Racism in South Africa Essay Example | Topics and Well Written Essays - 1250 words

Racism in South Africa - Essay Example In South Africa for instance, Apartheid, a racist system was introduced in the 1940s by the Nationalist Party (ICFTU, 1984). These comprised of a 4.5 million minority that ruled over 21.5 majority Blacks. They propelled the racist dominance through the establishment of untrammeled system of abnormal powers that affected every other aspect of life. Symbolically Apartheid was inclined towards separation, exploitation and domination of the Whites over the preconceived inferior Blacks. Apartheid defined individuals in any social setup by racial segregation and the formal designation of individuals basing on color. The oppression was however exercised in myriad ways: disenfranchising all, impoverishing most, relegating them to Bantu education and thus permanent economic inferiority, expelling millions from ancestral land, imprisoning hundreds of thousands, and killing many. The machinery of apartheid was supported by laws, which were passed by a sovereign parliament which had the power to pass any law it wished, however oppressive, the courts were powerless to challenge them except on narrow interpretation or administrative law grounds. In short, the legal system was doctored to suit the interest of racism. Race conceptualised as a constraining and external characteristic. According to Durkheim concept of social facts racism could be portrayed as a conditional external repressive system. Created by a minority of individuals in a society and racially imposed upon a majority of the society against their will. The evil that Jim Crow's system exercised upon the Afrikaans was subversive, barbaric and unwelcome and acted contrary to the free will. Practical constrains of racism are evident when segregation soared greater heights that determined of where people lived, whom they could marry, where their children went to school, what they were taught, whether they could be in a particular area (cities especially) without a pass, what swimming pool, library and restaurant they could use, and, of course, whether they could vote. Less formally, the situation was even worse: police brutality was legendary, civil rights in daily life virtually nonexistent, wage differentials immense, and women's household labor virtually domestic slavery (Marcuse, 1995). Consequently the fact that Apartheid was enforced in foreign languange implied that Africans had to be familiar with the same language in order to enhance their aggression and agitate for their basic human rights with one voice. The social fact of language certainly meant that it was difficult, to do otherwise. In broader aspect this could be seen as a constrain that limited the freedom of action to enhance a collective mass psychology to demand and to bring about changes. This constrain behavior imposed upon individuals against there will limited their inalienable rights to free will hence unable to make decisions. And also it was impossible to resist the dominant way of doing things because to change it would require widespread co-operation. This had detrimental effects upon their social well-being. How race has been used to maintain law & order in society. In South Africa ethnic or regional "intrawhite"

Advertising and Promotion Evaluating Arguments Essay Example for Free

Advertising and Promotion Evaluating Arguments Essay Emotional Argument 1- What if advertising does not exist? How a company wants to promote their products and services? 2- How mass media of advertising can promote a company’s products and services to potential customers. Ethical Argument 1- Leo Burnett, an advertising executive and the founder of Leo Burnett Worldwide Company said â€Å"Good advertising does not just circulate information. It penetrates the public mind with desires and belief.† 2- Robert Smith, an expert in advertising said, â€Å"Brand to consumer relevance† refer to situations where the advertised brand of a product or services is of personal interest to consumers. 3- Grant McCracken said advertisers must try to match the product or company’s image, the characteristics of the target market and the personality of the celebrities. Logical Arguments 1- A good advertising can attempt to persuade potential customers to purchase of a product. 2- A company cannot make dream to be a well known brand until they invests in their promotional activities for which costumer market have been dominating through advertisements. 3- Advertising is an important promotional tool for building company or brand as it is an effective way to provide customers with information and to influence their perception. See more: Social process essay What I found more persuasive Advertising is an effective way to promote a company’s product and service to potential costumer. Advertising is also a promotional tool for building company or brand as it is an effective way to provide customers with information and to influence their perceptions. This book is about the advertising and promoting of an integrated marketing communications perspective. The author gives lots of information of how advertising can be use by a company to promote their product. The author also states the definition, statistic and the development of advertising. The book is very interesting to read because the author used lots of color to divided every topics and give good examples. This book has a lot of photos for audiences to understand more what the author tried to say. I recommended the audiences to get more information about advertising from this book.

Theories In First Language Acquisition English Language Essay

Theories In First Language Acquisition English Language Essay Since, the second language is an additional language after we acquire the first language, the L2 learning process can be influenced by the L1 learning process This essay will demonstrate the similarities and differences in L1 and L2 acquisition by discussing various theories. Then, draw a conclusion based on the evidence provided and my own experience. Definition First Language Acquisition First Language Acquisition or also known as the Child Language Acquisition is a process whereby children from infancy through early school years acquire their first languages (Lightbown Spada, 2006). The term First Language Acquisition or FLA can be referred to the field that investigates the process by which children develop to use words and sentences in their first language, to communicate with other people (Dictionary of Sociolinguistics, 2004). Second Language Acquisition According to a Dictionary of Sociolinguistics (2004), the term Second Language Acquisition or SLA can be referred to the academic discipline that investigate the process of human when learning second language (L2) or additional languages other than the first language. It involves the ability of people to use and develop a complex system of sound, word, sentence structure, and meaning of any non-native language (Encyclopedia of Cognitive Science, 2005). It also tries to understand factors such as environment, individual differences, and social aspect which can be crucial factors underlining the acquire of second language (Ortega, 2009). Theories in First Language Acquisition Various theories and approaches have been developed over the past years attempting to study and analyze how do children acquire their mother tongue. This essay will identify two main theories that explain the learning process of the childs first language: Behaviourism and Nativist or Innateness theory. Behaviourism The behaviorism theory assumes how do children speak that children imitate what they hear, and then continue with positive support, children learn language through conditioning and habit formation (Ellis, 2008). According to B.F. Skinner and his colleagues (Gass Larry, 2008), learning or a change of behaviour on the part of the learner, is brought about by a process known as operant conditioning which is the result of repeated training. Operant means voluntary behaviour which is the result of learners own free-will and is not forced by any outsider or thing (Ortega, 2009). The learner will demonstrate the new behaviour first as a response to a system of a reward or punishment, and finally it will become an automatic response. Behaviourists believe that learning a language is no different from learning anything else. It becomes a habit by the stimulus-response-reinforcement-repetition process (Cook, 2001). The behaviourists also claim that we learn by imitation and by association (Lightbown Spada, 2006). However, psycholinguists argue that imitation is not enough because it is not only the mechanical repetition but also natural exposure that children acquire language (Cook, 2001). Therefore, from the behaviourist approach, language acquisition can be seen as a stimulus-response process. Children learn language by immitation and analogy. The roles of imitation, repetition, reinforcement, and motivation are essential in learning the language. The First Language Acquisition is thus the result of nature which based on practicing. Nativist or Innateness theory Unlike the behaviourist approach that does not take into consideration the childs own cognitive processes, the Innateness Hypothesis proposed by linguist Noam Chomsky supports the idea that language acquisition has a biological foundation (Ortega, 2009). He claims that children learn their first languages through cognitive learning and acquires them by natural exposure (Ortega, 2009). That means both nature and nurture influence the acquisition of language in children. He hypothesized that children are born with a specific innate ability to discover for themselves the underlying rules of a language system on the basis of the samples of a natural language they are exposed to (Lightbown Spada, 2006). This innate endowment was seen as a sort of template, containing the principles that are universal to all human beings. This is called Universal Grammar (UG). As defined by Chomsky (1976, as cited by Cook, 2001 pp181-182) Universal Grammar is the system of principles, conditions, and rule s that are elements or properties of all human languages à ¢Ã¢â€š ¬Ã‚ ¦ the essence of human language. According to Chomsky, there are principles, which allow or prevent a specific structure from occurring in all human languages, and parameters, which govern ways in which human languages differ, usually expressed as a limited choice between two options (Cook, 2001). These principles and parameters are built in the human mind. In other words, children have an innate faculty that instructs them while learning of language (Mitchell and Myles, 2004: 33). Chomsky also introduced the Language Acquisition Device or LAD to explain that there is some innate mental capacity which help the children to process all the languages they hear since they were born (Cook, 2001). Thus, from the innatist approach, language is an innate or in-born process. Children learn language by application. It argued that language learning is not a behavior but a specific mental process and emphasized on the important role of exposure to language. Theories in Second Language Acquisition Behaviourism Behaviourism gave birth to a stimulus-response (S-R) theory which sees language as a set of structures and acquisition as a matter of habit formation (Larsen-Freeman Long, 1991). By ignoring any internal mechanisms, it takes into account the linguistic environment and the stimuli it produces. It is suggested that learning is an observable behaviour which is automatically acquired by means of stimulus and response in the form of mechanical repetition. Thus, to acquire a language is to acquire automatic linguistic habits. According to Johnson (2004), [B]ehaviorism undermined the role of mental processes and viewed learning as the ability to inductively discover patterns of rule-governed behavior from the examples provided to the learner by his or her environment. Larsen-Freeman and Long (1991) consider that S-R models offer little promises as explanations of SLA, except for perhaps pronunciation and the rote-memorization of formulae. This view of language learning emerged research on contrastive analysis, especially error analysis (Ortega, 2009) . It has the main focus of which is the interference of ones first language in the target language. According to Ellis (2008), an important reaction to behaviourism was the interlanguage studies, as the simple comparison between first and second language neither explained nor described the language produced by L2 learners. In this essay, interlanguage studies will be excluded as the concern of the area has been mainly with the acquisition of grammatical morphemes or specific language structures. Universal grammar theory According to Cook (2001), as a counterpoint to the environmental perspective, Chomskys followers try to understand SLA in the light of his universal grammar (UG) theory, a human innate endowment. Chomsky is interested in the nature of language and sees language as a mirror of the mind (Gass Selinker, 2008). Although he is not concerned with SLA, his work has been influencing studies in this area. According to his theory, it can be seen that every human being is biologically endowed with the Language Acquisition Device (LAD), which is responsible for the initial state of language development. The UG theory considers that the input from the environment is insufficient to account for language acquisition. In the same perspective, White (2003:22) says that [I]f it turns out that the L2 learner acquires abstract properties that could not have been induced from the input, this is strongly indicative that principles of UG constrain interlanguage grammars, parallel to the situation of L1 ac quisition. As Mitchel and Myles (2004:94) remind us, The universal Grammar approach is only interested in the learner as a processor of a mind that contains language and not as a social being. Comprehension hypothesis Influenced by Chomskys assumptions on language as an innate faculty, Krashen developed an influential proposal to explain SLA which he first named as monitor model with emphasis on the contrast between learning and acquisition, then called it the input hypothesis (Krashen 1978, cited in Lightbown Spada, 2006). It focuses on the data which feed acquisition, and more recently, comprehension hypothesis emphasizing the mental process as responsible for acquisition (Ellis, 2008). According to Krashen (2004:1), [T]he Comprehension Hypothesis is closely related to other hypotheses. The Comprehension Hypothesis refers to subconscious acquisition, not conscious learning. The result of providing acquirers with comprehensible input is the emergence of grammatical structure in a predictable order. A strong affective filter, such as high anxiety, will prevent input from reaching those parts of the brain that promote language acquisition (Cook, 2001). According to Lightbown and Spada (2006), Kra shens model views acquisition in a linear perspective which not only establishes a cause and effect relationship between input and acquisition but also states that the grammatical structure is acquired in a predictable order. Nonetheless, like in the other theories discussed so far, his theory does not go beyond the acquisition of grammatical structures. Krashens model lacks research evidence. As Cook (2001) points out it makes sense in its own terms but is not verifiable. Interaction theory Other attempts to explain SLA are the different versions of the interaction hypothesis defended by Hatch (1978) and by Long (1981, 1996), who did not accept Krashens Input Hypothesis. Both Hatch and Long consider that input alone is not sufficient to explain SLA. Hatch disagrees that learners first learn structures and then use them in discourse. Hatch considers the reverse possibility. One learns how to do conversation, one learns how to interact verbally, and out of this interaction syntactic structures are developed (Harch, 1978 p. 404). Based on an empirical study, Long (1981) observed that in conversations between native and non-native speakers, there are more modifications in interaction than in the input provided by the native speakers. Long does not reject the positive role of modified input, but claims that modifications in interactions are consistently found in successful SLA. Long (1996) suggests that negotiation for meaning, especially negotiation work that triggers inter actional adjustments by the NS or more competent interlocutor, facilitates acquisition because it connects input, internal learner capacities, particularly selective attention, and output in productiveways. However, Larsen-Freeman and Long (1991) argue that the interactionist views are more powerful than other theories because they invoke both innate and environmental factors to explain language learning. Similarities and Differences between FLA and SLA Age: a key factor differentiate L1 from L2 Age can be regarded as another key factor displaying the differences between L1 and L2 acquisition. Since, in the L1 acquisition, children normally complete the process by four to six years old, while the age range in acquiring the L2 can be varied wildly (Ortega, 2009). Moreover, according to Ellis (2008), age is recognized as being important owing to the assumption that older learners tend to be less successful in regard to SLA than younger learners, which may be owing to the fact that target-language norms do not pose as much of a threat to younger learners identities. However, there are two issues that many theorists have been arguing about the relationship between age and L2 acquisition. That the age effect can be approached from biological explanations or from non-biological explanations (Ortega, 2009). From the biological perspective (Gass Selinker, 2008), there is the Critical Period Hypothesis in L2 learning which is proposed by Penfield and Roberts (1959) and Lenneberg (1967). On the other hand, from the non-biological perspective, some researchers have emphasized on the influence of socio-educational and affective-motivational forces (Ortega, 2009).

Joseph Stalin Essay -- essays research papers

Joseph Stalin was a Georgian Marxist revolutionary leader and later dictator of the USSR. He was born in Gori, Georgia. He studied at Tiflis Orthodox where he was expelled from in 1899. After joining a Georgian Social Democratic organization in 1898, he became active in a revolutionary underground, and he was twice sent to Siberia. As a leading Bolshevik he played an active role in the October Revolution. In 1922, he became general secretary of the Party Central Committee, a position that he held until the day of his death. Stalin also occupied other key positions, which enabled him to build up enormous personal power in the government. This is a key point in Stalin’s life where he was enormously confident about himself which led him to do things that were no acceptable in today’s standard life. After the death of Vladimir I. Lenin in 1924 Stalin became leader of the Soviet Union where he made many changes to agriculture and industry. He believed that the Soviet Union w as one hundred years behind the West and that they had to catch up as quickly as possible. This is where the idea of his "Five Year Plan," came about. The five-year plan basically got the people involved and motivated them into a modern life. From the 5-year plan, 25 million farms were produced which were only big enough to feed the families that were harvesting them. The more successful peasants were called the Kulaks. Along with the five-year plan, Stalin launched a campaign for the &q...

Teleportation Essay -- Science

Teleportation Imagine a world without traffic jams; where there would be no worries about travel schedules and above all no public appraisals from the boss for coming late to work! Time would finally be stricken off the banal list of worries. This impossible to hit pitch however, lies in a plane where platitude is not well taken. This plane is one where advanced physics and quantum mechanics form frightening webs of reason for everything that happens in that other world - where we live. At other times the alien-like scientists that inhabit these planes have abducted us to conduct all kinds of meaningless experiments on us. However, this time its different; they have, arguably, after a long gap given us, the outsiders, something to marvel at – teleportation. Teleportation is ‘Star Trek’ demystified. It is the phenomenon where a physical body disintegrates and then comes together at another preplanned position. That position, as we may already start to dream, could be a cubicle in an office, a classroom or perhaps even someone’s bedroom! Leaving the other two alone, the third one could become a problem of gigantic proportions. I mean, how would you like if a stranger appears in your bedroom when you are looking your worst, wearing that ghastly gown, and trying to entertain yourself by looking at that old wig that you wear to work everyday? If you could take some time off being embarrassed, you would probably notice that this person could also be trying to get away with that rare piece of china that you actually got from China! And going back to China doesn’t sound like a good idea does it? That however, is also an aspect of our little miracle from the ‘other’ world. All synthetic phenomena have various aspects that may only be understood by a better understanding of the phenomenon itself. Here as the research journals of I.B.M. tell us – teleportation is the name given by science fiction writers to the feat of making an object or person disintegrate in one place while a perfect replica appears somewhere else. Dr. Samuel L. Braunstein of University of New Mexico gives us something simpler – teleportation is some kind of ‘disembodied’ transport. The actual process of this transport is not easy to understand for a person from our world. And that is precisely why I must make a fool of myself trying to make you understand it. After all I get my support... ...ll not care to explain. I am not 21 yet and know nothing about drinking†¦ so beat it! This regulation must include provisions for making excuses of traffic when one wants to and also that no good looking blonde will ever be allowed to teleport. Apart from these we can trust the federal government to come up with the most irrelevant and archaic law they can. The laws would be made and the souls would be teleported and the debate will arise, but only after our little hypothesis comes true in our lifetimes. And even if it does, they would fax all the Hollywood stars, the Democrats and the billionaires before our turn comes. Not to mention how much it’d cost. In fact, let us spare a moment to calculate how much this whole human faxing will hurt the old glass jar. For this we must consider two important possibilities. One, that it will most certainly be patented. And two, whoever cares to patent this technology, which without any exaggeration can be described as the ‘goose that lays golden eggs’, would not sell it for peanuts. So there go the dreams. Even if teleportation happens tomorrow, you are not going! There is however a small ray of hope†¦ Jack had stolen the golden goose!

Accommodating Pluralism: Liberal Neutrality and Compulsory Education :: Philosophy Philosophical Papers

Accommodating Pluralism: Liberal Neutrality and Compulsory Education ABSTRACT: This paper examines the general neutrality principle of Rawls’ liberalism and then tests that principle against accommodationist intuitions and sympathies in cases concerning the non-neutral effects of a system of compulsory education on particular social groups. Various neutrality principles have long been associated with liberalism. Today I want to examine the general neutrality principle Rawls associates with his own liberalism.(1) I want to begin by getting clear on just what that principle is. Then I want to test it in the context of compulsory education. Let us begin by noting that any basic social structure faithful to liberal principles of political justice will inevitably prove nonneutral in its effects on many comprehensive doctrines and ways of life. This will be true for politically unreasonable doctrines and ways of life (militantly theocratic doctrines, or ways of life centered on violating the basic rights of others). But it may also prove true for comprehensive doctrines and ways of life more or less unopposed to most liberal political values (perhaps the doctrines or ways of life of certain traditional or anti-modern religious sects). Liberalism, Rawls tells us, cannot and should not promise neutrality of effects. But this should not count against it. Every basic social structure faithful to some conception of justice, liberal or nonliberal, will prove nonneutral in its effects on some comprehensive doctrines or ways of life. Here one might think Rawls has missed the point. For what is problematic about his liberalism, it might be argued, is that it will prove non-neutral in its effects on doctrines and ways of life permissible on its own account of political justice. But Rawls has not missed the point. Rawls’s liberalism does not rest on a commitment to the value of, nor does it require, a social world maximally diverse with respect to comprehensive doctrines or ways of life willing more or less to accept liberal principles of political justice. Of course, Rawls’s liberalism would be in serious trouble were it to lead to a social world only weakly diverse. But so long as Rawls’s liberalism permits a healthy degree of diversity, to claim that its non-neutral effect on some comprehensive doctrine or way of life is unfair is to presuppose rather than establish the correctness of some competing conception of justice. Liberalism cannot and should not promise neutrality of effects, but it can and should promise what Rawls calls neutrality of aim. Accommodating Pluralism: Liberal Neutrality and Compulsory Education :: Philosophy Philosophical Papers Accommodating Pluralism: Liberal Neutrality and Compulsory Education ABSTRACT: This paper examines the general neutrality principle of Rawls’ liberalism and then tests that principle against accommodationist intuitions and sympathies in cases concerning the non-neutral effects of a system of compulsory education on particular social groups. Various neutrality principles have long been associated with liberalism. Today I want to examine the general neutrality principle Rawls associates with his own liberalism.(1) I want to begin by getting clear on just what that principle is. Then I want to test it in the context of compulsory education. Let us begin by noting that any basic social structure faithful to liberal principles of political justice will inevitably prove nonneutral in its effects on many comprehensive doctrines and ways of life. This will be true for politically unreasonable doctrines and ways of life (militantly theocratic doctrines, or ways of life centered on violating the basic rights of others). But it may also prove true for comprehensive doctrines and ways of life more or less unopposed to most liberal political values (perhaps the doctrines or ways of life of certain traditional or anti-modern religious sects). Liberalism, Rawls tells us, cannot and should not promise neutrality of effects. But this should not count against it. Every basic social structure faithful to some conception of justice, liberal or nonliberal, will prove nonneutral in its effects on some comprehensive doctrines or ways of life. Here one might think Rawls has missed the point. For what is problematic about his liberalism, it might be argued, is that it will prove non-neutral in its effects on doctrines and ways of life permissible on its own account of political justice. But Rawls has not missed the point. Rawls’s liberalism does not rest on a commitment to the value of, nor does it require, a social world maximally diverse with respect to comprehensive doctrines or ways of life willing more or less to accept liberal principles of political justice. Of course, Rawls’s liberalism would be in serious trouble were it to lead to a social world only weakly diverse. But so long as Rawls’s liberalism permits a healthy degree of diversity, to claim that its non-neutral effect on some comprehensive doctrine or way of life is unfair is to presuppose rather than establish the correctness of some competing conception of justice. Liberalism cannot and should not promise neutrality of effects, but it can and should promise what Rawls calls neutrality of aim.

Miss Lonelyhearts

The focus of Miss Lonelyhearts begins with the American Dream and the frailty of the people whose lives have been spent trying to achieve the American Dream, only to have lost everything during the Depression.   West paints the American Dream as an illusion, one that seems unachievable, particularly after reading the many letters written to him.   The letters depress him.   Miss Lonelyhearts starts to believe that there is no true happiness, no true love in the world. He seeks out companionship as a physical release, but nothing more.   This depression leads Miss Lonelyhearts to search for something that may bring good in the world, and turns to Christ.   Through Miss Lonelyhearts, West is addressing a central dilemma facing modern man; having abandoned God, where do people turn to for answers? Turning to Christ does not seem to provide resolve for Miss Lonelyhearts, as he even feels that he and the world fail at religion.   He initially turns to Christ when his boss, Shrike, mocks him by writing a prayer that compares Miss Lonelyhearts to Christ.   Miss Lonelyhearts thinks that perhaps Christ can help him to help these people, but knows that ultimately the suffering of others will be more than he can bear. He knows that he is not Christ, although he tries desperately to emulate the Christian faith, through the sacrifice of a lamb, which doesn’t work.   Miss Lonelyhearts is trying to find order in a chaotic world.   The world exists as one in which faith should have the ability to save people, but it won’t.   Miss Lonelyhearts creates this order in a manner to deal with the chaos and depression.   Miss Lonelyhearts believes that it is this very modern world that is killing itself. Miss Lonelyhearts does not attach emotion to people or relationships.   The other people in his life are there for a purpose.   Betty represents the order that he thinks that he and the world need.   Emotion is not something that Miss Lonelyhearts displays in any way other than when he is angry.   He appears to be trying to get himself out of his current situation, but the depression of his readers suggests to him that there is no hope, only despair.   Christ could not provide a way out for him and turns instead to sex.   His admission that he does not believe in Christ appears to come from his refusal to acknowledge the sin in his own life. Even with women and during sex, it is not as though he longs for their companionship or is even excited by their presence.   It seems as though it is just another task in his day.   It is a physical release.   The people who write to Miss Lonelyhearts did not represent a world where love could exist.   Rather, they represented a world where hearts get broken and dreams vanish. Miss Lonelyhearts lets the world beat him down.   His boss is never kind or reassuring.   His coworkers mock him and remind him that he must not be a man, given the position that he works in.   Even punched in a bar, he does not retreat, but barely even notices.   He is emasculated by Mary and others, as he retreats further and further into himself and his world. When all else fails, Miss Lonelyhearts removes himself to the country in one more attempt to free himself from this suffering.   His retreat is also to nature, as nature may help the world heal itself.   His suffering is revealed in his illness in the country.   As he endures his suffering it is reminiscent of Christ.   He endures the suffering and takes on the suffering of others.   In his illness, he realizes that even leaving his job would not relieve him of this suffering, because it is now part of him.   This suffering is leaving him numb.   He even begins to feel like stone. His three day illness is representative of the death of Christ. Miss Lonelyhearts returns to the city a stronger man, ready to face his battle.   He seems resigned to accept Christ into his life, seems to know that his suffering is nearly over.   His religious experience joins him with God and makes him faithful, ready to embrace life.  Ã‚   Miss Lonelyhearts decision to embrace God and life brings him the peace he needs that frees him from the suffering of his life. The Christian faith plays a major role in Miss Lonelyhearts.   Miss Lonelyhearts displays his obsession with Christ with the picture of Christ that is hung on his walls.   He takes the disorder of the world and tries to create a cross with it.   He tries to reproduce the sacrifice of Christ by sacrificing a lamb.   Ultimately, Miss Lonelyhearts fails his mission and he feels he has failed most of his life.   His failed sacrifice of the lamb represents the failure of religion in the modern world and the failure of Miss Lonelyhearts to live up to the Christian faith.   The stone, as used by Miss Lonelyhearts to sacrifice the lamb, is a repetitive theme in the novel. Miss Lonelyhearts speaks of the relevance of stone to him when he states that man breaks stones â€Å"desperately, almost as if they know that the stones would someday break them.†Ã‚   Stones and rocks are also used to illustrate the cold nature of the world in which Miss Lonelyhearts lives.   His emotionless state is like that of a stone.   When he returns from the country, feeling like a stone, suggests that he feels stronger than he has ever felt before. Miss Lonelyhearts relationship with women is detached as is his relationship to the world.   Miss Lonelyhearts' brutal assault on Mrs. Doyle's face, â€Å"He kept hitting her until she stopped trying to hold him, then he ran out of the house.†Ã‚   Miss Lonelyhearts Christian mission is obscured by the oppression of those he tries to help.   His brutality towards Mrs. Doyle is the result of his repressed emotions and her voicing of his unspoken sexual feelings.   Mrs. Doyle had called Miss Lonelyhearts a fairy, again emasculating the man he was supposed to be. Miss Lonelyhearts is repulsed by individuals he views as grotesque, and finds himself driven toward violence in their presence.  Ã‚   His response to these individuals reveals the violence that he feels toward those that mock him or bully him.   The way in which they mock him, calling him a â€Å"leper licker,† leaves him feeling unsuitable for human kind. The manner in which female writers are discussed, as though they should be raped to teach them a lesson, combined with Miss Lonelyhearts's name, continuously remind us of his   emasculation. Miss Lonelyhearts is virtually a female writer himself, by name and his position as an advice columnist.   Miss Lonelyhearts is not treated like a male.   Even the women in his life can be cruel and overbearing.   Miss Lonelyhearts continued emasculation contributes to his anger and depression. Miss Lonelyhearts's job was considered to be a joke, an effort to laugh at the expense of   the victims of the world.   Miss Lonelyhearts considers himself to be a victim also.   He feels that he has been victimized professionally.   Because of Shrikes strong willed nature and his mockery of Miss Lonelyhearts faith, he feels that he is unable to provide any meaningful answers to the people who write to him for help.   This makes him the loneliest of all. The environment undergoes many transformations, as Miss Lonelyhearts reveals himself. Initially, Miss Lonelyhearts maintains a sterile environment, always seeking order in his world. The reveal shows a man who is struggling more than his writers would have known.   His is not a sinless world.   He was always seeking redemption from something and seeking redemption for others who suffered.   Miss Lonelyhearts is representative of the disillusionment that can be found in the American dream and the broken promises of religion, and society as a whole. The victims who write to Miss Lonelyhearts have dreams and wishes of a better life.   They have no resources to accomplish their dreams and no ability to work toward them, and their condition weakens.  Ã‚   He asserts that even their faith cannot help them, as his Christ dream could not help him.   His redemption, in the end, seems as simple as giving up as it does finding his faith. In an attempt to offer salvation to the crippling throng of humanity that writes him daily in the advice column of a big city newspaper, Miss Lonelyhearts became a self-anointed crucifixion figure, who dies tragically at the hands of someone he tried so desperately to help.   Having abandoned God, the newspaper has replaced traditional modes of seeking solace and compassion. Weighed in the balances of human suffering, the newspaper is found wanting. Religion that once provided man with some sense of security has been replaced by a hollow media.