The Discovery Essay Example for Free

The Discovery Essay ‘The Discovery’, by J. C Squire describes a historical event: Christopher Columbus’s ‘discovery’ of the New World on his 1942 expedition across the Atlantic Ocean which initiated the process of Spanish colonisation. The poem has gone by several names including ‘The Caravels, ‘Sonnet’ and ‘There was an Indian’. John Collings Squire (J. C Squire) (1884-1958) was a British poet, writer, historian, influential literary critic and editor of the post WW1 period. He was also a leading poet of the Georgian period. The poem is a simple sonnet; made up of two quatrains and a sestet. The rhyme scheme is abab, cdcd, efegfg. The rhyme creates a steady, forward-moving motion similar to the movement of the waves and the inevitability of the oncoming Spanish vessels reaching the shore. The poet uses simple language and imagery which mirror the uncomplicated life of the Indian from whose perspective this historical event is retold. The discovery of the New World is often related from the perspective of the Spanish colonisers of the 15th and 16th centuries. Squire also reminds us that this was a two-fold discovery as the indigenous Americans discovered a new world of their own. The phrase, ‘an Indian’, in the first stanza lends a sense of anonymity to the identity of the Indian who witnesses the arrival of Columbus. The indefinite article (an) allows us to believe that this Indian represents all Native Americans. The opening line is reminiscent of a folktale. This style suggests a mythologizing of this historical event, infusing it with an element of magic. One might also believe it to be an example of the oral tradition of legends told among Native Americans. Like other Indians, the Indian in the poem ‘had known no change’. His life consisted of gathering shells; a simple way of life that belonged to an old civilisation for which this discovery was sure to be a shock. The alliteration of ‘s/sh’ in the line ‘†¦ along a sunlit beach. Gathering shells’ depicts the calm, serene and uninterrupted life of the natives. He ‘strayed content’ almost aimlessly, along a ‘sunlit beach’, in no rush to go about his simple life. The presence of dawn symbolises the dawn of a new era in the life of the Indian. We are reminded that historical records show that the event occurred at dawn. Light also symbolises knowledge and discovery for both the Spanish and the Indians. The caesura in the third line ‘He heard a sudden, strange commingled noise’ effectively draws our attention to the abrupt change in this tranquil picture. The caesura evokes a sense of confusion in the atmosphere which was once silent but is now filled with an unfamiliar noise. This is created through the use of alliteration and hard consonants. The Indian’s reaction in the last line of the first stanza ‘looked up: and gasped for speech’ indicates how amazed and speechless he was. The caesura in line four ‘Commingled noise: looked up; and gasped for speech’, also denotes the abrupt actions and reactions of the Indian man. The second stanza is linked to the first stanza by means of a further explanation for the sudden change in the first quatrain. The poet evokes the Indian’s tone of amazement and wonder at the appearance of the ‘huge canoes’ that appear ‘by magic’. The idea of magic evokes a contrast between the two civilisations; the superstitious, tribal beliefs of the natives versus the more advanced scientific beliefs of the Spanish. The poet also evokes the serene, tranquil and undefiled setting and one of confusion which is emphasised by the impressive image of these unnatural and unfamiliar sea vessels on the water. The Indian is unfamiliar with these large ships. In fact, he can only describe them in terms of what he already knows, for eg. ‘huge canoes’ and ‘not one oar’. The Indian’s tone of awe is audible even though the poet does not give him a voice. Perhaps, this is to further emphasise the domination and oppression of the Spanish colonisation of the Native Americans stamping out their voice, culture and traditions. The images used in the stanza are simple yet vivid as can be seen through the image of the ‘Bellying cloths’ and ‘Fluttering coloured signs. The second quatrain is stylistically interesting because the poet is conscious of the different perspectives: that of the Indian man who tries to describe these unfamiliar objects by adapting them to those he is familiar with, and that of the reader who has a knowledge of history and immediately recognises the Indian’s attempt to describe the billowing sails, fluttering flags and ‘clambering crews’. The alliteration of the letter ‘k’ sound in the last line of the second stanza ‘And fluttering coloured signs and clambering crews’, reminds us of the confusion and cacophony created by the sailors as they prepare to land. The third stanza, the ‘sestet’, begins with the conjunction ‘And’, linking it to the previous stanzas. There is now a Volta as the focus shifts to the Indian’s reaction to the caravels. There is an even greater use of caesura which creates an abrupt and staccato rhythm which might reflect the fear that has overcome the Indian, maybe his accelerated heartbeat too. The Volta between the second and third stanzas is also evident in the rhyme scheme which suggests the inevitable, impending conclusion to this sighting as the caravels ‘Slant to the shore, and all their seamen land’. The final stanza draws a clear contrast between the native, who is ‘naked’ and ‘alone’ and the numerous sailors disembarking ‘Columbus’ doom-burdened caravels’. The Indian’s nakedness suggests his primitive lifestyle and his defencelessness. The Indian reacts ‘in fear’ and drops his shells. This symbolises the fall of the native civilisation; his face turns white and he also kneels behind a stone. He stares at this monstrous sight and ‘did not understand’ the full impact of what was unfolding before his eyes. The poet’s intention is to make the contrast between the Spanish and the Indian evidently clear and simple to the reader, in order to draw our attention to the other side of the story which is rarely told in history books. This is emphasised by the choice of perspective for the poem. The image of ‘Columbus’ doom-burdened caravels’ is a powerful one, suggesting a grimly mocking or cynical tone because these caravels symbolise the beginning of the corruption of old civilisations. The final image of the sailors landing on shore is ominous, adding to the heaviness that weighs upon the reader’s knowledge of what will inevitably follow. The poem ends abruptly as the poet does not need to tell us anything else due to the readers’ knowledge of what happens next which has been documented in the history books.

Pornography: Dangerous and Destructive Essay -- Pornography Essays

â€Å"The word pornography comes from the Greek meaning, whore, harlot, prostitute, and to buy or sell a woman† (Oprah,2009). The word alone is degrading to women, how bad could the actual acts be? There are so many forms pornography comes in: magazines, posters, music, videos, and the most popular, the internet. This all makes it way too easy to access. Some of the serious effects include violent and degrading acts towards women, the difference between a real sex life and the ones on TV, and the sexual problems that pornography contributes to for many, many couples. â€Å"There are more adult bookstores than MacDonald’s in the U.S. Pornography is an 8 billion dollar-a year business and have annual box sales of $50 million† (Oprah, 2009). Lust aside, porn is dangerous and destructive for many reasons. First of all, it gives an unrealistic view of the female body. The women in these videos are stick thin, air-brushed from head to toe, make up covering any sort of blemish, and of course large fake breasts. And on top of all these additions they alter and photoshop the videos to look even more perfect! â€Å"How can a man look at these false images of "sexual perfection" and not begin to think less of his wife? How can he not be affected by these images? And when he thinks "my wife would look better with larger breasts" or "I wish my wife would shave her pubic hair like that" is he not coveting other woman who do look that way?†(The Marriage Bed, Inc, 2009). Men are comparing their wives to these unrealistic female figures and wanting them to change. How is this fair to any woman? People who watch pornography get an immediate response and of course the outcome, a positive reinforcement. â€Å"It is impossible for men to watch porn and not b... ...ey. Women are treated like a piece of meat when it comes to pornography. The only benefit to pornography lasts a few seconds, and again, that’s for the men. It’s going to be interesting to see what happens to pornography in the next few years. It will either continue to increase or someone will realize that this material isn’t okay. Men should think about this before watching it. They should ask themselves if it is worth putting their marriages at stake, or if it’s okay that their children are as easily accessed to these videos as they are, or that their daughters may one day be victimized because of all this. What happened to passionate sex with the one you love†¦ and respect? Pornography is nothing but a vicious circle. Pornography creates the exact opposite in real life of what it promises in fantasy life. Ironic isn’t it?

Chemistry (Redox)

Experiment 1 : Redox Titration Using Sodium Thiosulphate Abstract This experiment is to determine the concentration of oxidizing solution using the iodine/ thiosulphate titration where the reducing solution is potassium iodate solution and the oxidizing solution is sodium thiosulphate solution. Potassium iodate solution which is an oxidizing agent is added into an excess solution of acidified potassium iodide. This reaction will release iodine. Potassium iodide is acidified with sulphuric acid and the iodine released quickly titrated with sodium thiosulphate until it become light yellow.The iodine then detected with starch solution and it turn into dark blue solution and titrated again with sodium thiosulphate until colourless. From the reaction occur, the amount of the iodine can be determined and based on this amount, the concentration of oxidizing agent which released iodine can be determined. Introduction Redox titration using sodium thiosulphate as a reducing agent is also known as iodometric titration. The reaction is:- I2(aq) + 2NA2S2O3(aq) 2Nal(aq) + 2Na2S4O6(aq) I2(aq) + 2S2O32-(aq)2I-(aq) + S4O62-(aq) In this equation, I2 has been reduced to I-: S2O32-(aq)S4O62-(aq) + 2e- I2(aq) + 2e- 2I-(aq) The iodine/ thiosulphate titration is a general method for determining the concentration of oxidizing solution. A known volume of an oxidizing agent is added into an excess solution of acidified potassium iodide. The reaction will release iodine:- Example: a. With KMnO4 2MnO4-(aq) + 16H+ (aq)+ 10I-(aq) 2Mn2+(aq) + 5I2(aq) + 8H2O(I) b. With KIO3 O3-(aq) + 5I-(aq) + 6H (aq) 3I2(aq) + 3H2O(aq) The iodine that is released is titrated with a standard thiosulphate solution.From the stoichiometry of the reaction, the amount of iodine can be determined and from this the concentration of the oxidizing agent, which released the iodine, can be calculated. Aims a. To prepare a standard solution of potassium iodate use in determining the concentration of a sodium thiosulphate solution accurately. b. To learn the proper technique for titration. Theory In an iodometric titration, starch solution is used as an indicator as it absorbs the iodine that is released. This absorption will cause the solution to change to a dark blue colour.When this dark blue solution is titrated with the standard thiosulphate, iodine will react with the thiosulphate solution, the dark blue will disappear. So the end point of the titration is when the dark blue solour disappear. It is difficult for iodine to dissolve in water. Iodine is usually dissolves in water by adding an excess of KI so that KI3, which has similar properties to iodine, is formed. I2(aq) + KI(aq)KI3 .I3-(aq) + 2e-3I-(aq) APPARATUS AND CHEMICALS 50-mL beaker250-mL volumetric flask Glass rodBurette 25-mL pipettePipette filler 3 ? 250-mL conical flaskMagnetic fleaPotassium iodate crystals (KIO3)Potassium iodide (KI) 1M H2SO4Starch solution ca. 0. 1M sodium thiosulphate solution Level of miniscus Pull the stopcoc k in against the taper each time you turn it. A sheet of white paper or towel below the flask will help in recognizing the colour change at the end point. Swirl the flask continuosly until one drop of titrant causes a colour change throughout the entire solution. Swirl the flask continuously until the drop of titrant causes a colour change throughout the entire solution. METHODOLOGY : A. Preparation of potassium iodate solution . 0. 75 g of potassium iodate crystals is weighed accurately in 50-mL beaker. 2. 25 mL distilled water are added into beaker and stirred with glass rod to dissolve all the potassium iodate. 3. The potassium iodate solution is poured into a 250-mL volumetric flask. The beaker is rinsed with distilled water and the washings are poured into the volumetric flask. 4. Distilled water is added to the volumetric flask up to the graduated level. The volumetric flask is stoppered and shook well in order to get a homogeneous solution. B. Standardization of 0. M sodium t hiosulphate solution 1. A burette is filled with the 0. 1M sodium thiosulphate solution to be standardized. There are no air bubbles in the burette. 2. The initial reading of the burette is recorded in table 1. 1. 3. 25-mL of standard potassium iodate solution prepared in part A are pipetted into a 250-mL conical flask and a magnetic flea is added into conical flask. 4. 1 g of potassium iodide, KI, is weighed approximately and it is placed in a 50-mL beaker. 5. 10. 0 mL of 1. 0M sulphuric acid solution are added and are swirled until all the KI dissolved. . This solution is added to the conical flask containing the potassium iodate solution and it is immediately titrated with the sodium thiosulphate solution, while it is stirred using a stirrer hot plate, until a ligth yellow solution is obtained. Then, the solution is diluted with distilled water until the total volume is about 100 mL. Then, 1. 0 mL of starch solution is added and the titration is continued until the blue colour di sappears and the solution become colourless. . The final reading of the burette is recorded in the table 1. 1 . The procedures are repeated twice as the results is more accurate. CALCULATIONS : 1. Complete chemical reaction equation for reaction between ; i. iodate and iodide ions, IO3- + 5I-+ 6H+ >3I2 + 3H2O ii. iodine and thiosulphate ions, [ I2 + S2 O32- > 2I- + S4O62-]? 3 > 3I2 + 6S2 O32- > 6I- + 3S4O62- 2. Calculate the molarity of the KIO3 solution. Mass of KIO3 = 0. 75 g Volume of KIO3 = 250 mL Relative molecular mass of KIO3, = 39. 0983+126. 9045+3(15. 994) = 214. 001 g mol-1 Number of mole KIO3, = 0. 75 g ? 214. 001 g mol-1 = 0. 0035 mol Thus, Molarity of KIO3, = 0. 0035 mol ? 0. 25 L = 0. 014 mol L-1 3. The mole ratio between the iodate and thiosulphate ions is determine from the equation given are IO3- + 5I-+ 6H+ >3I2 + 3H2O [ I2 + S2 O32- > 2I- + S4O62-]? 3 3I2 + 6S2O32-> 6I- + 3S4O62- IO- : 6S4O62- 1:6 4. The molarity of the sodium thiosulphate bM1V1 = aM2V2 6(0. 014)(0 . 50) = 1(M2)(0. 021) M2= 2 M2= 0. 0210. 0211 = 0. 995 mol 5. The molarity of potassium iodide solution IO3- + 5I-+ 6H+ >3I2 + 3H2O Moles of KI- = 1g ? 1 mole of KI39+127 Molarity of KI3 = aM2V2bV2 = 1(21. 14100L)(0. 1008M)6101000L =0. 0355 M KIO3 Moles of KI3 = MV1000 =0. 003? 101000 =0. 00036 mol KIO3 Excess mole of I- = 0. 0060 – 0. 0018 =0. 0042 mol I- 0. 0060 mol0. 0042 mol = 250 mlx X =17. 5 mL 3I2 + 6S2O32-> 6I- + 3S4O62- Ratio of iodide to thiosulphate 5 : 6 bM1V1 = aM2V2 Molarity of KI = 50. 1008g(21. 141000l)6(17. 51000l) =0. 1014 M KI DISCUSSIONRedox titration using sodium thiosulphate is also known as iodometric titration. Sodium thiosulphate acts as reducing agent an at the same time it undergoes oxidation and release electron. In this titration, potassium iodate, KIO3, is used as an oxidizing agent. Potassium iodate solution is added into an excess solution of acidified potassium. This reaction release iodine. Iodine reacts with sodium thiosulphate. The reaction is: I2 (aq) + 2Na2S2O3 (aq) 2NaI (aq) +Na2S4O6 (aq) I2 (aq) + 2S2O32- (aq) 2I- (aq) + N4O62- (aq)In this equation I2 has been reduced to I- 2S2O32- (aq) S4O62- (aq) + 2e- I2 (aq) + 2e- 2I- (aq) In this iodometric titration, we use starch solution as an indicator as it absorbs the iodine that is released. The absorption causes the solution to change to dark blue colour. When the dark blue solution is titrated with the standard thiosulphate, iodine react with the thiosulphate solution. When all the iodine has reacted with the thiosulphate solution, the dark blue colour disappear. So, it is the end point of the titration when the dark blue colour disappear.However, there are a few aspects that need to be considered during the experiment. Firstly, the indicator should only be added after the titration has begun. This is because it is difficult to release the iodine while titrating with the thiosulphate. This will affect the end point. Hence, the addition of the starch should only be do ne when the colour of the solution is light yellow. Secondly, to avoid the iodine from evaporating, the solution must be titrated immediately with the sodium thiosulphate after the solution is mixed with potassium iodide,KI. The precaution taken: Wear safety goggles in the laboratory during the experiment. * Washed the effected skin immediately when in contact with chemicals * Wear gloves when taken the chemical substances. CONCLUSION The experiment was performed in order to determine the concentration of oxidizing solution. Potassium iodate, KIO3, as an oxidizing agent is added into an excess solution of acidified potassium iodide and from the reaction, iodine is released. The iodine that is released is titrated with a standard sodium thiosulphate. From the calculation, the molarity of potassium iodate is 0. 014g/cm3.

And If I Hurt You, Then I’M Sorry

| Behind every beautiful thing, there is some kind of pain -Bob Dylan's CD's There's a good side to getting hurt a lot†¦ after a while it just doesn't bother you as much. You can try your hardest, you can do everything and say everything, but sometimes people just aren't worth trying over anymore†¦ they aren't worth worrying about†¦ it's important to know when to let go of someone who only brings you down. I don't know why your heart doesn't do what your mind tells it to. -Brown Sugar You may have created my past and screwed up my present, but you have no control over my future. -david klassAnd even though the moment just passed me by, I still cant turn away. For once, instead of telling me the reasons why i shouldnt cry, actually pay attention to the reasons why I am. And if i hurt you, then i'm sorry. Please don't think that this was easy. All good things have endings — The Get Up Kids It's such a lie that you should do what's in your heart. If we all did what was in our hearts, the world would come to a halt. -my so called life Sometimes i may hate you, but i'll always love you -daria How do you leave the past behind, when it keeps finding ways to get to your heart? –RentSmile. It's easier than explaining why you're sad. Sometimes bad things happen for no reason, no purpose. They just occur and we're left to pick up the pieces the best we can. — Felicity The best way to appreciate something is to be without it for awhile. It's not a lie if you believe it .. it's no mistake if it's always repeated. The truth is, everyone's going to hurt you. You just have to decide who is worth the pain. Sometimes what you want the most — you're better off without. There is an end to things no matter how much we want to hold onto them. I don't know if you've ever felt like that.That you wanted to sleep for a thousand years. Or just not exist. Or just not be aware that you do exist. Or something like that. I think wanting that is very morbid, but I want it when I get like this. That's why i'm trying not to think. I just want it all to stop spinning. (the perks of being a wallflower) A person may be in love with someone untill the end of time, but if that person doesn't tell their feelings of love, it will just be another person living a dream, lost of true love. I never knew what I had until the first day it wasn't there. You hurt me so bad, but maybe it's my fault, because I stuck around too long. I was lost.There was nobody for me to talk to about all that you were troubling me with. So I sat alone, with everything inside, and cried myself to sleep. Sometimes if you really want to make things work you have to keep you mouth shut and put your hurt aside. I never knew until that moment, what it was like to lose something I never really had. ~The Wonder Years It's easy to let go when holding on hurts so bad. To many of us stay walled because we are afraid to care too much, for fear that the other person does not care as much or not at all. It's sad to think you'll never be mine, it's even sadder to realize I knew it all the time.And sometimes your heart takes you to places that can never lead to a happy ending. Only the one that hurts you, can make you feel better. Only the one who inflicts the pain, can take it away ~Madonna Our lives are shaped by people who love us and people who refuse to love us. By the time you realize what you're losing, I'll be lost. How can it be that two of the greatest friends in the world can go from being each other's everything to absolutely nothing? You smile when you feel like crying, you act like you're okay, when you're falling apart inside and you let it go.You move on, because there's nothing else you can do†¦ I guess everyone has their reasons for keeping people away, an instinct to protect yourself from getting hurt. It's part of human nature. ~ Roswell When you love a person, you are giving them the power to hurt you. And its times like this that i dread†¦ when there's everything to say, and nothing left to be said, and it makes me sad. Sometimes you don't realize you care for someone, until they stop caring for you. For all sad words of toungue and pen, the saddest are those â€Å"that might have been. â€Å"Letting go does not mean giving up but accepting that there are things that cannot be. I don't want to need you because I know I cant have you. –Bridges of Madison County And when you begin to miss me, dont forget it was you who let me go. Nothing hurts more than waiting since I don't even know what I'm waiting for anymore. I walk away now with the realization that it will never be the way i want it to be. Absence makes the heart grow fonder, but it sure makes the rest of you lonely. — Charlie Brown How can you hide from what never goes away? Sometimes the one love you cant get over, is the one love you really never had.Everything is fine. Couldn't hurt more. Want my advice? Stay mad as long as you can 'cause once you stop, it hurts like hell. The same wall that shuts others out, is the same wall that shuts you in. Its been so long, I feel so out of touch, thoughts cloud my heart and head, I think I think too much. This is where I say I've had enough. No one should ever feel the way that I feel now. Has your heart ever wanted to ask something, but your mind was scared of the answer? All I wanted to do was collapse in someone's arms and cry today†¦ but there wasn't anyone there to catch me.Because of you I don't know how to let anyone else in. I've finally realized the people that you love who don't love you back are just another lesson in life .. it's like God is teaching us that there can be so much better than what we thought was the best. The most painful love there is, is the love left unshown. A love that cannot be expressed, affection left unknown. The love that withholds touching, afraid of what it would say, And the most painful thing about unexpressed love isâ⠂¬ ¦ it never fades away. Sad thing is, you can still love someone, and be wrong for them -elvis presleyIt's absurd, who you love and why, and how you can't turn it off when you desperately want to. Has your heart ever wanted to ask something, but your mind was scared of the answer? That's the most frightening aspect of loneliness†¦ You think you're being damaged while loneliness is happening to you, and the worry amplifies the pain. – Douglas Coupland Words hurt more then anything else can, because they last, sometimes forever. It sucks to be alone, even when there are people all around you -Scrubs Sometimes to realize you were well, someone must come along and hurt you.I have this great imaginary world, but sometimes I just need things to happen for real. – Ally McBeal There's always someone better out there for everyone. its the beauty of life: you can always try again . -Ashley Sometimes the one love you can't get over, is the one love you really never had. Wh y is it that no matter how much pain it endures by holding on†¦ the heart refuses to let go? Njerezit mendojne se gjeja me e keqe eshte te humbasin njeriun qe duan. Gabojne! Gjeja me e keqe eshte te humbasesh vetveten nderkohe qe do shume dike, duke harruar qe edhe ne vete jemi te rendesishem |

Response to Destros claim on Faust

Response to Destros claim on Faust Introduction The character of Faust and, most importantly, whether he is qualified as a heroic figure, has occupied critics for a long time. Looked at from the standard moral standpoint, Destro says: We would be forced to decant the apparent heroism we were meant to accord him. That he was eventually saved in spite of all the morally questionable deeds he had committed seems the only reason why anyone might consider him heroic. Destro is of the view, however, that we would be wrong to subject Faust to standard morality.Advertising We will write a custom essay sample on Response to Destros claim on Faust specifically for you for only $16.05 $11/page Learn More I do agree with Destro’s assertion that it would be practically impossible to find any moral or heroic merits to the character of Faust. This is particularly so if one was to base his/her argument on the contemporary understanding of morality. It would still be problematic for one to apply the ph ilosophical notion of morality during Goethe’s time. In this essay, I will show that Destro’s view presents the most viable manner of comprehending Faust’s character. Discussion Faust was never meant to be judged using standard morality. Destro fields the assertion that in the eyes of his creator, Faust was already a morally decadent character. He was probably meant to be immoral from the viewpoint of standard morality (Destro). This would be supported by his egoistic and hedonistic attitude that runs throughout the text. It leads Destro to conclude that â€Å"the salvation of Faust, the magician, the robber, the instigator of murderers, sounds like a mockery of any kind of ethical judgment on him†. Why then would Goethe have Faust saved at the end? Here, Destro interprets it to mean what we were to subject Faust to was not the standard morality but that of the superman: â€Å"In reality, the law that Faust follows is not that of morality in its everyday meaning, which from Moses to Kant was rooted in our relation of responsibility to others but rather the immoral ‘morality’ of superman for whom the supreme law is self-realization†. Faust is immoral. His immorality can be understood from two perspectives: his immoral actions are either willingly immoral or they are immoral due to the influence of Mephistotles (Destro). For Goethe to put across the notion that he is willingly immoral, Faust has consistently been characterized as a man of action, one who is moved by profound inner passions to do things that are not always right. For instance, Faust seems to lack capacity to face penance for deserting Gretchen and chooses the dramatic, and relatively easier, route of appropriating Mephistopheles’ powers to save her. This act is Faust’s own decision and cannot be blamed on Mephistotles. It is the result of the guilt that Faust feels for having abandoned Gretchen: â€Å"Let past be past I say! / Youâ₠¬â„¢re destroying me!† (Goethe). Destro contrasts Faust’s behavior with Gretchen’s who is ready to face death rather than escape from prison in the company of Faust and Mephistopheles. To again reinforce the fact that he can be blamed for his immorality, Goethe has Faust willingly get into a wager with Mephistopheles:Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More â€Å"Have no fear I’ll break this pact! The extreme I can promise you: it is All the power my efforts can extract. I’ve puffed myself up so highly I belong in your ranks now† (Destro). His intentions in doing so are in no way noble since what he seeks in his involvement with Mephistopheles are pleasures that are both egoistic and hedonistic. He, therefore, cannot be objectively argued to be a victim of Mephistopheles. From a moral point of view, he is responsible for his actions and would be expected to atone for them in a morally apt way. Faust is given to an avid need for humanly pleasures. He portrays little responsibility in giving in to the desires of the flesh, a case in point being his lust for Gretchen. He has his way with her and leaves her, this leads to her eventual death. He shows great vanity when he accepts Mephistopheles offer to restore his youthfulness. On not finding any value in life after a spirit rejects his assertion that he and it are one, he considers committing suicide and it is only Easter bell that distracts him.Advertising We will write a custom essay sample on Response to Destros claim on Faust specifically for you for only $16.05 $11/page Learn More From the Dungeon scene, more proof can be found to show that Faust is indeed a negative figure. Foremost, Faust’s rescue plan is motivated by the wrong impetus: his remorse and not necessarily his concern for Gretchen. This can be interpreted as a p roof of his egoistic nature. When he opens Gretchen’s cell, she thinks that time of her execution has come. She rues her death and her lover’s absence: â€Å"’I’m still so young, so young! / And yet I’ll die!/I was lovely too, that was my Ruin/ My love was near, now he’s gone /The garland’s torn: the flowers are done† (Goethe). To this lament, Faust declares: â€Å"How shall I endure this misery, say!† (Goethe). This declaration is an evidence of his inner guilt and anguish, the feeling that he seeks to assuage by freeing Gretchen. More profoundly though, Faust’s attempt to save Gretchen is a sign of a much serious flaw; Faust is obviously quite disinclined towards penance. Gretchen’s being in prison is partly his fault. Had he pursued love rather than lust when he first sought to woo Gretchen, she would not have been facing death. He is willing to disregard the past as evidenced by his saying: â€Å"Let p ast be past I say! / You’re destroying me!† (Destro) This aspect to his character, this proclivity for immorality, Destro says that he cannot be fully blamed on his flawed fictive character but rather should be analyzed from the point of view of the function that he was meant to fulfill by the playwright (Destro). This is where Destro draws us to the possibility that Goethe obliterated all possibility of our having a dilemma regarding the morality, or a lack, thereof, of Faust. In doing this, Goethe is foregrounding the need for us to overcome the hurdle of morality as it is conceptualized in our everyday lives. It is only in doing this that the real spirit of Faust would be comprehended. It is not because of his actions that Faust is eventually saved. Rather, it is because of his attitude, his need to understand the world and his unrelenting pursuit of these goals. Faust is a seeker of knowledge; this quest for knowledge occupies his whole life. He is driven by a great need to understand the nature of things, thereby, studying a number of disciplines including law, medicine, philosophy and theology as seen in scene I. â€Å"Ah! Now I’ve  done  Philosophy,Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More I’ve finished Law and Medicine, And sadly even Theology: Taken fierce pains, from end to end. Now here I am, a fool for sure! No wiser than I was before† (Destro). As Destro says, Faust’s frustration, at the beginning of the play, is understandable: â€Å"Having devoted the whole of his life to study, and mastered whatever culture of his time could offer, Faust then discovers, at the ends of a life of sacrifice, renunciation, and contempt from his ‘success,’ the vanity of his efforts† (Destro). He knows all there is to know but he still is not fulfilled. At this juncture, Faust is ready to do all it takes in order to find the all elusive fulfillment. In doing this, Faust is being both true to himself and honest to himself. And for this, he is saved. Destro argues that it is not for what Faust does but rather for what he had been that he was eventually glorified (Destro). In essence, this means that â€Å"his actions are measured, not accordin g to moral criteria (in other words, responsibility towards others) but according to the criterion of how far he corresponds to the law of his actual character† (Destro, 72). In living up to the essence of who he is, Faust is found worthy of going to heaven. Conclusion While there are many things that are contentious in the play, a few things come out very clearly. One is that Faust is decidedly an immoral character. Subjected to whatever standards of morality, it would be practically impossible to find him otherwise. Two, he is saved at the end. Less clear, however, is why Goethe chose to glorify Faust at the end. And the explanation forwarded by Destro is the most plausible one for explaining this paradox. Destro, Alberto. The Guilty Hero, or the Tragic Salvation of Faust. 2011. Web. Goethe von Wolfgang. Faust. 2012. Web. https://www.poetryintranslation.com/PITBR/German/FaustIScenesItoIII.php

Vaquita Facts and Conservation Information

Vaquita Facts and Conservation Information The vaquita (Phocoena sinus), also known as the Gulf of California harbor porpoise, cochito or Marsopa vaquita is the smallest cetacean. It is also one of the most endangered, with only about 250 remaining. The word vaquita means small cow in Spanish. Its species name, sinus is Latin for gulf or bay, referring to the vaquitas small range, which is restricted to coastal waters off the Baja Peninsula in Mexico. Vaquitas were discovered fairly recently - the species was first identified based on skulls in 1958 and live specimens were not observed until 1985. You can read more about the vaquitas discovery here. Description Vaquitas are about 4-5 feet long, and weigh about 65-120 pounds. Vaquitas are gray, with darker gray on their back and lighter gray on their underside. They have a black eye ring, lips and chin, and pale face. Vaquitas lighten in color as they age. They also have a recognizable triangular-shaped dorsal fin. Vaquitas are shy around vessels, and typically are found singly, in pairs or in small groups of 7-10 animals. They may stay underwater for a long time. The combination of these characteristics can make vaquitas difficult to find in the wild. Classification Kingdom: AnimaliaPhylum: ChordataSubphylum: VertebrataSuperclass: Gnathostomata, TetrapodaClass: MammaliaSubclass: TheriaOrder: CetartiodactylaSuborder: CetancodontaSuborder: OdontocetiInfraorder: CetaceaSuperfamily: OdontocetiFamily: PhocoenidaeGenus: PhocoenaSpecies: sinus    Habitat and Distribution Vaquitas have one of the most limited home ranges of all cetaceans. They live in the northern end of the Gulf of California, off the Baja Peninsula in Mexico, in murky, shallow waters within about 13.5 miles of shore. Click here for a sightings map. Feeding Vaquitas feed on schooling fish, crustaceans and cephalopods. Like other odontocetes, they find their prey using echolocation, which is similar to sonar. The vaquita emits high frequency sound pulses from an organ (the melon) in its head. The sound waves bounce off objects around them and are received back into the dolphins lower jaw, transmitted to the inner ear and interpreted to determine the size, shape, location and distance of prey. Vaquitas are toothed whales, and use their spade-shaped teeth to capture their prey. They have 16-22 pairs of teeth in their upper jaw and 17-20 pairs in their lower jaw. Reproduction Vaquitas are sexually mature at about 3-6 years of age. Vaquitas mate in April-May and calves are born in the months of February-April after a 10-11 month gestation period. Calves are about 2.5 feet long and weigh about 16.5 pounds at birth. The maximum known lifespan of an individual vaquita was a female who lived 21 years. Conservation There are an estimated 245 vaquitas remaining (according to a 2008 study), and the population may be declining by as much as 15% each year. They are listed as critically endangered on the IUCN Red List. One of the biggest threats to vaquitas is entanglement or being caught as bycatch in fishing gear, with an estimated 30-85 vaquitas taken incidentally by fisheries each year (Source: NOAA). The Mexican government began developing a Vaquita Recovery Plan in 2007, putting efforts into place to protect the vaquita, although they continue to be affected by fishing. Click here to learn how you can help vaquitas. References and Further Information Gerrodette, T., Taylor, B.L., Swift, R., Rankin, S., Jaramillo-Legorreta, A.M., and L. Rojas-Bracho. 2011. TI - A combined visual and acoustic estimate of 2008 abundance, and change in abundance since 1997, for the vaquita, Phocoena sinus. Marine Mammal Science, 27:2, E79-E100.Marine Mammal Commission. Vaquita (Phocoena sinus). Accessed May 31, 2012.NOAA Fisheries Office of Protected Resources. 2011. Gulf of California Harbor Porpoise/Vaquita/Cochito (Phocoena sinus). Accessed May 31, 2012.OBIS-SEAMAP. Gulf of California Harbor Porpoise (Phocoena sinus). Accessed May 31, 2012.Perrin, W. (2010). Phocoena sinus Norris McFarland, 1958. In: Perrin, W.F. World Cetacea Database. Accessed through: World Register of Marine Species at marinespecies.org/aphia.php?ptaxdetailsid343897. Accessed May 31, 2012.Phocoena sinus, In Palomares, M.L.D. and D. Pauly. Editors. 2012. SeaLifeBase. World Wide Web electronic publication. www.sealifebase.org, version (04/2012). Accessed May 31, 2012. Rojas-Bracho, L., Reeves, R.R., Jaramillo-Legorreta, A. Taylor, B.L. 2008. Phocoena sinus. In: IUCN 2011. IUCN Red List of Threatened Species. Version 2011.2. . Accessed May 29, 2012.Rojas-Bracho, L. P. sinus. Accessed May 31, 2012.Vaquita: Last Chance for the Desert Porpoise. Accessed May 31, 2012.Viva Vaquita. Accessed May 31, 2012.

The Columbine Massacre School Shooting April 20, 1999

The Columbine Massacre School Shooting April 20, 1999 On April 20, 1999, in the small, suburban town of Littleton, Colorado, two high-school seniors, Dylan Klebold and Eric Harris, enacted an all-out assault on Columbine High School during the middle of the school day. The boys plan was to kill hundreds of their peers. With guns, knives, and a multitude of bombs, the two boys walked the hallways and killed. When the day was done, twelve students, one teacher, and the two murderers were dead; plus 21 more were injured. The haunting question remains: why did they do it? The Boys: Dylan Klebold and Eric Harris Dylan Klebold and Eric Harris were both intelligent, came from solid homes with two parents, and had older brothers who were three years their senior. In elementary school, Klebold and Harris had both played in sports such as baseball and soccer. Both enjoyed working with computers. The boys met each other while attending Ken Caryl Middle School in 1993. Though Klebold had been born and raised in the Denver area, Harris father had been in the U.S. Air Force and had moved the family several times before he retired and moved his family to Littleton, Colorado in July 1993. When the two boys entered high school, they found it difficult to fit into any of the cliques. As is too common in high school, the boys found themselves frequently picked on by athletes and other students. (Though some claimed they were part of the Trench Coat Mafia, in truth, they were only friends with some of the groups members. The boys didnt usually wear trench coats to school; they did so only on April 20 to hide the weapons they were carrying as they walked across the parking lot.) However, Klebold and Harris seemed to spend their time doing normal teenager activities. They worked together in a local pizza parlor, liked to play Doom (a computer game) in the afternoons, and worried about finding a date to the prom. For all outward appearances, the boys looked like normal teenagers. Looking back, Dylan Klebold and Eric Harris obviously werent your average teenagers. Problems According to journals, notes, and videos that Klebold and Harris left to be discovered, Klebold had been thinking of committing suicide as early as 1997 and they both had begun thinking about a large massacre as early as April 1998- a full year before the actual event. By then, the two had already run into some trouble. On January 30, 1998, Klebold and Harris were arrested for breaking into a van. As part of their plea agreement, the two began a juvenile diversion program in April 1998. Since they were first-time offenders, this program allowed them to purge the event from their record if they could successfully complete the program. So, for eleven months, the two attended workshops, spoke to counselors, worked on volunteer projects, and convinced everyone that they were sincerely sorry about the break-in. However, during the entire time, Klebold and Harris were making plans for a large-scale massacre at their high school. Hate Klebold and Harris were angry teenagers. They were not only angry at athletes that made fun of them, or Christians, or blacks, as some people have reported; they basically hated everyone except for a handful of people. On the front page of Harriss journal, he wrote: I hate the f*cking world. Harris also wrote that he hates racists, martial arts experts, and people who brag about their cars. He stated: You know what I hate? Star Wars fans: get a friggin life, you boring geeks. You know what I hate? People who mispronounce words, like acrost, and pacific for specific, and expresso instead of espresso. You know what I hate? People who drive slow in the fast lane, God these people do not know how to drive. You know what I hate? The WB network!!!! Oh Jesus, Mary Mother of God Almighty, I hate that channel with all my heart and soul. Both Kiebold and Harris were serious about acting out on this hate. As early as spring 1998, they wrote about killing and retaliation in each others yearbooks, including an image of a man standing with a gun, surrounded by dead bodies, with the caption, The only reason your [sic] still alive is because someone has decided to let you live. Preparations Klebold and Harris used the Internet to find recipes for pipe bombs and other explosives. They amassed an arsenal, which eventually included guns, knives, and 99 explosive devices. Klebold and Harris wanted to kill as many people as possible, so they studied the influx of students in the cafeteria, noting that there would be over 500 students after 11:15 a.m. when the first lunch period began. They planned to plant propane bombs in the cafeteria timed to explode at 11:17 a.m. and then shoot any survivors as they came running out. There is some discrepancy whether the original date planned for the massacre was to be April 19 or 20. April 19 was the anniversary of the Oklahoma City Bombing and April 20 was the 110th anniversary of Adolf Hitlers birthday. For whatever reason, April 20 was the date finally chosen. Setting the Bombs in the Cafeteria At 11:10 a.m. on Tuesday, April 20, 1999, Dylan Klebold and Eric Harris arrived at Columbine High School. Each drove separately and parked in spots in the junior and senior parking lots, flanking the cafeteria. Around 11:14, the boys carried two 20-pound propane bombs (with timers set for 11:17 a.m.) in duffel bags and placed them near tables in the cafeteria. No one noticed them place the bags; the bags blended in with the hundreds of school bags that the other students had brought with them to lunch. The boys then went back to their cars to wait for the explosion. Nothing happened. (It is believed that if the bombs had exploded, it is probable that all 488 students in the cafeteria would have been killed.) The boys waited a few extra minutes for the cafeteria bombs to explode, but still, nothing happened. They realized that something must have gone wrong with the timers. Their original plan had failed, but the boys decided to go into the school anyway. Klebold and Harris Head Into Columbine High School Klebold, wearing cargo pants and a black T-shirt with Wrath on the front, was armed with a 9-mm semi-automatic handgun and a 12-gauge double-barrel sawed-off shotgun. Harris, wearing dark-colored pants and a white T-shirt that said Natural Selection, was armed with a 9-mm carbine rifle and a 12-gauge pump sawed-off shotgun. Both wore black trench coats to hide the weapons they were carrying and utility belts filled with ammunition. Klebold wore a black glove on his left hand; Harris wore a black glove on his right hand. They also carried knives and had a backpack and a duffel bag full of bombs. At 11:19 a.m., the two pipe bombs that Klebold and Harris had set up in an open field several blocks away exploded; they timed the explosion so that it would be a distraction for police officers. At the same time, Klebold and Harris started firing their first shots at students sitting outside the cafeteria. Almost immediately, 17-year old Rachel Scott was killed and Richard Castaldo was injured. Harris took off his trench coat and both boys kept firing. Not a Senior Prank Unfortunately, many of the other students didnt realize yet what was happening. It was only a few weeks until graduation for the seniors and as is a tradition among many U.S. schools, seniors often pull a senior prank before they leave. Many of the students believed that the shootings were just a joke- part of a senior prank- so they didnt immediately flee the area. Students Sean Graves, Lance Kirklin, and Daniel Rohrbough were just leaving the cafeteria when they saw Klebold and Harris with guns. Unfortunately, they thought the guns were paintball guns and part of the senior prank. So the three kept walking, heading toward Klebold and Harris. All three are wounded. Klebold and Harris swiveled their guns to the right and then shot at five students who were eating lunch in the grass. At least two were hit- one was able to run to safety while the other was too debilitated to leave the area. As Klebold and Harris walked, they nearly continually threw small bombs into the area. Klebold then walked down the stairs, toward the injured Graves, Kirklin, and Rohrbough. At close range, Klebold shot Rohrbough and then Kirklin. Rohrbough died instantly; Kirklin survived his wounds. Graves had managed to crawl back down to the cafeteria, but lost strength in the doorway. He pretended to be dead and Klebold walked over him to peer into the cafeteria. The students in the cafeteria started looking out the windows once they heard gunfire and explosions, but they too thought it was either a senior prank or a film being made. A teacher, William Dave Sanders, and two custodians realized that this was not just a senior prank and that there was a real danger. They tried to get all the students away from the windows and to get down on the floor. Many of the students evacuated the room by going up the stairs to the second level of the school. Thus, when Klebold peered into the cafeteria, it looked empty. While Klebold was looking into the cafeteria, Harris continued shooting outside. He hit Anne Marie Hochhalter as she was getting up to flee. When Harris and Klebold were back together, they turned to enter the school through the west doors, firing as they went. A policeman arrived on the scene and exchanged fire with Harris, but neither Harris nor the policeman was injured. At 11:25 a.m., Harris and Klebold entered the school. Inside the School Harris and Klebold walked down the north hallway, shooting and laughing as they went. Most of the students not at lunch were still in class and didnt know what was going on. Stephanie Munson, one of several students walking down the hall, saw Harris and Klebold and tried to run out of the building. She was hit in the ankle but managed to make it to safety. Klebold and Harris then turned around and headed back down the hallway (toward the entrance they had gone through to enter the school). Teacher Dave Sanders Shot Dave Sanders, the teacher who had directed students to safety in the cafeteria and elsewhere, was coming up the stairs and rounding a corner when he saw Klebold and Harris with guns raised. He quickly turned around and was about to turn a corner to safety when he was shot. Sanders managed to crawl to the corner and another teacher dragged Sanders into a classroom, where a group of students was already hiding. The students and the teacher spent the next few hours trying to keep Sanders alive. Klebold and Harris spent the next three minutes indiscriminately shooting and throwing bombs in the hallway outside the library, where Sanders was shot. They threw two pipe bombs down the stairs into the cafeteria. Fifty-two students and four staff were hiding in the cafeteria and could hear the gunshots and explosions. At 11:29 a.m., Klebold and Harris entered the library. Massacre in the Library Klebold and Harris entered the library and shouted: Get up! Then they asked for anyone wearing a white cap (jocks) to stand up. No one did. Klebold and Harris started firing; one student was injured from flying wood debris. Walking through the library to the windows, Klebold shot and killed Kyle Velasquez, who was sitting at a computer desk rather than hiding under a table. Klebold and Harris set down their bags and started shooting out the windows toward policemen and escaping students. Klebold then took off his trench coat. One of the gunmen yelled Yahoo! Klebold then turned and shot at three students hiding under a table, injuring all three. Harris turned and shot Steven Curnow and Kacey Ruegsegger, killing Curnow. Harris then walked over to a table near him where two girls were hiding underneath. He banged two times on the top of the table and said, Peek-a-boo! Then he shot under the table, killing Cassie Bernall. The kick from the shot broke his nose. Harris then asked Bree Pasquale, a student sitting on the floor, if she wanted to die. While pleading for her life, Harris was distracted when Klebold called him to another table because one of the students hiding underneath was black. Klebold grabbed Isaiah Shoels and started dragging him from under the table when Harris shot and killed Shoels. Then Klebold shot under the table and killed Michael Kechter. Harris disappeared into the book stacks for a minute while Klebold went to the front of the library (near the entrance) and shot out a display cabinet. Then the two of them went on a shooting rampage in the library. They walked by table after table, shooting non-stop. Injuring many, Klebold and Harris killed Lauren Townsend, John Tomlin, and Kelly Fleming. Stopping to reload, Harris recognized someone hiding under the table. The student was an acquaintance of Klebolds. The student asked Klebold what he was doing. Klebold answered, Oh, just killing people.  Wondering if he, too, was going to be shot, the student asked Klebold if he was going to be killed. Klebold told the student to leave the library, which the student did. Harris again shot under a table, injuring several and killing Daniel Mauser and Corey DePooter. After randomly shooting off a couple more rounds, throwing a Molotov cocktail, taunting a few students, and throwing a chair, Klebold and Harris left the library. In the seven and a half minutes they were in the library, they killed 10 people and injured 12 others. Thirty-four students escaped uninjured. Back Into the Hall Klebold and Harris spent about eight minutes walking down the halls, looking into the science classrooms and making eye contact with some of the students, but they didnt try very hard to get into any of the rooms. Students stay huddled and hidden in many of the classrooms with the doors locked. But locks wouldnt have been much protection if the gunmen had really wanted to get in. At 11:44 a.m., Klebold, and Harris headed back downstairs and entered the cafeteria. Harris shot at one of the duffel bags they had placed earlier, trying to get the 20-pound propane bomb to explode, but it didnt. Klebold then went over to the same bag and began fiddling with it. Still, there was no explosion. Klebold then stepped back and threw a bomb at the propane bomb. Only the thrown bomb exploded and it started a fire, which triggered the sprinkler system. Klebold and Harris wandered around the school throwing bombs. They eventually went back to the cafeteria only to see that the propane bombs had not exploded and the sprinkler system had put out the fire. At exactly noon, the two went back upstairs. Suicide in the Library They headed back to the library, where nearly all the uninjured students had escaped. Several of the staff remained hidden in cabinets and side rooms. From 12:02 to 12:05, Klebold and Harris shot out the windows toward the policemen and paramedics that were outside. Sometime between 12:05 and 12:08, Klebold and Harris went to the south side of the library and shot themselves in the head, ending the Columbine massacre. The Students Who Escaped To the policemen, paramedics, family and friends waiting outside, the horror of what was happening unfolded slowly. With 2,000 students attending Columbine High School, no one saw the whole event clearly. Thus, reports from witnesses escaping the school were skewed and fragmentary. Law enforcement personnel tried to rescue those who were injured outside but Klebold and Harris shot at them from the library. No one saw the two gunmen commit suicide so no one was sure it was over until police were able to clear the building. Students that had escaped were sent via school bus over to Leawood Elementary School where they were interviewed by police and then put on a stage for parents to claim. As the day wore on, the parents that remained were those of the victims. Confirmation of those that had been killed did not come until a day later. Rescuing Those Still Inside Because of the large number of bombs and explosives thrown by the gunmen, the SWAT and police could not immediately enter the building to evacuate the remaining students and faculty that were hiding inside. Some had to wait for hours to be rescued. Patrick Ireland, who had been shot two times in the head by the gunmen in the library, attempted to escape at 2:38 p.m. out the library window- two stories up. He fell into the waiting arms of SWAT while T.V. cameras showed the scene across the country. (Miraculously, Ireland survived the ordeal.) Dave Sanders, the teacher who had helped hundreds of students escape and who had been shot around 11:26 a.m., lay dying in the science room. The students in the room tried to provide first aid, were given instructions over the phone to give emergency aid, and placed signs in the windows to get an emergency crew inside quickly, but no one arrived. It wasnt until 2:47 p.m. when he was  taking his last breaths that SWAT reached his room. In all, Klebold and Harris  killed 13 people  (twelve students and one teacher). Between the two of them, they fired 188 rounds of ammunition (67 by Klebold and 121 by Harris). Of the 76 bombs that Klebold and Harris threw during their 47-minute siege on Columbine, 30 exploded and 46 did not explode.​ In addition, they had planted 13 bombs in their cars (12 in Klebolds and one  in Harris) that did not explode and eight bombs at home. Plus, of course, the two propane bombs they planted in the cafeteria that did not explode. Who Is to Blame? No one can say for sure why Klebold and Harris committed such a horrific crime. Many people have come up with theories including being picked on in school, violent video games (Doom), violent movies (Natural Born Killers), music, racism,  Goth, problematic parents, depression, and more. It is hard to pinpoint one trigger that started these two boys on a murderous rampage. They worked hard to fool all those around them for over a year. Surprisingly, about a month before the event, the Klebold family took a four-day road trip to the  University of Arizona, where Dylan had been accepted for the following year. During the trip, the Klebolds didnt notice anything strange or unusual about Dylan. Counselors and others also didnt notice anything unusual. Looking back, there were  telltale hints and clues  that something was seriously wrong. Videotapes, journals, guns, and bombs in their rooms would have been easily found if the parents had looked. Harris had made a website with hateful epithets that could have been followed up on. The Columbine Massacre changed the way society looked at children and at schools. Violence was no longer just an after-school,  inner-city  occurrence. It could happen anywhere. Sources Bai, Matt. Anatomy of a Massacre.  Newsweek. 3 May 1999: 25-31.Columbine Report. Jefferson Countys Sheriffs Office. 15 May 2000.Columbine: Hope From Heartbreak.  Rocky Mountain News.Cullen, Dave. Columbine Report Released.  Salon.com. 16 May 2000.Cullen, Dave. Inside the Columbine High Investigation.  Salon.com. 23 Sept. 1999.Cullen, Dave. Kill Mankind. No one should survive.  Salon.com. 23 Sept. 1999.Dickenson, Amy. Where Were the Parents?  Time. 3 May 1999.Gibbs, Nancy. The Next Door: A Special Report on the Colorado School Massacre.  Time. 3 May 1999: 25-36.Levy, Steven. Loitering on the Dark Side.  Newsweek. 3 May 1999: 39.