Are Zoos Inhumane? Essays -- Animal Cruelty

In the film, Madagascar, zoos are depicted as a sanctuary in which all the exotic animals are kept safe and are open for the public to view. But many would argue that zoos are inhumane, the caging of animals for our personal entertainment is unjustifiable. Those who believe that zoos are wrong and should be destroyed are animal rights activist; they believe that animals should be allowed to choose their own destiny. Those that believe that zoos are an important part of our lives are scientist and zoologist. This debate has gone on for generations and average folk are stuck in the middle, not knowing which side to stand on. The animals being kept in captivity could not be interviewed; their side of the story will be based on interpretation on their movement and interaction with animals in the zoo and in the wild. Are animals better suited to live in the harsh conditions of the wild or are they better suited to live their lives safely in captivity? Many animal rights activist argue that animals should be allowed to live their lives in the wild instead of captivity. That we as humans have no right to neither alter the fate of other species nor use them for our personal benefits. PETA who is well known for their animal rights view argue that â€Å"Captive animals are deprived of everything that is natural and important to them and as a result, they become bored and lonely and many even suffer from a condition called zoochosis.† (PETA 1) Zoochosis is a condition in which the animal wonders back and forth usually in the same position for hours on end. This condition is only seen in the zoos as a result of the animal’s captivity. As a result zoos provide these animals with Prozac, which is a mood-altering drug to help prevent public atte... ... in todays society. But one thing is for sure many would argue that zoos have brought humans and animals closer together for the good and the bad. Works Cited "Zoos." Animal Cruelty -. N.p., n.d. Web. 12 May 2015. Lin, Doris. "Emaciated Asian Elephant Started Life at Busch Gardens." N.p., n.d. Web. 12 May 2015. Kaufman, Leslie. "To Save Some Species, Zoos Must Let Others Die." The New York Times. The New York Times, 27 May 2012. Web. 12 May 2015. "Do We Need Zoos?" : An All Creatures Animal Rights Article. N.p., n.d. Web. 03 May 2015. "CSA - Are Zoos Necessary." CSA - Are Zoos Necessary. N.p., n.d. Web. 03 May 2015. Hone, Dave. "Why Zoos Are Good." Thegauardian. N.p., n.d. Web. Tuesday 19 August 2014 "How Zoos Are Saving Our Animals." – Features – ABC Environment (Australian Broadcasting Corporation). N.p., n.d. Web. 03 May 2015.

Abstract for Literature review based on Dentists’ Knowledge of Ionising Radiation dental radiography.

Abstract for literature review Despite there is a rapid growth in the technology that has myriad benefits in improving the interventions of dental health, only a fewer dentists are well aware of the risk hazards of some these modern technologies (Praveen, et.al. 2013). Large body of evidence suggests the lack of knowledge in dentists in regards to the risks associated with ionising radiation while giving dental service (Rout and Brown, 2012). More importantly, only a handful of studies have attempted to unveil the facts and current state of knowledge and awareness associated with detrimental effects of ionising radiation in Australian and Jordanian dentists. This study, through questionnaires and interviews, examined the dentists that are giving services in Australia and Jordan and assessed their knowledge of such effects that are linked with ionising radiations. The study was carried through intense literature review was carried out to collect the current background in the subject area and the findings of these s tudies were critically reviewed. Focus of the literature review was based upon the different factors, such as the complications of ionising radiation, complications in different age group people, preventive measures and the current state of knowledge in the dentists all around the globe. Praveen, et.al (2013) suggests that radiation in dentistry is mainly used for diagnostic purposes and in a dental set-up usually the practicing dentist exposes, processes and interprets the radiograph. Although the exposure to such radiation is kept as very less, it is essential to reduce the exposure to the minimum to the dental personnel and patients in order avoid the carcinogenic and organ damaging effects that can be produced by it.. Several radiation protection measures have been advocated to ameliorate these effects. Dose dependent radiation exposure was identified as a one of the key measures in limiting the use of ionising radiation. As suggested by White and Mallya (2012), wise selection of patients to treat with ionising radiation and implement patient-specific reason, which ensures greater benefits than the harms are the two easiest ways to tackle with the risks associated with ionising radiation. However, Ayatollahi et.al (2012) suggests that this practice is not adequately implemented in majority of the dental clinics. Secondly, the review identified children as most susceptible to radiation exposure. Preventive measures such as use of special radiation protection equipments and dose dependent exposure were suggested to be central in minimising the effects of ionising radiation in children in dental clinics. Moreover, it was suggested that knowledge of such risks in dentists can make a significant contribution in the improvement of safe dental practice, ensuring adequate safeguards of both patients and dentists. The literature came up with a conclusion that up to date and evidenced based knowledge is still lacking in dentist regarding the risks of radiation hazard. This will need re-educating and re-training the dentists, make them aware of ionising radiation risks, and make them able to answer any queries from patients about the risks of ionising radiations (Praveen, et.al. 2013). As part of the clinical practice, all dentists are required to undertake radiography as part of the clinical practice in which dentists and members of the dental team, must understand the basic principles of radiation physics, hazards and protection, and should be able to undertake dental radiography safely with the production of high quality, diagnostic images (Rout and Brown, 2012). Although the grey area that was identified was that, dentists are poorly informed on how to use medical imaging tools safely and efficiently. Furthermore, they are found to underestimate the radiation risk and their devastating effec ts in patients’ long term health. In addition, some of the studies revealed that despite some knowledge on the harmful effects of ionising radiation in patients, as well as in their own health, the knowledge of patient’s protection including the exposure distance and prevention of radiation leakage, protection of personnel, i.e. the occupational risk hazards of ionising radiation, dentists were reluctant to employ these safety measures in day to day practice (Rout and Brown, 2012)). Considering the context of this study, no research has evaluated Australian and Jordanian dentists’ knowledge on the risks associated with ionising radiation in the dental clinics; suggesting the importance and need to carry out this study. This puts patients of different age groups in significant risk of developing pathological conditions that are induced by the exposure to ionising radiation. Thus, designing a training module to teach dentists about radiation safety and risk is mandatory for safe dental health practice. This study provides insights into developing new strategies, policies and practices to minimise or even avoid such risks in the future. References Gray, C.F. 2010, â€Å"Practice-based cone-beam computed tomography: a review†, Primary dental care : journal of the Faculty of General Dental Practitioners (UK), vol. 17, no. 4, pp. 161-167. Lalla, R.V., Saunders, D.P. & Peterson, D.E. 2014, â€Å"Chemotherapy or radiation-induced oral mucositis†, Dental clinics of North America, vol. 58, no. 2, pp. 341-349. Metsala, E., Henner, A. & Ekholm, M. 2013, â€Å"Quality assurance in digital dental imaging: a systematic review†, Acta Odontologica Scandinavica, . Praveen, B.N., Shubhasini, A.R., Bhanushree, R., Sumsum, P.S. & Sushma, C.N. 2013, â€Å"Radiation in dental practice: awareness, protection and recommendations†, The journal of contemporary dental practice, vol. 14, no. 1, pp. 143-148. Rout, J. & Brown, J. 2012, â€Å"Ionizing radiation regulations and the dental practitioner: 1. The nature of ionizing radiation and its use in dentistry†, Dental update, vol. 39, no. 3, pp. 191-2, 195-8, 201-3. Verma, S.K., Maheshwari, S., Singh, R.K. & Chaudhari, P.K. 2012, â€Å"Laser in dentistry: An innovative tool in modern dental practice†, National journal of maxillofacial surgery, vol. 3, no. 2, pp. 124-132. White, S.C. & Mallya, S.M. 2012, â€Å"Update on the biological effects of ionizing radiation, relative dose factors and radiation hygiene†, Australian Dental Journal, vol. 57 Suppl 1, pp. 2-8.

My Personal Attitude To Nuclear Energy - Free Essay Example

Sample details Pages: 3 Words: 1023 Downloads: 9 Date added: 2019/08/08 Category Energy Industry Essay Level High school Tags: Nuclear Energy Essay Did you like this example? I dont know why nuclear energy has a bad rap, mainly it is because there are misconceptions about the safety of it and when people are uneducated they tend to fight against what is actually very beneficial. Nuclear energy is energy that is released either by splitting atomic nuclei or by forcing the nuclei of atoms together. Nuclear energy comes from mass-to-energy transitions that occur during atom splitting. This explains the well-known mathematical formula of Albert Einstein E = mc2. The equation says: E [energy] is equal to m [mass] times c2 [c denotes the speed of light]. This means that the mass is multiplied by the square of the speed of light. Don’t waste time! Our writers will create an original "My Personal Attitude To Nuclear Energy" essay for you Create order Nuclear energy is produced by a controlled nuclear chain reaction and creates heat†which is used to boil water, produce steam, and drive a steam turbine. power plants actually produce less green-house gasses than other energy sources.   Nuclear energy has led us, and the United States   to have become a major superpower in the world. The average global efficiency of nuclear power is 92%. Throughout the history of nuclear power, there were only three major natural disasters Three Mile Island, Chernobyl and Fukushima. Over the past 25 years there have been more than 10 large disasters with fossil fuel energy the largest of them reset the BP oil. Nuclear power can come from the fission of uranium, plutonium or thorium or the fusion of hydrogen into helium. Today it is almost all uranium. The basic energy fact is that the fission of an atom of uranium produces 10 million times the energy produced by the combustion of an atom of carbon from coal. So, the real question is why arent we using it more? Its because there are misconceptions about the safety of it and when people are uneducated they tend to fight against what is actually very beneficial. Nuclear energy is energy that is released either by splitting atomic nuclei or by forcing the nuclei of atoms together. Nuclear energy is produced by a controlled nuclear chain reaction and creates heat†which is used to boil water, produce steam, and drive a steam turbine. Nuclear power can come from the fission of uranium, plutonium or thorium or the fusion of hydrogen into helium. Today it is almost all uranium. The basic energy fact is that the fission of an atom of uranium produces 10 million times the energy produced by the combustion of an atom of carbon from coal. Nuclear power plants need less fuel than ones which burn fossil fuels. One ton of uranium produces more energy than is produced by several million tons of coal or several million barrels   So all that we have to decide is what do we want more energy efficiency with minimal risks   or use of   other energy sources that are less efficient like coal or solar.Nuclear power plants can generate up to a million times more energy than coal, of oil. In France, nuclear power is the most widespread, supplying 80 percent of the countrys electricity.   By this we can see that nuclear power is beneficial. A protest movement exists, called Sortir du Nucleaire, or Get Out of Nuclear, but it appears to have made little headway. Nuclear energy was first discovered accidentally by French physicist Henri Becquerel in 1896, when he found that photographic plates stored in the dark near uranium were blackened like X-ray plates, which had been just recently discovered at the time. As of 2004, nuclear power provided 6.5% of the worlds energy and 15.7% of the worlds electricity, with the U.S., France, and Japan together accounting for 57% of nuclear generated electricity. Nuclear energy (nuclear power) accounts for about 19 percent of the total electricity generated in the United States, an amount comparable to all the electricity used in California, Texas and New York, three most populous states. There are 104 commercial nuclear generating units that are fully licensed by the U.S. Nuclear Regulatory Commission (NRC) to operate in the United States. Of these 104 reactors, 69 are categorized a pressurized water reactors (PWRs) totaling 65,100 net megawatts (electric) and 35 units are boiling water reactors (BWR) totaling 32,300 net megawatts (electric). On June 27, 1954, the USSRs Obninsk Nuclear Power Plant became the worlds first nuclear power plant to generate electricity for a power grid, and produced around 5 megawatts electric power. Russia has begun building floating nuclear power plants. The 100 million ($204.9 million, 2 billion  ±) vessel, the Lomonosov, to be completed in 2010, is the first of seven plants that Moscow says will bring vital energy resources to remote Russian regions. The International Nuclear Event Scale (INES), developed by the International Atomic Energy Agency (IAEA), is used to communicate the severity of nuclear accidents on a scale of 0 to 7. The Chernobyl disaster in 1986 at the Chernobyl Nuclear Power Plant in the Ukrainian Soviet Socialist Republic (now Ukraine) was the worst nuclear accident in history and is the only event to receive an INES score of 7. Nuclear energy is released by three exothermic processes:   Radioactive decay, where a proton or neutron in the radioactive nucleus decays spontaneously by emitting a particle Fusion, two atomic nuclei fuse together to form a heavier nucleus Fission, the breaking of heavy nucleus into two nuclei. The sun uses nuclear fusion of hydrogen atoms into helium atoms. This gives off heat and light and other radiation. Nuclear energy is really making a comeback because nuclear energy has virtually none greenhouse gases emission and therefore isnt warming the planet and causing global warming like some other energy sources. Although, i do see the point of the other side when they say that it is hard to dispose of the waste is a problem because you have to deal with the problem of the waste, but with proper regulation of it the benefits out way any negative effects. Nuclear   energy has lead us, the usa   to become the top super power in the world. The global average efficiency of nuclear energy is 92%.In the entire history of nuclear energy production, there have only been 3 major disastersThree Mile Island, Fukushima, and Chernobyl. In the past 25 years, there have been over 10 major disasters with fossil fuel energythe largest of which was the BP oil spill.

Ray Bradburys Fahrenheit 451 Essay - 875 Words

In Ray Bradbury’s Fahrenheit 451, Bradbury uses the life of Guy Montag, a fireman in a near future dystopia, to make an argument against mindless conformity and blissful ignorance. In Bradbury’s world, the firemen that Montag is a part of create fires to burn books instead of putting out fires. By burning books, the firemen eliminate anything that might be controversial and make people think, thus creating a conforming population that never live a full life. Montag is part of this population for nearly 30 years of his life, until he meets a young girl, Clarisse, who makes him think. And the more he thinks, the more he realizes how no one thinks. Upon making this realization, Montag does the opposite of what he is supposed to; he begins to†¦show more content†¦The problem that this dystopian society faces by continuing to live in ignorance is the fact that their ignorance is leading them to their own demise. Faber explains the society’s path to Montag sho rtly after Montag had extricated himself from the society’s trajectory of doom: â€Å"Pity, Montag, pity. Don’t haggle and nag them; you were so recently of them yourself. They are so confident that they will run on forever. But they won’t run on. They don’t know that this is all one huge big blazing meteor that makes a pretty fire in space, but that someday it’ll have to hit. They see only the blaze, the pretty fir, as you saw it† (103). Montag learns from Faber what ignorance will do to those who embrace it. He learns that the ignorance that used to bring him â€Å"happiness† is actually pulling the society towards it’s downfall, and he also begins to realize that the only solution is the knowledge found in books. The society in Fahrenheit 451 shuns the knowledge found in books in turn for the â€Å"knowledge† found in facts. They shy away from true knowledge because true knowledge requires people to think, and when so meone thinks, there is a chance that they might think about something sad. As a leading force for the society’s destruction of true knowledge, Beatty explains to Montag the society’s want for immediate satisfaction and not something that may provide true happiness because it brings about sadness in the immediateShow MoreRelatedRay Bradburys Fahrenheit 4511020 Words   |  5 Pagesthe penalty for their possession—to watch them combust into ashes. Ray Bradbury’s novel, Fahrenheit 451, illustrates just such a society. Bradbury wrote his science fiction in 1951 depicting a society of modern age with technology abundant in this day and age—even though such technology was unheard of in his day. Electronics such as headphones, wall-sized television sets, and automatic doors were all a significant part of Bradbury’s description of humanity. Human life styles were also predicted; theRead MoreAnalysis of Ray Bradburys Fahrenheit 451525 Words   |  2 Pages Ray Bradbury’s dystopian novel, â€Å"Fahrenheit 451† depicts a future in which all books are outlawed, and the main character, Guy Montag, is a â€Å"fireman†, someone hired to burn books. The novel has won multiple awards and is widely regarded as one of Bradbury’s best works. â€Å"Fahrenheit 451† is largely subjected to interpretation, surrounded by many theories as to why it was written. â€Å"Fahrenheit 451† is strongly themed and can lead the reader to produce a plethora of ideas for it’s meaning , and theRead MoreSummary Of Ray Bradburys Fahrenheit 451912 Words   |  4 PagesBradbury uses a characters to represent the lives of other characters. In Ray Bradbury’s Fahrenheit 451, Clarisse causes Guy Montag to question his wife, Beatty, and his society (Bradbury, 1953). Clarisse McClellan makes Montag realise how unhappy he is in his marriage and that he really does not have a good relationship with Mildred ( Bradbury, 1953). Montag soon begins to question being a fireman and working alongside Captain Beatty. Montag gets very tired living fast past and not getting the timeRead MoreAnalysis Of Ray Bradburys Fahrenheit 4511113 Words   |  5 Pagesand Dying, once imagined that, â€Å"The most beautiful people we have known are those who have known defeat, known suffering, known struggle, known loss, and have found their way out of those depths.† The text’s collection focus on Ray Bradbury’s science fiction, Fahrenheit 451 discusses about the growth and struggles of Guy Montag’s beliefs against his society. Montag is a fireman and his job is to restrain people from learning by burning books. He meets special people and realizes the stimulation andRead MoreAnalysis Of Ray Bradburys Fahrenheit 4511038 Words   |  5 Pagesexpressionless faces connected to even more mindless robotic people. A world where one just breathes and eats, but never truly feels any emotio n. Our world is on the way to becoming this, but for Millie and Montag this was a sad, sad, reality in Ray Bradbury’s book Fahrenheit 451. Everything grows with time as did our main character Montag throughout the book. Montag begins as a mindless follower and evolves into a fearless leader. As he grows into this leader his relationship with Mildred goes through multipleRead MoreCensorship in Ray Bradburys Fahrenheit 451777 Words   |  3 PagesFahrenheit 451 accurately portrays Censorship as it has been throughout history. Ray Bradbury was probably influenced by world events during his time, such as the cold war and other diplomatic leaders who have censored their citizens to avoid the truth from getting out. From politicians right now and their attempts to censor the media, to censorship from the history of other foreign countries the actions of the â€Å"Firemen† in Bradbury’s novel Fahrenheit 451 are similar in method and meaning. The actionRead MoreRay Bra dburys Fahrenheit 451 Character Analysis708 Words   |  3 Pagesworld is like for Guy Montag in Ray Bradburys novel Fahrenheit 451. In the beginning of the novel, Guy Montag is a fireman who believes that there has never been and will never be a need for books and every book should burn. As the story progresses, he interacts with people and experiences events in his life that change his beliefs and views of the world. By the end of the novel, Guy Montag can recite parts of books off the top of his head. In Ray Bradbury’s Fahrenheit 451, Guy Montag learns the truthRead MoreReview of Ray Bradburys Fahrenheit 451 Essay1496 Words   |  6 PagesReview of Ray Bradburys Fahrenheit 451 In Ray Bradburys novel Fahrenheit 451, the author utilizes the luxuries of life in America today, in addition to various occupations Read MoreEssay about Ray Bradburys Fahrenheit 4512103 Words   |  9 Pagesthe point where they cannot entertain their minds with anything meaningful. Above all, the people of this society shun books and remain ignorant about their history and anything beyond their lifestyles. This is the society which Ray Bradbury conjures up in Fahrenheit 451 using science fictional elements to convey the importance of remembering, freedom of speech, and less reliance on machinery. Science fiction was the best medium to help Bradbury express his ideas because it provides the proper balanceRead MoreCharacterization Of A Hero In Ray Bradburys Fahrenheit 4511272 Words   |  6 Pagesthe world and all of its inhabitants. Fictional novels portray heroes as people that make a difference in the community. This characterization of a hero is also true in Ray Bradburys novel, Fahrenheit 451. Rodney A. Smolla introduces the main charac ter in â€Å"The Life of The Mind and A Life of Meaning: Reflections on Fahrenheit 451† stating that â€Å"Montag begins the novel ostensibly proud of his profession and settled in life, but we soon find that there is disquiet beneath the surface† (897). Throughout

AP World History Compare and Contrast The Spread of...

Compare and Contrast: The Spread of Christianity and Buddhism in the End of the Classical Period. World History AP Christianity and Buddhism are two different religions that developed and spread contemporaneously in during the Classical Period different territories. Both of them share some similarities as well as differences. Both of these religions were founded based upon different principles taught by different people; in Buddhism’s case Gautama Buddha a thinker and in Christianity’s it is Jesus Christ who is a prophet. These two universal doctrines spread in times of chaos, in which citizens of their own territories were looking forward to achieve salvation of any kind. Although alike these two doctrines didn’t have a†¦show more content†¦A thing that appealed the people of the Classical Period about this two religions and led to the spread and evangelization of them was the fact that they both promised their followers salvation. As it is stated in the paragraph before their followers state of salvation was achieved when reaching the Nirvana or Heaven. During the Classical Period people were in a state of chaos, the lower class was losing the lands they used for agriculture, middle class’ trade was being affected, and upper class were losing power. These three different social classes needed the hope of salvation, the one that Buddhism and Christianity could give them. Another thing that appealed about these two religions, specially to the lower class was the Universality of it. You were spiritually equal to Buddha or God no matter what, not even social class or race. Also, both of them were against slavery. At last, was how personal it was. You could directly interact with God or Buddha by praying or meditating, which supposedly will help you and direct you throughout your life. These two religions had very different concepts about divinity, Christians believed in one only merciful god, while Buddhists believed in Buddha’s divinity known as enlightenment and his teachings. Christians had a very complex concept of what divinity is, they believe in only one god who can be manifested in three different ways, as God himself, throughout his son Jesus

Universal Grammar Free Essays

Modern universal grammar is a result of the advancement of evolutionary psychology as portrayed by Charles Darwin’s evolutionary theories. Darwin believed that evolutionary psychology gave the human race it’s â€Å"first systematic way of understanding ourselves†. Grammar, while varying by language, is understood to be a systematic and proper for humans to communicate with each other and its use a result of natural selection given the youtube video, â€Å"Charles Darwin’s Legacy†. We will write a custom essay sample on Universal Grammar or any similar topic only for you Order Now In â€Å"Charles Darwin’s Legacy† Richard Levins, a professor at the Harvard School of Public Health, stated that, â€Å"there has always been a tradition which tended to look for a place for everything and everything in it’s place†. Grammar fits this description as a human tradition which has evolved based on the language and preference of the elite. For example, 19th century aristocrats utilized far more advanced grammar than the working class of the same era whom most likely used little to no grammar structure whatsoever. Before the separation of human beings by social and economic status, the only thing people needed to communicate with one another were words. Over the centuries communication in itself has become a dull trait. One can not simply communicate, but must have the skill of communication. This is the foundation of how universal grammar was developed. In addition, Darwin was a firm believer of the eugenics movements and as such believed that â€Å"important people bred important people. The logic behind this statement makes sense when related to language considering that one’s offspring would most likely speak the language of their parents. As such, if the elite were to develop a systematic form of written language, such as grammar, then their offspring would not only continue the usage of said grammar, but develop and add on to the established. In time grammar will continue to evolve and it’s development will alter by each generation. How to cite Universal Grammar, Essay examples

Theory Essay free essay sample

The Lesson is written by Toni Cade Bambara and is a fictional narrative. The significance of this short story is deepened when we apply Paulo Freire’s story Pedagogy of the Oppressed because he talks about the different kinds of teaching methods that relate to the characters in The Lessons and the society that they live in. In Freire’s story he deliberates about the society we live in, which uses the banking method rather than the problem posing method of teaching. I believe that this is what Miss. Moore is trying to show her students in The Lesson by taking them to the ‘rich’ part of town when they go into the toyshop. In Freire’s story he gives two terms: the oppressor, which in my opinion is the white people in The Lesson and the oppressed which is Sylvia and her classmates. In The Lesson, you meet a young girl who goes by the name of Sylvia. Sylvia is brought up in a ‘slum’ area and is resentful towards her teacher, Miss Moore. Sylvia feels that her teacher is better than everyone else in her community because she has a college degree, and doesn’t care to listen to anything Miss. Moore has to say. The story starts off by Miss Moore bringing the group of children to this toyshop, which is where I believe she is trying to expose them to this banking system concept, to show them what is wrong with their society. The banking system concept is when â€Å"the teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students† (Freire 52). In other words the banking system where the teachers believe only they can be the ‘knowledgeable other’, the knowledgeable other is someone who has more experience and knows what they are doing which makes them the one who holds all the knowledge. They don’t believe the students can teach them anything new. Using this type of system will result in the student’s only being as good as what they’re taught. The problem posing method on the other hand is where the teachers and the students work together, that they can learn from each other and respect one another’s thoughts, ideas, questions and wonders. A great example of the banking method that Freire writes is â€Å"the more completely she fills out the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are† (Freire 53). In The Lesson the white people are the oppressors and Sylvia and her classmates are the oppressed. Freire explains the oppressed â€Å"The oppressed receive the euphemistic title of â€Å"welfare recipients†. They are treated as individual cases, as marginal persons who deviate from general configuration of a â€Å"good, organized, and just† society† (Freire 55). This is saying how poor people are treated as separate people in society. The students in The Lesson did not know they were seen as this ‘separate’ part of society. According to Freire he doesn’t believe this is the case, he see’s everyone as equals â€Å"The oppressed are not â€Å"marginal†, are not people living â€Å"outside† society. They have always been â€Å"inside† (Freire 55). Once Sylvia and her classmates arrive at this toyshop they notice a toy sailboat that catches them off guard, but it’s not the sailboat, it is the price tag that is attached to it, Sylvia exclaims â€Å"Who are these people that spend that much for preforming clowns and $1000 for toy sailboats? What kinda work they do and how they live and how come we ain’t on it? (Bambara 425). I believe that by bringing the children to this new environment she was trying to open the children’s eyes to this ‘separate’ society. Miss Moore embodies the idea of problem posing. From Freire’s point of view, a teacher that poses these traits should â€Å"from the outset, her efforts must coincide with those of the students to engage in critical thinking and the quest for mutual humanization† (Freire 56). Miss. Moore does this when she asks a question to deepen Sugar’s thought about why adults would play with a kid’s toy. A great metaphoric description between the two methods that Freire uses, quoting Fromm is that the banking system causes people to be ‘necrophilia’ versus the problem posing method, which is causing people to be ‘biophilious’. â€Å"While life is characterized by growth in a structured, functional manner, the necrophilous person loves all that does not grow, all that is mechanical. The necrophilous person is drive by the desire to transform the organic into the Memory rather that experience, having, rather than being, is what counts. The necrophilious person can related to an object- a flower or a person- only if he loses the possession he loses contact with the world†¦ He loves control; in the act of controlling he kills life† (Fromm 58). I feel that this quote strengthens the issue that the children have around this expensive boat. In my point of view the children are more biophilious, this is backed up when it shows that they do not see the importance of an expensive boat when they could use that money to feed an entire family. They aren’t bound by materialistic items. During The Lesson you read about Sylvia getting mad at her friend Sugar for engaging in conversation with Miss Moore regarding the toy sailboat. This displays that Sylvia is unintentionally still bound by the banking system because if they were in the problem posing method this would be seen as harmful to one another’s learning. You notice that Miss Moore is trying to get the students to critically think for themselves in a problem-posing manner, but it is apparent that they are all in some matter constricted by this banking system method that they live in. The whole idea of the banking system with the roles of the oppressed and the oppressor is that it stops people from becoming fully human, as Freire says â€Å"no one can be authentically human while he prevents others from being so†.