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Cuyamaca College Usefulness of Recycling Essay

Cuyamaca College Usefulness of Recycling Essay.

I’m working on a english writing question and need support to help me understand better.

You will have 120 minutes to read the articles and write an essay on the same topic, using the articles as support. You should take a clear stance on the issue (choose a side) but also address the counter argument somewhere in your essay. Once the 120 minutes are up, you will be forced to submit the essay. Make sure your internet is working properly and you have the time to write. I will NOT accept final exams by email or any other method (no exceptions!), and you will not be allowed to restart it. That way it is fair to everyone. You will submit your essay by writing in the text box. Do not worry about formatting in MLA, but do make sure to introduce and cite your sources as you write. **You are not allowed to use any outside sources (no other articles, no Google translate, and no other people). PromptThis assignment asks you to respond to the topic both articles address with an argument of your own in an essay that is 4-6 paragraphs in length.In your argument, be sure to:Include a thesis statement identifying your position on the topic. To develop your thesis, provide clear topic sentences/sub-claims/reasons. Support your argument with evidence of and analysis from the provided texts, using correct MLA format for citations. Follow PIEIE paragraph format. Be sure to address and respond to a counter-argument in your essay.
Cuyamaca College Usefulness of Recycling Essay

Existentialism Philosophical Movements Crash Course Philosophy 16 Paper.

Part 1: Video reviewsAll reviews should be printed in 12 pitch/letter size, and 1.5 line spacing. 5pages Answer five/5 questions for the EACH film/article you revies. NUMBER ANSWERS 1 to 5, (do not write the subtitles, just the numbers). Below are the five questions you must answer in reviewing each film/article. no outside sources allowed, everything must be in your own words please. (two videos is in the link)https://www.youtube.com/watch?v=YaDvRdLMkHshttps://www.huffpost.com/entry/orca-releases-dead-calf_n_5b702ccae4b0bdd0620a05d9?guccounter=1&guce_referrer=aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&guce_referrer_sig=AQAAAGaeFJ2VchqoxK8GH-76zKaYwj63i78520L8wO2yyAj1izYlUQMB3e8X_BIchkcjd6srAUXpMOvs_VdAhaOuIhRh_fMv8RvG8N5ZIka9v10mqR0awRfF9_jAWtWqlpEtpfuAojXis-nPLOcsglbM_fbRImYaEfXypYU-1XYF78BgQuestion:1. Telling the reader what is the subject matter of the video/article and a summary of thecontent.2. Then give an account of the positive aspects of it—expressiveness, clarity of themessage, staying on the subject, usefulness, etc. Do NOT review the cinematography.This is not a course on cinema.3. Another account on the negative aspects (too confusing, central message unclear, tootechnical, too distracting, etc, but NOT the cinematography. Some documentaries arenearly 100 years old, or taken on a cell phone camera impromptu. Naturally they will beblack & white, grainy, or totally amateurish technically).4. Follow this by another account explaining how helpful the film/article is to you tobetter learn the course subject matter.5. The last section should be your personal opinion: did you like it or not and why?Part 2: Question answer NO OUTSIDE SOURCES MAY BE USEDA. “WHAT ARE THE SOURCES OF SOCIAL ETHICS?”Points to cover one by one, and itemize your answer:1. Are social ethics universal and absolute or local and relative?2. Should all social habits/customs be considered “culture” and equally respected? If not, whatcriteria should be used to dismiss any such practices and conducts?3. Is “cultural relativism” valid? To answer this, you must first describe what is culture and what aresocial habits/customs.4. Are societies capable of exhibiting the same ethics as individual can? Explain why yes or no usingethological examples of Lorenz and Sheller.
Existentialism Philosophical Movements Crash Course Philosophy 16 Paper

Table of Contents Description of the Piece of Art Review of the Features in the Art Form Meaning Derived from the Art Work Works Cited Description of the Piece of Art The J. Paul Getty Museum based in Los Angeles houses various works of art that range from paintings, drawings, sculptures, and European, American photographic works. The museum also has artworks from ancient Greece, Rome, and Etruria among other artistic works. One of these works includes an Etruscan Terracotta fragmentary roof ornament that has an image of Medusa that was created in 550-500 B.C. This piece of work is available in the museum’s Getty Villa that is located in the Malibu area of Los Angeles. This art piece is depicted by a monstrous gorgon form that makes it be classified as a fragmentary antefix. “An antefix is defined as a roof tile that runs along the eaves of a building that ended up to be a decorated element of art” (Getty par. 1). The Gorgon in the art sculpture was meant to ward off any evil presence in the building where it was placed. The diagram below represents an image of the fragmentary roof ornament in the J. Paul Getty Museum (Source: Getty par. 1) Review of the Features in the Art Form The artist of the fragmentary roof is unknown, but his depiction of Medusa’s beard, bulging eyes, fangs, and her protruding tongue was meant to depict her scary appearance from the famous Greek mythologies. The artist has also used two shades of red paint to enliven Medusa as monster where the different shades of paint and the bright colors help to increase the visible features of the monster for those who are viewing the ornament from below. Get your 100% original paper on any topic done in as little as 3 hours Learn More In the original piece of the art form, the gorgon head was framed by a shell that is now mostly broken, but artistic scholars have been able to determine when and where this piece of artwork was created through an analysis of the shell. According to scholars, the shell framing was a major element of Campanian creations which began around 550 BC (Getty par.2). Many of the Greek ideas incorporated into the ornament were adopted from native artists who existed in Italy during the same period some of whom included Etruscan artists based in the northern parts of Italy and the Greeks based in the south. Artistic scholars have been able to trace the shell to date back to 550 to 500 BC because of the short flat shape that is found in the grooves of the shell. The Gorgon of Medusa depicts the amazing fruition of Medusa from her early archaic depictions of a beautiful woman to her later depiction of a monster in the 4th-century art forms. Over many centuries, the Gorgon of Medusa is transformed from that of a beautiful woman to that of a hideous monster in various art forms such as the fragmented ornamental roof (Serfontein 37). Meaning Derived from the Art Work This piece of work falls under the classical pieces of artwork done by ancient artists where the artist visualizes Medusa as a transitional creature because the ornament does not include the snakes on her head. We will write a custom Essay on Western Art’s History – The J. Paul Getty Museum specifically for you! Get your first paper with 15% OFF Learn More The fragmented ornament has included her grimacing mouth that has been portrayed in different shades of red, her protruding tongue, and her animal-like nose that all demonstrate features of transformational art. Medusa’s moon shape has been maintained which is evidenced by the rounded contour of the shaped face in the fragmented ornament. This was a major characteristic of many of the artists who used Medusa’s form in the mid-fifth century, and that demonstrates that this piece of art was created in the period of 550 to 500 B.C. This piece of art is also classified to be from the mid-fifth century because of the artist’s mastery of perspective as the ornament occupies a three-dimensional space on the roof. According to Chiaro (53) in his description of the piece of art, the captivating head of Medusa was carefully carved into the stuff of the roof ornament that was made of porous volcanic stone, which was common in various parts of Etruria. Chiaro further notes that Medusa’s face has been sculpted by the unknown artist to be fleshy and wide with a broad nose and deep set eyes as well as a full and slightly parted mouth with red lips. These were all common features of Hellenistic features that many Etruscan used in their art forms during the mid-fifth century BC (Chiaro 53). The fragmented ornament was designed in a way that was meant to represent the three-dimensional frontal protruding heads that were a common feature of many Etruscan arched hallways and gateways during the fifth century. Not sure if you can write a paper on Western Art’s History – The J. Paul Getty Museum by yourself? We can help you for only $16.05 $11/page Learn More The formal elements of the artwork are meant to represent the transformational image of Medusa as a monster and also as a woman. This fragmented piece of work as mentioned in the beginning was believed by scholars to be designed by the artist to ward off any evil spirits that might exist within the building were this ornament would be placed. The use of bright colors such as red was meant to depict Medusa’s head like a monster and also as a woman going through a transformational change. Works Cited Chiaro, Mario D. A monumental Etruscan Medusa Head. The J. Paul Getty Museum Journal, 9, 53-58, 1981. Getty. Fragmentary roof ornament with Medusa. Web. Serfontein, Susan M. Medusa: from beast to beauty in archaic and classical illustrations from Greece and South Italy. New York: Hunter College, 1991.
Take some time to observe your local environment, noting the types of species you see. This may include animals, insects, and plants… both wild and introduced. Do not overlook organisms because they a. This may include animals, insects, and plants… both wild and introduced. Do not overlook organisms because they are common—they are part of your local environment, too. What about grasses in yards? Trees? Even extremely urbanized environments support life—do you see ants? Pigeons? Supplement your own observations with online research using credible sources; you might also visit a local nature center or park to view exhibits or talk with an educator or ranger there. Describe the impact human development has had on biodiversity in your area and consider the following: What are some examples of prevalent species in your area? Do they normally occur here or were they introduced? What is their interaction with humans? What types of species would naturally occur in your region? Are many of them still around? APA Format  300-500 words  Take some time to observe your local environment, noting the types of species you see. This may include animals, insects, and plants… both wild and introduced. Do not overlook organisms because they a

ACT College Should the Constitution be Fundamentally Changed Discussion

ACT College Should the Constitution be Fundamentally Changed Discussion.

In The Enduring Debate,
“Debating the Issues: Should the Constitution be Fundamentally Changed”
(pp. 65-85) arguments are made in favor of and against amending the
Constitution. Which author(s) argues against amending the Constitution
and what are his/her/their strongest arguments? Which author(s) argues
in favor of amending the Constitution and what are his/her/their
strongest arguments? If you could amend one part of the Constitution
(either taking something away or adding something to it) what would it
be? Why? Note:
please note, amending the Constitution doesn’t change what has
historically happened in the US so please do not attempt to amend early
parts of the Constitution that dealt with slavery or women’s rights-
those have already been amended.The following guidelines apply to all essay assignments: Each short essay must be at least one page long
(12 point font, Times New Roman, double spaced) not counting headings
or citations. In other words, the text of your paper must be one page in
length. Superfluous wording or off topic wording will not be counted toward your page total.
Essays will be graded according to the quality of the response (is it
on topic, well researched, well written). Students will be marked down
for typographical/spelling/grammatical errors. Students should cite
their research in APA format (see FAQ sheet for more information).
Students may not collaborate on essay assignments- each assignment is to
be completed by the student, this includes sharing research
information. Please also see the honor code and statement about
plagiarism in this syllabus.
ACT College Should the Constitution be Fundamentally Changed Discussion

Need psychology help with A description of imagery and cognitive mapping and their common applications

assignment helper Need psychology help with A description of imagery and cognitive mapping and their common applications.

Imagery and cognitive mapping originally focused on visual and spatial relations. Reading the literature prior to the discovery of the mirror neuron system by Giacomo Rizzolatti and his colleagues, one can see that many researchers observed phenomena in humans that implied the existence of mirror neurons. Keeping in mind characteristics of mirror neurons, this assignment will ask you to consider the application of imagery and cognitive mapping as tools to enhance transfer of information from short-term to long-term memory.Use the following information to ensure successful completion of the assignment:Include two scholarly resources other than those in the assigned readings with appropriate references and in-text citations.Prepare this assignment according to the APA guidelines An abstract is not required.Write a paper of 1,000-1,250 words that addresses the application of imagery and cognitive mapping as tools to enhance transfer of information from short-term to long-term memory. Include the following A description of imagery and cognitive mapping and their common applicationsA statement of how imagery and cognitive mapping might be applied to the improvement of long-term memoryA statement regarding the role of mirror neurons with regard to imagery, cognitive mapping, and information transfer
Need psychology help with A description of imagery and cognitive mapping and their common applications

CSU General Psychology Resident at The Local Jail Case Study

CSU General Psychology Resident at The Local Jail Case Study.

Throughout this unit, you have learned about various research methods that are used by psychologists. For this assignment, you must choose three of the six scenarios listed below.

Elena is a psychologist interested in understanding the impact of a sense of control on stress in humans. She brings in students from around campus and gives them a number of choices (increasing sense of control) before exposing them to a very difficult math test. She brings in another group of students and does not give them any choices before giving them the math test. She uses the scores earned by the two groups to see if those students given choices before the test do better than the students who did not get choices.
Maxim is working with Joaquin in a counseling situation. Joaquin is a resident of the local jail, having been found stealing pastries from a bake shop. When caught, Joaquin claimed that the devil told him to do it and that he had done far worse things in the past. Maxim visits with him and makes notes about what he learns about Joaquin each time they are together.
Glynnis is interested in understanding how people handle confrontation. She hangs out in a store near the customer service counter unobtrusively watching the agents at the desk. She records if they respond with passive aggressiveness, kindness, or anger.
Gigi is a student in the marketing department. She wants to understand more about what attracts people to certain products. She creates a document with pictures of cereal boxes and asks people to rate which box they would be most attracted to when searching for a cereal. She then gathers information about their age, income, profession, and gender.
Breck is interested in studying personal space and relationships. He gathers a number of students who are strangers, acquaintances, close friends, or in romantic relationships. He brings them into a classroom and asks them to begin a conversation with each other. He records the distance between the individuals having the conversation.
Lucretia works at a children’s hospital. Her responsibility is to ask children who are coming to the hospital for the first time to respond to a number of questionnaires that may help determine their anxiety, depression, and pain levels.

After choosing three of the above scenarios, answer the following questions for each of your three scenarios.

Which research method was used (case history, survey, naturalistic observation, psychological tests, laboratory observation, or experiment)?
Identify the information in the scenario that supports your reasoning.
What ethical guidelines would need to be followed to conduct this study?
Which basic ideas behind early approaches in psychology most closely align with this method?

CSU General Psychology Resident at The Local Jail Case Study

The Betrayal Of Childhood Innocence

In this novel, I feel that one of the major themes is the loss of innocence and Leo is the character to whom the loss and betrayal of innocence, especially childhood innocence is referred to. I feel that “innocence” should be defines as the state of being sinless or unacquainted with evil and “betrayal” as the act of breeching trust and disclosing information to seduce. This I feel is Marian’s main objective in the novel and to someone extent she succeeds. The novel is set as a first person narrative which means that Leo’s thoughts and feelings are the main contribution to the novel. I feel that the Prologue and Epilogue at the beginning and end of the main story are very important in setting the novel and helping me (the reader) in understanding where Leo’s memories and thoughts come from. Also the reader of the novel finds themselves reading references to Leo’s letters and diary which also help the reader relive the events and happenings of that summer at Brandham Hall. I, myself, as the reader, also see that Hartley has incorporated comments by the 1952 Leo in the main 1900 narrative. Also, the narration particularly serves Hartley’s interest in the child’s imagination, making me (the reader) live in the child’s mind for the most part, and revealing to us both the child’s vision of the world and his imaginative life. The main character in the novel, Leo Colston, is a 12/13 year old boy who has many insecurities. He is also a very sensitive and introverted character- he is “like (his) mother, sometimes up and sometimes down”. Leo’s sensitivity is extensive and widespread, for example, he feels for Lord Trimingham and attempts to lessen the setback when Marian is unkind to him. Also, he is distressed to see Ted Burgess agonising in relation to his affections for Marian when he calls upon him for the last time. Leo’s incomprehension is also a characteristic trait of the child’s mind, and this therefore contributes to the characterisation. In Chapter 20, page 207, Leo offers a suggestion: “I didn’t know what to make of this, was she saying she was sorry, as Ted had”, and then has to resort to guessing, but from a retrospective view of the episode: “Afterwards I guessed why she said Ted was silly…But it didn’t occur to me then, and I said, with unconscious cruelty” (Chapter 20, page 211). I feel that this part of the character that is Leo Colston is made good to a certain extent by the remarks and justifications of the narrator, but which constitutes a means of indirect characterisation. Throughout the Go- Between, it often happens that Leo narrates facts without understanding their real significance, particularly the undertones in a conversation. Another part of Leo’s character is seen, when he is upset. This occurs when he learns that the messages he has been transporting are love letters, and he is desolated at the thought that Marian has not lived up to his idyllic version of her. On the other hand, he identifies the power of the desirability between Marian and Ted, and persists to love her, pouring out his soul for her in song when she accompanies him on the piano at the concert. Leo also finds himself intensely enthused when he finds Marian weeping over her hopeless love for Ted, even after he has become certain that she cannot be dependable. In spite of this, it is Leo’s very sensitivity that incites the brutal climax to the novel. The greater part of this novel is set in 1900 (around the time in which the Boer War was being fought), with the framework of the Prologue and the Epilogue set in 1952. For the purposes of this novel the date had to be 1900. In his Brandham Hall there is no telephone, and people have to converse by letter- which explains for the way in which Ted and Marian implicate Leo in their love affair, as a message. Hartley has taken enormous care over detail in The Go- Between. He has many allusions to which modern trials and tribulations are always precise. The year 1900 was one of the hottest summers on documentation and historical record which also combines to the “hot” sexual friction at the beginning of the novel. This also show that he has thought about the schedule and sexual nature of the novel and related them together without many people noticing and to me, this points towards the correct formulation to create a timeless novel. The Go- Between shows a young boy thrown from the uncomplicated world of school- boys into an adult world of refined relationships and undercurrents of passion and evil, of which he increasingly becomes aware. Hartley makes Leo a boy who attains his thirteenth birthday in the course of his stay with the Maudsley’s at Brandham Hall and this is a vital element within the context of the novel. He is just entering puberty, yet still has within himself much of the young child. Early on in the novel, I found out that Leo cannot identify himself with the lion. This lion being his birth sign, “because of late I has lost the faculty which, like other children, I had once revelled in, of pretending that I was an animal…! was between twelve and thirteen, and I wanted to think of myself as a man” (Prologue, pg 10). However, when he arrives at Brandham Hall he has previously been told by Marcus that Marian is exceptionally attractive before he is able to appreciate this for himself. Increasingly, Leo’s feelings for Marian, I feel, become clear to the reader and, to some degree, to Leo himself. In Chapter 21 (pg 240-1), Leo’s destruction of the ambiguous belladonna or nightshade plant- which comes to symbolise both the ambiguous Marian and the hazy mystery of sex in its splendour and deadliness- epitomises the complete experience which he undergoes at Brandham Hall: hiss innocence, his unknowing but spellbound involvement in sexual intrigue, his terror and the unimagined destruction it wreaks, the living death and burial he brings upon himself. Leo decides not to tell Mrs Maudsley about the presence of the poisonous plant in the outhouse since he could not bear the idea of its “lusty limbs withering on a rubbish heap or crackling in a fire: all that beauty being destroyed” (pg 38). Another point I would like to make is that Hartley expresses the capacity of the natural to cross over into the social and vice- versa in the deadly nightshade. The nightshade is bursting with vegetable life, but is also given strong human female attributions which excite and disturb Leo. The language used here connects the plant with Marian and with Leo’s unconscious desire to possess her. However, I feel that this can be interpreted differently by anyone who reads the novel. The three way relationship between Leo, Marian and Ted that is present throughout the novel is symbolic and linked to Leo’s childhood innocence in many different ways. Leo is symbolically connected with Ted in many ways: in particular when he defeats him by catching him in the cricket match; and when he outdoes him at the concert. Leo is very aware of the fact that eh has overcome Ted on both occasions, but he does not realise that he is indirectly to be the cause of Ted’s death. Hartley takes care to discuss “the natural” in the course of the novel. At the end of chapter nine Leo discovers from Marian’s unsealed note that she and Ted are indulging in the stupid adult practice of “spooning”, and in Chapter ten opens, “Not Adam and Eve after eating the apple could have been more upset than I was.” What follows is a chapter which explores our “natural” state as fallen beings subject to animal instincts, and it is appropriately set in Ted’s farmyard. Leo’s preliminary disgust at his discovery is gradually modified. As he continues his walk to the farm he begins to feel some compassion for Marian: “Whether I realised the helplessness of Nature to contend with Nature I don’t know; but my heart…softened. However, perhaps the most apparent symbol used in association with Leo is his green suit. As soon as he puts it on it gives him the freedom to become a different person: he recognises that it releases the “real” Leo. Although he is deeply offended by Marcus’ disclosure that Marian chose the suit because green is the suitable colour for him- signifying that he is inexperienced and naive – he recognises that the green suit frees his imagination to go roving as Robin Hood in the green wood with his Maid Marian. There is the shocking irony in the fact that it is Marian’s behaviour that is to disfigure life for Leo for over fifty years, triggering him to put on one side of the world and take up the study of facts. When Leo first witnesses Ted at the river in Chapter 4 he flees “almost in fear before that powerful body, which spoke to me of something I did not know” (pg 56), and examining Ted’s limbs he asks himself, “What can they do…to be conscious of themselves?” (pg 57). On the visits to Ted’s farm Leo’s sexual innocence is evident, in spite of the fact that Ted calls him a big boy for his age, and he pleads with Ted to tell him the facts about “spooning”. He is fobbed off until the occasion of his last visit to Ted when he goes to say good- bye to him (Chapter 19). Then Ted says he will keep his word, and tell him; but Leo loftily declines (pg 216). Ted demonstrates anxiety in case people tell Leo the facts of life in the wrong way, and in retrospect his words contain a terrible irony. Leo’s sexual innocence is confused when he sees Marian and Ted- two of the people who mean most to him- in a gross clinch on the floor of the outhouse. These two have taken away his innocence in other ways, by making him, as the transporter of their form of communication, part of an intrigue against the Maudsley’s and Lord Trimingham. Now Leo is sexually initiated in a way that is to blight him forever. In this one episode Hartley combines sexual initiation with a loss of innocence. The fact that Leo has been sent to Brandham in such an innocent state is an implicit condemnation of both his schooling and his rearing. There is much irony underlying the magnetism Marian brings upon Leo: throughout the novel he is portrayed as an innocent, yet it is through Marian that he is sexually initiated, in a way that causes him to steer clear of experience in these matters. The novel uses narrative devices which I feel, often gives a taste of irony when it is only a question of linguistic unawareness: therefore when Leo wonders what is meant to be a Shylock, or supposes that “to be in the family way” is “to get in somebody’s way”. However Leo’s lack of understanding or misunderstanding is often of importance in the development of the plot: for example, the fact that he associates the phrase “lady killer” with his idea of Ted constituting a danger for Lord Trimingham, or the fact that he interprets the overheard sentence “they say he’s got a woman up this way” as referring to the daily woman, are influential in his understanding of the circumstances and his consequent behaviour. In an Epilogue the reader sees the concluding comprehension of, perhaps a slight lifting of the blight, brought about by the reading of the diary. In between, there is the summer itself: mainly the love between Marian Maudsley, of Brandham Hall in Norfolk, and Ted Burgess, the occupant of the nearby “Black Farm”. As the reader, I see this story through the eyes of the too- innocent, young Leo Colston as seen now through the eyes of his resentful existing identity. In fact, the book is the expansion of a quarrel in the Prologue (pgs 20- 21) between the 12 year old Leo and the 65 year old Leo over subject matter of the diary, the meaning of that summer and love affair, the significance of love and life in general. Looking through the two pairs of eyes (actually the same pair just fifty years apart) so contrasting in their perspective, still so similar in the radicalism and romanticism at the origin of their judgements, we are able to se sinners and sinned- against with much more sympathy and understanding than either; able, too, to understand more of the human mixture that has gone into the making of “this hideous century we live in” (pg. 279). The aging, dried up, lonely Leo struggles to bring himself to life again with “a last flicker of the instinct for self- preservation” by reading his diary, “facing… the scene, the people, and the experience” (pg. 21) which had crushed him. At the end, after reading and thinking it through, after seeing Marian again, after seeing and hearing the after math of the tragedy, suddenly he sees spring into view “the south- west prospect of the Hall, long hidden from my memory (pg. 281). It is a symbol of the attaining of a true vision which has all along been lacking. At last I can see the thing whole; the house of which he could previously remember only “the hinder parts… higgledy-piggledy and rambling…not well light ed” (pg.33); the love- affair which had seemed so evil and damaging, but had also, predictably, something in it of the good and beautiful; his own romanticism and sightlessness and that of his century , living on traditions of beauty and self-discipline and forgetting to acknowledge the passion and violence and evil in human nature ; love itself the central secret- not limited to sexual passion (though including it) but reaching out with compassion to embrace all one’s fellow sinners and sufferers in the human tragicomedy. The Go- Between is notable for the variety of language it contains. Hartley’s vocabulary is that of a well- schooled associate of the middle class, and even when proceedings take a aggressive turn his method of describing them does not require him to stoop to brutal language. The tone is calm and controlled even when the events concerned are passionate and overriding. I would expect the language of the elderly Leo to be restrained, but it is interesting to see the various types of language linked with his younger self. Early in the novel I learnt that he wants the entries in his diary to “reach a high standard of literary attainment”, and it is his pretentious use of the word “vanquished” that leads to the “spell” that seems to cause the downfall of his enemies, Jenkins and Strode. When Leo arrives at Brandham Hall, he is given example of other types of language he has at his demand. Leo finds that he is able to communicate with adults such as Lord Trimingham and Ted, but his childish lack of understanding is regularly referred to in the novel. This further shows and develops the concept of Leo’s childhood innocence throughout the novel. In conclusion, I feel that Leo’s loss of innocence destroyed his life for the next fifty years. He blames himself for the betrayal of everyone at Brandham Hal and fails to see that the adults back at the Hall had exploited him. However, the visit to Marian in the Epilogue helps to redeem Leo and therefore he realises that he has a stronger grasp of reality than Marian, who has deceived herself for years, yet he is moved by her insistence that “there’s no spell or curse except an unloving heart”, even though he claims to be a “foreigner in the world of the emotions”. The Go-Between is a book and an experience which can immeasurably increase one’s penetration into, one’s love for and acceptance of life, one’s “tolerance for ambiguity” in people and events- that primary attribute, according to some social scientists of true maturity. Leo seems just possible on the verge of attaining some such maturity, at sixty- five, as I close the book, and Hartley’s art is such that the reader can understand the preciousness and rarity of the achievement, even at such an age. Finally, having seen and examined all the evidence that the novel has to show, I believe in and accept the title statement- “The betrayal of childhood innocence” is true and is one of the main features throughout the novel- The Go- Between. Words= 2,701