that geographers position is rather unique, as their role is to understand the dynamic human-environment relations, to consider the social and spatial distributions of environmental effects, risk, impacts or hazards, and to identify the cause and factors that contribute to the continued occurrence of inequality (Reed et. al, 2011). One case study example which can demonstrate how environmental justice has been integrated into the field of environmental geography is the study carried out by Pastor, Sadd Hipp (2001). In the study, by referred to the earliest work in this field; researchers had identified that in predominantly industrialized societies, a disproportionate share of environmental hazards often occur in minority neighborhoods (Bullard, 1990; Been 1995; Pastor et al., 2001). One of the location highlighted by the studies is Los Angeles County in the US, as evidences suggested that disproportionate exposure to toxic storage and disposal facilities and toxic air releases associated with the industry is present (Burke, 1993; Sadd, Pastor, Boer, Snyder 1999; Pastor et. al, 2001). With the findings as a foundation, and Los Angeles County as a case study location, the researchers proceeded to address the minority move-in or disproportionate siting question; to find out whether the disproportionate exposure of minorities to toxic storage and disposal facilities was due to the moving- in of minority residents, triggered by the siting of the facility which increases perceived risks of exposu re to environmental hazards, and reduces the actual quality of the environment, which causes land values to diminish, or whether it was solely due to disproportionate siting of these facilities (Pastor et. al, 2001). Subsequently, after statistical hypothesis tests and census data were utilized, they were able to confirm that demographics of the population within an area affects the siting of the facilities, and areas with a high low-income and minority population were most likely to be subjected to the implementation of toxic storage and disposal facilities (Pastor et. al, 2001). However, toxic storage and disposal facilities do not tend to attract minorities to move-in; in-fact, unexpectedly, the facilities tend to repel and not attract minorities to move in (Pastor et. al, 2001). This suggests that there is a need to implement policies and changes to protect the minorities subjected to hazard, as the results seemed to suggest that disproportional exposure was not due to minority moving-in to take advantage of cheaper housing, but in-fact the facilities were actively causing the disproportional exposure due to their siting decision (Pastor et. al, 2001). The concept of Environmental justice and related case studies were integrated in environmental geography, as it provided an explanation to geographers, on the implication of human- induced activities and decisions on the environment, and to provide theories in attempt to explain why spatial variations on level of pollution across different parts of the environment occur, in relation to spatial inequality and injustice (Castree et al., 2009; Reed et al., 2011). Furthermore, by referring to the spatial distribution of pollution, policy- makers could use Statistical Methods to monitor Environmental Pollution and calculate the risks involved, which aids the introduction and implementation of emergency measures, or redevelopment plans for contaminated land, to focus on minimizing the increased risks of environmental hazard and reduce the overall level of pollution that minorities are exposed to, in order to reinforce environmental justice (Gilbert, 1987; Alloway et. al., 1997; Smith, 2013 ). However, one could argue that the concept might not have been perfectly integrated in the study of environmental geography. Reed George (2011) had highlighted the fact that the concept of environmental justice stemmed from America in the 1980s, and researches revolved around the concept had since then, remained centralized in the United States of America, supported by the fact that out of 114 articles on environmental justice found in GeoBase in 2009, there are only 46 literature which involves case studies outside USA, plus there were only 15 pieces of literature which involved the research on two developing countries. The researchers had also pointed out that most environmental justice research conducted between the years of 2005 and 2009, were in-fact by American researchers, or researchers in America (Reed et al., 2011). Moreover, Reed George (2011) had also identified that, in 2009, about 50 percent of the authors involved in publishing articles related to environmental justic e, identified in Geobase, were associated with at least one American institution. In contrast, the amount of literature published by researches from New Zealand, Canada, South Africa and Australia were significantly lower (Reed et al., 2011). Furthermore, the concept remained heavily skewed research, as less than 10 percent of all articles were published by researchers in the developing countries. Additionally, many studies were focused on a single country or an area within a country; Walker Burninghams (2011) study on flood risks focused on examples within the UK, whereas Pastor, Sadd Hipps (2001) study focused solely on the spatial differences and other factors within the LA county. As stated by the researchers, the finding mentioned in the research mentioned previously in this essay may apply for the LA county, but it might be far from accurate when applied to explain the spatial difference of hazards and risks within a different country, hence prevent researchers to apply the concept of environmental justice, and identify a model to highlight the spatial difference in hazards globally (Pastor et al., 2001). This is due to the variations in spatial distribution of the population and industry among different countries, as well as the difference in political policies which affects urban development and planning (Reed et al., 2011). These could imply that environmental justi ce is integrated in the studies of environmental geography in a regional scale, and not in a global scale. Also, the concept of environmental justice might not apply to other countries other than America, due to the fact that it contains a skewed representation from American researchers, meaning that the empirical and conceptual focus of environmental justice had only expanded marginally since the establishment of the concept, thus preventing environmental geographers to study the global spatial aspects on the interactions between human activities and the environment in a wider context (Reed et al., 2011). In conclusion, the concept of environmental justice and relevant case studies on the surrounding this concept are integrated into environmental geography. This is mainly because through using this concept, it helps environmental geographers in their research by highlight how environmental decisions induced by humans can induce a hazardous environment, and why some part of the population are more prone to be affected by the hazards as a result. However, the limitations as mentioned above, in regards to most of the researches on environmental justice were done focusing on America and are heavily skewed, means that environmental justice as a concept might not be significant to the study of environmental geography, as the concept cannot relate well to countries outside the US, nor is it significant when applied globally, for geographers to highlight global spatial difference, and to study the dynamics between human- induced actions and the environment on a global scale. Reference Alloway, B. Ayres, C (1997) Chemical Principles of Environmental Pollution, Second Edition. CRC Press. Arild Holt-Jensen (1999) Geography History and Concepts: A Students Guide. London: SAGE Been, V. (1995) Analyzing evidence of environmental justice. Journal of Land Use and Environmental Law, 11, 1–37. Bullard, R. (1990) Dumping in Dixie: Race, class and environmental quality. Boulder: Westview Press. Burke, L. (1993) Race and environmental equity: A geographic analysis in Los Angeles. Geoinfo Systems 44–50. Castree, N., Demeritt, D., Liverman, D. Rhoads, B. (2009) A Companion to Environmental Geography. London: Wiley-Blackwell. Gilbert, R. (1987) Statistical Methods for Environmental Pollution Monitoring. Wiley. Holifield, R. 2001. Defining environmental justice and environmental racism. Urban Geography 22 (1): 78-90. Pastor, M., Sadd, J. Hipp, J. (2001) Which Came First? Toxic Facilities, Minority Move-In, and Environmental Justice. Journal of Urban Affairs 23 (1): 1-21. Wiley-Blackwell. Reed, M., George, C. (2011) Where in the world is environmental justice? Progress in Human Geography, 35, 835–842. Sadd, J., Pastor, M., Boer, J., Snyder, L. (1999) â€Å"Every breath you take†: The demographics of toxic air releases in southern California. Economic Development Quarterly, 13(2),107–123. Schlosberg, D (2007) Defining Environmental Justice: Theories, Movements, and Nature. USA: Oxford University Press. Smith, K (2013) Environmental Hazards: Assessing Risk and Reducing Disaster. Fifth Edition. Routledge. U.S. Environemntal Protection Agency (2012) Environmental Justice: Basic Information. [Online] Available from: http://www.epa.gov/environmentaljustice/basics/index.html. [Accessed: 22nd March 2014] Walker, G. Burningham, K. (2011) Flood risk, vulnerability and environmental justice: Evidence and evaluation of inequality in a UK context. Critical Social Policy 2011 31: 216. Sage.

The Olympics :: essays research papers

Olympic Games were held throughout Ancient Greece, but the most famous games were the games held in Olympia. They were held between August and September in honor of Zeus. Some claim that Zeus and Kronos the mightiest of the gods, wrestled for possession of the earth on the high peaks in Greece, and the games were in commemoration of the victory of Zeus. People all throughout Greece would come to Olympia to watch and take place in the festival. The entrance to the stadium in which the Olympic games were held had a row of statues. The statues, called Zanes were made in the likeness of the â€Å" Zeus of Oaths† statue. On the first day of the games the athletes stood before this heroic- sized statue of Zeus poised to throw a thunderbolt, and promised to obey â€Å"the laws of Zeus†. The money to create such human like statues was collected from the fines from athletes who violated the Olympic code of honor in competition. The â€Å"Zanes† were erected so that they were almost the last things the athletes saw as they marched into the stadium to take part in the games. The temple of Zeus was constructed as a meeting point for the athletes of the Olympic games. They all gathered to worship Zeus before the games. On the middle day of the Olympics, 100 oxen were sacrificed and burned outside the temple. Now a day we offer no sacrifices to Zeus. The stadium was built to accommodate 45,000 spectators. All women were excluded from the early Olympic Games, even as on lookers. The punishment for any woman caught in Olympia during the festival was death by being thrown from a cliff. However, Pausanius wrote about a story of one incident that transpired when a mother ran out of the stadium to congratulate her son on winning. Kallipateira, an exile from Rhodes, broke the law and went unpunished. After the death of her husband, she trained her son to compete in the Olympics of 404 B.C. On the day of his contest, she entered the stadium disguised as a trainer. As the story goes, she ran out to congratulate him on winning the boxing event, it was discovered she was a woman. Because her father, bother, and now son acquired a total of six Olympic victories, she was not punished. Thereafter, however, the trainers, as well as the athletes, were required to participate in the nude.

Paradise Road Notes Essay

Bruce Beresford first gained wide critical success as director of Breaker Morant (1980), a landmark film about three Australian soldiers wrongfully executed for alleged war crimes during the Boer War. Like Breaker Morant, Paradise Road (1997) is based on a true story. Beresford again takes up the theme of Australians’ involvement in war – this time during World War II. This film, however, is not about the exploits of soldiers; it’s about the resilience of women prisoners of war. Beresford researched the story extensively, studying the diaries of prisoners and Japanese historical material to understand the events from both points of view. On The Movie Show (http://www.sbs.com.au/films/movie/3156/Paradise/Road) in June 1997, Beresford explained that there were many ‘prison camp’ films about the heroism of men. What he wanted to convey in Paradise Road was the heroism and resourcefulness of women, and he wanted also to celebrate their ability to create beauty in the dreadful conditions of the jungle prison camp. After the film’s release, some American critics accused Beresford of being anti-Japanese and argued that these things were best forgotten, but Beresford insisted that the story needed to be told. He tried to play down the atrocities and to portray events as he believed they had happened. Encountering Conflict in Paradise Road Paradise Road explores ideas about conflict and examines the many ways in which people encounter conflict. For example: †¢ The historical setting of the film is the global conflict of World War II. †¢ This conflict is a military one, fuelled by political conflicts which, in 1939, finally erupted into the violent conflict of global warfare. †¢ The geographical setting is the tropical island of Sumatra, where the prisoners are often in conflict with the hostile physical environment. †¢ Compounding the political conflict are deeply embedded cultural and racial tensions. As Mrs Tippler points out, the people the Japanese most dislike are ‘Europeans, prisoners and women’. The guards’ treatment of the women highlights the cultural divide between the Western female captives and their Asian male captors. †¢ Inner (personal) conflict is also encountered by the women who are often pushed to breaking point by the cruelty of the Japanese soldiers, such as when they are forced to witness the injustice of Wing’s execution in silence. †¢ The prisoners sometimes find themselves experiencing interpersonal conflict as the hardships they encounter make them edgy and vulnerable. Discussion questions †¢ What are the consequences of conflict for individuals, communities and society as a whole? †¢ Can conflict be the catalyst for positive social or individual changes? †¢ Does inner conflict lead to external conflict? †¢ Will cultural differences always result in conflict? †¢ Why do acts of cruelty seem to be part of wars that arise from political conflicts? Conflict can have tragic consequences for ordinary people The women in Paradise Road are quintessentially ‘ordinary’. The characters in the film are based on real people: nurses or wives of prominent officials and civilians. These women are caught up in the global conflict of World War II and those who manage to survive are, despite any positive outcomes, dreadfully damaged by their encounter with conflict. Beresford makes the point that innocent people too often become caught up in, and suffer from the effects of, conflicts that are not of their own making. The audience is strongly positioned to identify with the three main characters, Adrienne, Margaret and Susan, as they come to terms with the harsh and often tragic conditions of their situation. In the film’s opening scene, we see a glimpse of the sheltered and ordinary lives led by women who were somewhat peripheral to the conflict of war. Now, plunged into a frighteningly violent and unfamiliar world, they encounter the tragic consequences of the conflict. On the journey to the camp, Beresford highlights the ordinary qualities of the women as they struggle to retain their meagre possessions or endeavour to help each other endure the long walk. Fearful, hungry and exhausted, the women are herded like cattle. On their arrival in Sumatra they see the severed head of a political prisoner displayed on a pole in the public square. The victim, a local man accused of spying, was also an ordinary person. His wife, Wing, is perhaps the film’s most tragic figure. Having risked her life to procure black-market quinine tablets for Mrs Roberts, Wing is caught. She is set alight and burns to death as the assembled prisoners are forced to watch in horrified silence. The effect on them is profound; nothing in their previous experience could have prepared them to cope with such utter cruelty. The tragedies that befall the prisoners become part of their daily lives, as some succumb to the effects of untreated illness. The scene with the two children making simple wooden coffins for dead babies clearly highlights the tragedy of war in the lives of ordinary people, and suggests that no cause could justify the terrible consequences of violent conflict. Children are a symbol of innocence in the film. The death of the child whom Adrienne tries to protect on the Prince Alfred encapsulates Beresford’s key contention: that the innocent suffer most in situations of extreme conflict.The camp cemetery, with its rows upon rows of white crosses, is shown as the camera pans across the prison compound during a performance of the vocal orchestra, revealing the large numbers of prisoners who died during the course of their internment. In deliberately avoiding a heroic narrative about death in battle in defence of ‘king and country’, Beresford asks us to be aware of the shattered lives of ordinary people caught up in violent global conflict. Rosemary Leighton-Jones is another of the film’s tragic figures. Her kindness and beauty evoke the audience’s sympathy and we see, in Singapore, her love for her husband Dennis, as they discuss their plans for a future together. This sustains Rosemary through her ordeal in the camp and gives her the strength to support others. When she sees that Dennis has been captured whilst trying to escape from the men’s prison camp, and realises that his execution is inevitable, Rosemary loses the will to live. The tragedy of Rosemary’s death is rendered all the more bitter as it occurs during the removal of the women prisoners to a more remote camp where she glimpses Dennis under heavy guard. Ironically, the women are moved because of the advance of the Americans and the impending defeat of the Japanese in the Pacific. Mrs Roberts and Margaret also die – tragically – just as their liberation is imminent. The damaging effects of conflict are also evident in other relationships. Rosemary’s supportive relationship with the shy Dutch girl, Helen, crosses the cultural boundaries that divide some of the other prisoners, and the friendship strengthens Helen. Her grief at Rosemary’s death reinforces Beresford’s condemnation of war on the grounds that too many innocent people become its tragic victims. Adrienne is similarly devastated by the death of her friend and fellow-musician, Margaret. In a relationship that crosses class boundaries, Margaret and Adrienne unite and inspire the other women. In doing do, they convey another of Beresford’s central messages – that in times of conflict, ordinary people can do extraordinary things. This positive outcome, however, does not significantly diminish the tragic consequences of war; the ultimate deaths of such characters as Margaret and Rosemary are rendered the more poignant for the strength and wisdom they demonstrated in an extreme situation. The film also shows how extreme conflict situations place ordinary people under unusual pressure, provoking and exacerbating conflicts on a personal level, both between and within individuals. Stressed, sorrowing and deprived, some of the women in Paradise Road find themselves placed in a morally and politically compromised situation when confronted with the choice as to whether to remain at the Japanese ‘officers’ club’, providing sex in return for food and comfort, or to return to the camp. Those who elect to accept the bribe of the officers are not only prostituting themselves but are also consorting with the enemy. Similarly, Adrienne is placed in a compromising position when she’s asked if the orchestra will perform a Japanese folk-song for Colonel Hirota. She refuses, risking severe punishment. While she makes a different choice to that of the women of the officers’ club, Beresford emphasises that war, and the struggle for survival, places severe and unusual pressure on individuals, which can cause them to behave in ways they would not ordinarily behave; as Sister Wilhelminia wisely acknowledges, it is not fair to judge the actions of others in times of extreme conflict. Similarly, the extreme conditions under which the women must live also results in interpersonal conflict. Mrs Tippler, the outsider, tries to undermine the solidarity of the group through criticism of the orchestra. There is also tension between the Dutch and the English-speaking women, which erupts in an argument over soap. This incident illustrates the corrosive effects of conflict on ordinary people, who can be not only physically harmed by violent conflict, but who are also prey to subtler damage. Beresford positions us to consider how we ourselves might respond in circumstances of similar hardship and, while he celebrates the general resilience and courage of the women, he ultimately condemns the brutality and the futility of war. Discussion questions †¢ Ordinary people can respond in surprising ways to conflict situations. What factors do you believe can affect the way we react to conflict? †¢ In order to survive conflict, we need a reason to live. Do you agree? †¢ Does self-interest determine people’s actions when they encounter conflict? †¢ To what extent can we condemn people for making decisions based on their need to survive? †¢ Is it ever justifiable t o sacrifice your principles in order to survive? Conflict can bring out the best and the worst in people The responses of the women prisoners to their encounters with conflict are very different. The character of Adrienne Pargiter is the main vehicle for the exploration of ideas about courage and resilience in the face of conflict. Adrienne emerges as a natural leader in the prison camp. Her response to conflict is to maintain her dignity and to resist, as far as possible, the unjust authority of the Japanese guards. In forming the vocal orchestra, Adrienne responds to the tragedy of Wing’s death through her belief in the healing power of music and her desire to draw the women together. They have all been traumatised by Wing’s execution and the racial and class boundaries which divide them lead to conflict with each other, which must be resolved if they are to survive. Adrienne is determined to assert something of her own Western cultural heritage at a time when it is under attack. She is also   courageous enough to defend herself from a physical attack by a drunken Japa nese soldier, despite the fact that striking him is an offence punishable by death. Conflict brings out the best in Adrienne and, through her courageous challenge to unjust authority, she emerges as a symbol of hope for oppressed and disempowered people everywhere. In the midst of conflict Adrienne forms a close relationship with Margaret Drummond, recognising the humane qualities they share. Margaret draws strength from her religious faith and provides a focal point for the group when they need spiritual comfort. Her words at Wing’s funeral help ease the shock and pain they all feel. Margaret’s quiet determination is evident when she stands up to ‘The Snake’, whose terrifying visit to their quarters to recruit volunteers for the officers’ club is met with her calm and polite question: ‘What can we do for you, Sergeant Tomiashi?’ She also defies the authority of Colonel Hirota when she attempts to take water to Susan. Margaret’s encounter with conflict strengthens her capacity for Christian charity – as she explains to Adrienne, she can’t hate the Japanese, only pity them. Margaret epitomises the comfort and strength drawn by many from religious belief during times of bitter conflict. Susan Macarthy finds an unexpected inner strength in response to conflict. She stands up to Mrs Tippler, the destructive and divisive presence among the prisoners, and angrily accuses Colonel Hirota of human rights violations. She also finds the strength to endure a horrifyingly cruel punishment and unites the other women in their support and admiration of her. These three characters embody the most positive ways of responding to conflict. Sergeant Tomiashi also ultimately discovers inner reserves of compassion as a result of his experience of conflict. Despite his cultural predisposition to despise women, foreigners and prisoners, he is so moved by the music of the vocal orchestra that he humbles himself before Adrienne, singing to her alone in the forest. Tomiashi’s encounter with conflict, and the opportunity it gives him to observe and understand a group of people he has been conditioned to dislike, changes him for the better, as demonstrated by his respectful removal of his cap as Margaret’s funeral procession passes. By contrast, a highly negative response to conflict is exhibited by Mrs Tippler, who becomes even more critical and pessimistic as the women’s stay in the camp goes on. She grows spiteful and resentful, exacerbating racial tensions with her accusations against the Dutch, and accusing Adrienne of endangering their lives with the vocal orchestra. Mrs Dickson and Mrs Pike initially side with her but eventually see how destructive her attitude is. By the end of the film, her negativity has completely isolated her. Her eating of potentially toxic snails reveals a selfdestructive impulse, exemplifying her refusal to make positive changes in the face of conflict. Through the unsympathetically constructed character of Mrs Tippler, Beresford shows us that if conflict situations can bring out the best in some individuals, for others the strain induced by high conflict situations can be corrosive, provoking anger and resentment, to the detriment both of the individual and those around them. While Beresford suggests that Mrs Tippler’s negative attitude ultimately harms herself more than it does others by his unflinching portrayal of the horrors of the prison camp, he also positions the viewer to understand how extreme situations can provoke extreme reactions in people. Discussion questions †¢ Do you agree that people’s response to conflict reveals who they truly are? Is this what the film shows us? †¢ Why do some people choose to be outsiders in times of conflict? †¢ Why are some people able to make positive changes as a response to encountering conflict, while others are not? Conflict can unite families and communities As a response to conflict, the community of women prisoners is very much united by the vocal orchestra (with the notable exception of Mrs Tippler). The orchestra firstly unites Adrienne and Margaret across the divisive boundaries of class, which have previously prevented women from the upper ranks of colonial society (like Adrienne) from associating with missionaries, like Margaret. Through her encounter with conflict, Adrienne becomes aware and ashamed of her snobbery and apologises to Margaret. Adrienne is distraught when Margaret dies, recognising her as a genuine friend and a woman of strength, courage and integrity. Mrs Roberts is another snobbish woman who expresses concern about the kinds of people she might be mixing with if she joins the orchestra. Her racial prejudice against the Malayan prisoners is condemned by her daughter, Celia, who bluntly informs her of the reasons for Wing’s black market dealings. Mrs Roberts is mortified and reassesses her values – a very beneficial outcome of her encounter with conflict which enables her to develop in positive ways. She joins the orchestra as a sign of her participation in the community of prisoners. The Dutch and the Anglo-Saxon prisoners initially regard each other with suspicion that sometimes erupts into hostility. The conflict over the soap shows how easily something trivial can ignite a conflict when underlying tensions have not been resolved. It takes the intervention of Sister Wilhelminia (the voice of wisdom and tolerance) to defuse the conflict and restore order. However, it is the participation of Dutch prisoners such as Mrs Cronje in the vocal orchestra that most effectively breaks down racial barriers and diffuses residual tensions. Susan’s reluctance to join, based on her dislike of classical music, is overcome by Adrienne’s gentle persistence, showing that generational boundaries can be dissolved by music, and also by uniting in a worthwhile common purpose, whatever it might be. The smiling, shining faces of the singers as they perform works by Dvorak and Ravel amidst the squalor of the prison camp show not only how strongly they are united by their participation in the orchestra, but also how the beauty of the music can transcend the appalling conditions of prison life. The music also symbolically unites the living and the dead, as suggested by the camera panning across the graves in the cemetery as the orchestra sings. Even some of the orchestra’s strongest critics have, by the end, joined and become part of the community. Mrs Dickson, a supporter of the unpleasant Mrs Tippler, admits that joining the orchestra was the best thing she’d ever done. As well as establishing strong bonds between the prisoners, the vocal orchestra goes a long way towards making tentative connections between the prisoners and the guards through their shared appreciation of classical music. Sergeant Tomiashi’s wistful expression as he listens to the orchestra, and his angry dismissal of an  interruption from another soldier, suggest his feelings of connection with the music, and thus with the women who provide it. Colonel Hirota, too, enjoys the music. Despite the ban on congregating or writing imposed on the prisoners, the vocal orchestra is permitted to continue practising and performing and the Japanese officers attend as guests. This is an endorsement of the music (and, implicitly, of Western culture). Colonel Hirota’s gift to Adrienne is an affirmation of her creative spirit and her courage, both of which have been instrumental in forging bonds in the community of which all the characters are inescapably a part. The one exception to this is Mrs Tippler, who resolutely distances herself from the orchestra and all it represents. She is perhaps the only character who gains nothing positive from her encounter with conflict. Discussion questions †¢ Are groups able to resolve conflict more effectively than individuals? †¢ Does the strength of a group always depend on excluding those with differing values? Violence is never an effective means of resolving conflict The Japanese prison guards and officers exemplify the violence wielded by the powerful in order to assert their authority. The physical violence in the film is very explicit and deliberately shocking, from the violent deaths of innocent children to the savage beatings inflicted on Rosemary and Mrs Dickson. Indeed, the film opens with a scene that quickly becomes violent, with the sound of exploding bombs disturbing the festive atmosphere of Raffles Hotel. The violence escalates with further explosions as the evacuees hurriedly board ships bound for safety. The response to the violence of the Japanese is retaliatory violence from Britain and America and their allies; the women are caught up in this conflict as their ship is attacked and sunk. The suggestion is that responding to violence with more violence only worsens the situation and increases the likelihood that innocent victims will become caught up in the escalating conflict. At the camp, the guards’ use of violence effectively intimidates the prisoners but it does not resolve conflict; indeed, tensions are exacerbated by the brutal suppression of basic rights and freedoms. The prisoners respond to their captors’ brutality with resistance, subversiveness or bitter resentment. The vocal orchestra is a symbol of resistance, while the black-market dealings are acts of subversiveness. The deep resentment engendered by gratuitous and brutal violence is not always made explicit in the film, except perhaps by Adrienne, whose conversation with Margaret implies her hatred. She says, ‘You don’t hate them, do you?’ to which Margaret replies that she pities them. It is perhaps Adrienne’s hatred of the brutality of her oppressors which drives her to defy them by establishing the orchestra. Her hatred is again suggested in the final scene and is directed at the most unsympathetically constructed character in the film, the sadistic Captain Tanaka, who seems to take pleasure in the fact that there is no music from the women at Margaret’s funeral. Adrienne’s defiant response conveys her deep dislike of the man and reinforces Beresford’s point about the destructive effects of violence. The inability to forgive is testament to the unresolved conflict that results from extreme violence. With his depiction of brutal violence and his unsympathetic portrayal of many of the Japanese soldiers, Beresford encourages the audience to empathise with the bitterness engendered in Adrienne and some of the other women by the violence of their captors. When Adrienne hits the guard who attempts to rape her, it is presented as a justifiable act of self-defence. However, ultimately Beresford suggests that responding to violence with violence can never resolve conflict. While acknowledging the discrimination experienced by the Japanese by the Western world, Beresford implies that the violent response of the Japanese soldiers to the women and children in their care only increases the distance between the two groups. The film shows that genuine connection between people of different races, genders and backgrounds is possible as, for instance, when Sergeant Tomiashi sings for Adrienne in the forest. But violence inhibits the possibility of such connections. Instead Beresford invites us to contrast the violence of the guards with the peaceful and positive responses of the women, and to admire the latter. Music, for instance, is shown to have the power to unite disparate groups and individuals, and to (at least temporarily) bring about a truce between enemy factions, in a way that continued violence never could. Likewise, we are encouraged to celebrate the non-violent protest led by Adrienne at Margaret’s funeral, which is both an expression of defiance against the soldiers and a demonstration of the genuine love and regard for Margaret felt by the women. Such moments affirm the possibility of an effective, nonviolent response to violence. Discussion questions †¢ Is violence ever justified as a response to conflict? †¢ Is violence used more often by men than women to resolve conflict? †¢ Can you think of a conflict which had the potential for violence but which was resolved peacefully? †¢ Is it possible to effectively deal with physical violence without resorting to violence yourself? SAMPLE SCENE ANALYSIS This section shows you how to identify Context ideas in a key scene from Paradise Road. Raffles Hotel, Singapore: scene summary The opening scene is set in the majestic ballroom of Raffles Hotel, an extravagant monument to British imperialism. The conversation of the guests reveals racial prejudice against the Japanese, who are described as needing thick glasses because they ‘can’t see’ and being unable to fight because they can only make ‘tin toys and cameras’. Adrienne Pargiter denounces the racist sentiments as a ‘load of poppycock’ and points out that the Japanese have conquered most of Asia. Key characters are introduced in order to highlight the dramatic effects of their subsequent encounters with conflict. Suddenly a bomb falls nearby and an Australian officer arrives to announce the imminent fall of Singapore. Bombs continue to fall as women and children are hurriedly loaded onto ships. The urgency of this ‘last-minute’ departure highlights the arrogance of the British, whose notions of their own cultural and military superiority have left the m vulnerable to attack. Questions for exploring ideas †¢ Is violent conflict the most effective way for the powerless (such as pre-war Japan) to challenge the powerful (such as Britain)? †¢ Can a lack of understanding lead to conflict? †¢ How significant are divisions of class and social status in causing conflict? †¢ Does strong loyalty to one group inevitably lead to conflict with other groups? Focus on text features As well as drawing on ideas from Paradise Road in your writing about Encountering Conflict, remember that the language and style of your writing may also be inspired by the structure and features of the film. For example, the following aspects of Paradise Road may influence how you respond to ideas in the text. †¢ Settings (physical, historical or cultural) can be used to place characters in situations of conflict, such as the prison camp where the women are in direct conflict with their captors, or a natural landscape which is (at times) a temporary refuge from conflict. †¢ Dialogue is instrumental in revealing a character’s state of mind and a useful way of ‘showing’ (rather than telling) the effects of conflict. In the opening scene, Adrienne’s comment that the stereotyped views of the Japanese are a load of ‘poppycock’ shows that she is a straight-talking and independent thinker, well-informed on current political events. Her common sense and outspokenness, which set her apart from the other women in her social group, exemplify her attitude throughout the film. †¢ Contrasts such as peace and war, and the past and the present, are built into characters and settings. They are an effective way for the creator of a text to sway audience approval or disapproval. The elegant setting of Raffles stands in strong contrast to the bombs falling outside and even stronger contrast to the squalor of the prison camp, suggesting a step-by-step descent into hell for the women. †¢ Humour, in times of conflict, can show the resilience of a character or create dramatic irony. For example, Margaret’s comment about Thomas Beecham being unavailable to conduct the vocal orchestra and Topsy’s complaint about the inadequate room service in the camp show how effective humour can be in lifting people’s spirits in times of conflict. †¢ Recurring motifs work in subtle but powerful ways. ‘Showing’ something significant through character, theme or music can be an effective vehicle for conveying ideas about resistance, resilience and hope. Significantly, the film opens with beautiful music in the ballroom of Raffles Hotel and its continuation, despite the bomb, makes a clear statement about the capacity of music to transcend the effects of conflict. Points of view on the Context These discussion questions and activities are designed to help you reflect on and refer to ideas raised by the Context in your chosen text. For further discussion/writing †¢ In times of conflict, ordinary people can do extraordinary things. †¢ Conflicts are only resolved through compromise. †¢ By dissolving the boundaries which separate and divide people, conflict can be avoided. †¢ Conflict is sometimes necessary to bring unresolved tensions to the surface so they can be dealt with. †¢ Forgiveness is necessary to satisfactorily resolve conflict. †¢ Differences between people will always lead to conflict. Activities †¢ Write a diary entry for one of the characters who has returned home and is reflecting on the importance of the vocal orchestra in helping her to survive the conflict. †¢ Sergeant Tomiashi gives an interview on Australian television ten years after the end of the war. He reflects on what he learned from his encounter with conflict. Write down some questions the interviewer might ask and the answers that Tomiashi might give. Consider the ways in which conflict might provide the opportunity for growth and reflection. †¢ Construct a scene for a film script that extends the narrative of one or more of the characters to include their return home. Has the encounter with conflict changed them? Can they readjust to a normal lifestyle? What does this suggest   about the lasting effects of conflict on ordinary individuals? †¢ In a small group, research and prepare material for a blog or wiki on the reasons for Japan’s involvement in World War II, focusing on the historical and cultural factors which contributed to the conflict. Explore the main crises and turning points (especially involving relations between Japan and countries such as Russia and the US) to show an awareness of how the conflict developed. In your piece, reflect on what your research suggests about common causes of political conflict and what factors seem to aggravate it.

Hunger Games Essay Essay

In the novel The Hunger Games by Suzanne Collins the characters are put to the ultimate test to survive or end up dead. In dangerous and life threatening wilderness situations, one needs hunting skills, physical strength and mental strength in order to overcome the odds. One needs hunting skills to overcome the odds in a dangerous or life threatening wilderness situation. Peeta mentions Katniss’s hunting skills â€Å"She’s excellent, my father always comments on how the arrow never pierces the body, she this everyone in the eye†. This quote shows that if Katniss is ever starving she can rely on her skills to guarantee her a kill. Katniss also killed a deer with her bow, so she could provide food for her family so they did not starve and die. If you did not have good skills with a bow you would not be able to take down a deer, and if you relied on that for food you would probably starve. Also when Katniss finds the careers supplies she shoots the bag of apples so they fall and trigger the mines. By shooting the bag of apples it shows how accurate Katniss is with a bow, you also need this accuracy for hunting and killing in the games, and real life to guarantee a kill. Along with hunting skills one will need physical strength to overcome the odds in a life threatening wilderness situation. Katniss: â€Å"I’m fast though, and by the time they’ve reached the base of my trunk I’m twenty feet up†. If you were out in the wilderness and you had to climb a tree you would need physical strength like Katniss had. Another example of physical strength, Katniss: â€Å"I can see the muscles ripple in Cato’s arms as he sharply jerks the boys head to the side†. When Cato kills the boy it shows that you will need physical strength if you ever had to engage in hand to hand combat. Along with hunting skills and physical strength you also need to have mental strength. Katniss: â€Å"the Tracker Jackers begin to buzz and I can hear them coming out, back and forth, back and forth, the branch with the nest crashes down through the lower branches†. Sometimes you will just have to push through things, even if they hurt and in the end it will pay off, you just have to want it bad enough. Another example of mental strength is when Katniss is forced to pretend to love Peeta.