Poland

Poland ‚Â · Poland is the 6th most populous and the 6th largest of the European Union's 27 member states. Most of the country is flat, with an average elevation of 173 meters.‚Â · 90% of Poles have completed at least secondary education, the highest score in the EU, along with the Czechs, Slovaks, and Slovenes.‚Â · Polish people marry the youngest within the European Union (24 years old for women and 26.5 years old for men in average).‚Â · According to a 2007 UNICEF report on child well-being in rich countries, Poland is the second best of the 25 OECD countries surveyed in terms of "behaviours and risks" (healthy lifestyle, lack of violence), and third best for educational well-being. The same reports also finds that Poland has the lowest pecentage overweight young people (7.1%) and the lowest percentage of teenagers under 15 who had had sexual intercourse (15.1%). However, Poland also had the highest number of young people aspiring to low skilled work (17.1%).English: F lags of Poland and the EU‚Â · Polish people have the largest households in the European Union.‚Â · Poland is the poorest country in the EU after Bulgaria and Romania in terms of GDP per capita at PPP.‚Â · Poles have won a total of 17 Nobel prizes (more than Japan, China, India or Australia), including four Peace Prizes, and five in Literature.‚Â · The highest mountain in Australia, Mount Kosciuszko, was named after general Tadeusz Kosciuszko (1746-1817), who fought against the Russian Empire, as well as in the American Revolutionary War.‚Â · In ancient times, what is now Poland was inhabited by a multitude of ethnic groups, including various Celtic, Slavic (in the centre and south-east), Baltic (in the north-east) and Germanic (in the west and south-west) tribes.‚Â · The country's first historically documented ruler was Mieszko I (c. 935-992), Duke...

Biography of French Pirate François L’Olonnais

Biography of French Pirate Franà §ois L’Olonnais Franà §ois L’Olonnais (1635-1668) was a French buccaneer, pirate, and privateer who attacked ships and towns – mostly Spanish – in the 1660s. His hatred for the Spanish was legendary and he was known as a particularly bloodthirsty and ruthless pirate. His savage life came to a savage end: he was killed and reportedly eaten by cannibals somewhere in the Gulf of Darien. Franà §ois L’Olonnais, Buccaneer Francois LOlonnais was born in France sometime around 1635 in the seaside town of Les Sables-dOlonne (the Sands of Ollone). As a young man, he was taken to the Caribbean as an indentured servant. After having served his indenture, he made his way to the wilds of the island of Hispaniola, where he joined the famous buccaneers. These rough men hunted wild game in the jungles and cooked it over a special fire called a boucan (hence the name boucaniers, or buccaneers). They made a rough living by selling the meat, but they were also not above the occasional act of piracy. Young Franà §ois fit right in: he had found his home. A Cruel Privateer France and Spain fought frequently during L’Olonnais’ lifetime, most notably the 1667-1668 War of Devolution. The French Governor of Tortuga outfitted some privateering missions to attack Spanish ships and towns. Franà §ois was among the vicious buccaneers hired for these attacks, and he soon proved himself an able seaman and fierce fighter. After two or three expeditions, the Governor of Tortuga gave him his own ship. L’Olonnais, now a captain, continued attacking Spanish shipping and acquired a reputation for cruelty so great that the Spanish often preferred to die fighting than to suffer torture as one of his captives. A Close Escape L’Olonnais may have been cruel, but he was also clever. Sometime in 1667, his ship was destroyed off the western coast of the Yucatan. Although he and his men survived, the Spanish discovered them and massacred most of them. L’Olonnais rolled in blood and sand and lay still among the dead until the Spanish left. He then disguised himself as a Spaniard and made his way to Campeche, where the Spanish were celebrating the death of the hated L’Olonnais. He persuaded a handful of slaves to help him escape: together they made their way to Tortuga. L’Olonnais was able to get some men and two small ships there: he was back in business. The Maracaibo Raid The incident fanned LOlonnais hatred of the Spanish into a blaze. He sailed to Cuba, hoping to sack the town of Cayos: the Governor of Havana heard he was coming and sent a ten-gun warship to defeat him. Instead, LOlonnais and his men caught the warship unawares and captured it. He massacred the crew, leaving alive only one man to carry a message back to the Governor: no quarter for any Spaniards LOlonnais encountered. He returned to Tortuga and in September of 1667 he took a small fleet of 8 ships and attacked the Spanish towns around Lake Maracaibo. He tortured the prisoners to make them tell him where they had hidden their treasure. The raid was a huge score for LOlonnais, who was able to split some 260,000 Pieces-of-eight among his men. Soon, it was all spent in the taverns and whorehouses of Port Royal and Tortuga. L’Olonnais’ Final Raid In early 1668, L’Olonnais was ready to return to the Spanish Main. He rounded up some 700 fearsome buccaneers and set sail. They plundered along the Central American coast and even marched inland to sack San Pedro in present-day Honduras. In spite of his ruthless questioning of prisoners – on one instance he ripped out a captive’s heart and gnawed on it – the raid was a failure. He captured a Spanish galleon off of Trujillo, but there was not much loot. His fellow captains decided the venture was a bust and left him alone with his own ship and men, of which there were about 400. They sailed south but were shipwrecked off of Punta Mono. The Death of Franà §ois L’Olonnais L’Olonnais and his men were tough buccaneers, but once shipwrecked they were battled constantly by the Spanish and the local natives. The number of survivors dwindled steadily. L’Olonnais attempted an attack on the Spanish up the San Juan River, but they were repulsed. L’Olonnais took a handful of survivors with him and set sail on a small raft they had built, heading south. Somewhere in the Gulf of Darien these men were attacked by natives. Only one man survived: according to him, L’Olonnais was captured, hacked to pieces, cooked over a fire and eaten. Legacy of Franà §ois L’Olonnais LOlonnais was very well known in his time, and greatly feared by the Spanish, who understandably loathed him. He would probably be better known today if he had not been closely followed in history by Henry Morgan, Greatest of the Privateers, who was, if anything, even harder on the Spanish. Morgan would, in fact, take a page from LOlonnais book in 1668 when he raided the still-recovering Lake Maracaibo. One other difference: whereas Morgan was beloved by the English who saw him as a hero (he was even knighted), Franà §ois LOlonnais was never greatly revered in his native France. LOlonnais serves as a reminder of the reality of piracy: unlike what the movies show, he was no noble prince looking to clear his good name, but a sadistic monster who thought nothing of mass murder if it gained him an ounce of gold. Most real pirates were more like LOlonnais, who found that being a good sailor and charismatic leader with a vicious streak could get him far in the world of piracy. Sources: Exquemalin, Alexandre. The Buccaneers of America. Online edition from the Harvard University Library.Konstam, Angus. The World Atlas of Pirates. Guilford: the Lyons Press, 2009

Explain the advanatages and disadvantages to an organization using Essay

Explain the advanatages and disadvantages to an organization using computer based training versus lecture training - Essay Example The communication technology provides a highly innovative approach to training as opposed to the traditional methodology which is fast becoming obsolete. Hence, in the changing environment of business imperatives, the organizations are opting for training their employees and staff in the emerging new skills to meet the challenges of the time. According to a recent study, ‘the task of finding, retaining, developing, and deploying a skilled workforce to meet an organization’s objectives is the number one obstacle to revenue growth’ (Julian, 2001). They have realized the importance of such programs, especially in the light of rapid globalization which has made business more competitive and complex, with regard to transforming socio-economic paradigms and multi-cultural values. According to a study by Sugrue & Kim, ‘more than half of technology based courses in 2003 were delivered online’(Sugrue & Kim, 2004). Another survey reports that ‘the majority of learning executives anticipated increasing use of online platforms to deliver higher education to their employees’ (Trierweller & Rivera, 200 5). To have a cost effective training programs, the organizations need to be aware of the advantages and disadvantages of using computer based training versus traditional classroom based lecture training. We would be carrying an in-depth study into the two models of training programs. The process of globalization has changed the dynamics of the business world. Change has become essential for development and organizations tend to adapt to the constantly evolving business environment through appropriate training and learning modules that promote better understanding among the employees for easy changeover. â€Å"Organizations must change because their environments change† (Bateman, 1990). They implement necessary changes in the organization to not only survive but

Case study for subject (Strategic Leadership in Criminal Justice Essay

Case study for subject (Strategic Leadership in Criminal Justice 7038CCJ ) - Essay Example Kathy is required to resort to an apt leadership strategy that will ameliorate the concerns and distress of the personnel in one’s team and will lead to the requisite levels of work performance. The key issue is that Kathy’s organization is opting for a change, which it believes will lead to better work performance, efficiency and effectiveness. Managing organizational change is one of the most difficulties things to do, as the resistance to change ensues from varied sections of an organization (Joyce, 2000, p. 3). Those personnel who are most likely to be impacted by change could positively be expected to register maximum resistance, which is either intended, or happens inadvertently (Randall, 2004, p. 16). The employees in Kathy’s team are resisting the change and Kathy is required to resort to an apt leadership strategy to manage this problem (Barganza, 2001, p. 119). The personnel could be resisting change owing to a variety of reasons like: It goes without saying that the apprehensions of the personnel in Kathy’s team are to a great extent valid and justified. Hence, Kathy ought to resort to an appropriate leadership approach to ameliorate the identifiable and genuine concerns of the employees. As Kathy is the team leader, it goes without saying that he enjoys a degree of rapport with one’s team members. Hence, in the given dilemma, Kathy ought to establish herself as a transformational leader to assure a smooth management of change in the organization. Transformational leadership is an approach towards leadership which enables the team leaders to help team members rise to higher levels of moral and effectiveness. It allows the team leaders to help wrought out a positive and desirable change in the personnel following them. It is an approach towards leadership wherein the team leader exploits one’s vision and integrity to secure the commitment and sincerity of the team members in the intended change process (Rickards, 2005, p.

Violent video games Essay Example for Free

Violent video games Essay Video violence is a major problem in our society. When people are exposed to the violent world of video games, their perceptions of reality are changed from a world with consequence, to a world where consequence does not matter. USA Today Magazine states, that video violence is a major component in the desensitization of mankind (Video violence desensitizes the brain, 2006). Exposing children to the repetitive violence in video games serves as a conditioning for violent behavior. Whether or not the allies of video violence believe that exposure to violent games does not cause a more violent society, teach motor skills and develop excellent problem-solving skills (White, 2004), without looking at the consequences of these games, our society is at risk for increased acts of violence. The history of video games It was not so long ago that the video game industry was not the billion dollar monster that it is today. The history of video games runs parallel with the development of computers and traces the advancements not only of technology, but also in the social and economical patterns of the United States over the last four decades. The first video game was patented in 1948, by Thomas T. Goldsmith. The game used eight vacuum tubes to simulate a missile firing at a target, controlled by four knobs. By the 1970s arcade machines and handhelds were added to already existing computer systems. This was known as The Golden Age of Arcade Games. Atari was founded in 1972. Pong, the first successful arcade game, consisted of hitting a ball across a simulated tennis net. Pong sold 19,000 units the first year it was released. The evolution of games progressed, bringing more realistic graphics that appeared to be life-like. The figures in the games movements seem like that of a human being. The three dimensional graphics created a simulated world much like that of today. In the games of today, Eakes (2004) states players actively participate in the simulated murder of police officers, women, minorities and innocent bystanders. The acts graphically depicted and include victims being shot, beaten to death, decapitated, burned alive, and urinated on. These games also present favorable depictions of prostitution, racism, misogyny and drug use (Eakes, 2007). The days of simply hitting a tiny ball back and forth, where the only goal was to avoiding missing, are long gone. Research in the world of Violent Video Games. Video game violence effects the brain, not only by making murder or robbery seem acceptable, but as stated in, USA Today, also by effecting the regions in the brain that are involved with recognizing, remembering, rehearsing or activating aggressive behavior (Video violence desensitizes the brain, 2006). By repeatedly playing these games, the participant has lower-levels of empathy. The brain stores everything, including the visions that are seen in some of the games. Some of the more violent games are conditioning the brain over and over with angry, vengeful images that encourage negative even prejudicial thoughts. A game on the market at this time is called Manhunt in which the player has to murder or beat the opponent to death. There is no consequence for the winner, only points and positive feedback. Until recently, violent video game research has mostly comprised of studies revolving around participants playing violent video games and then measuring the participants responses when the participant is placed in different real world situations. The new studies now include the use of highly sensitive diagnostic equipment such as MRI to measure actual responses in the brain. These studies are much harder to refute. A recent study now has found that exposure to video game violence results in diminished responses mentally to real life violence or death (Phillips, 2005). Participants brain waves were measured while playing violent videos using an EEG (electroencephalogram). The participants showed a desensitized view when shown violent or negative images. But when the players were subsequently given the opportunity to punish a fake opponent in another game, those with the greatest reduction in P300 brain responses meted out the most severe punishments (Phillips, 2005, para.7). Eakes,(2004) states the studies on the effects of violent video games, has long been a source of great debate. There has been over 3,500 research studies done examining the correlation between violence and violent behavior. All but 18 of the studies have shown that the more violence one sees, the more likely one is to be violent (Eakes, 2007, para. 5). This is particularly true because the violence in video games is so realistic and portrayed without pain and suffering. Defenders of Video Violence. The violence in video games today is not seen as a problem for some people, especially those in the gaming industry and adolescents. Even though there are exceptional amounts of research that supports the conclusion that violent video games cause aggression, their continued denial of these facts are due to one thing, money. There is billions of dollars at stake in the sales of video games and video game systems. To admit that video games do cause violence, could potentially cost the industry dearly. The arguments used by defenders of video violence are that these types of games are a meaningful form of expression. The defenders believe that video games teach motor skills and help children and young adults to solve problems. Having also been criticized for being a factor in the epidemic of childhood obesity, the defenders argue that playing games are highly social. The proponents assert that a child, who would respond to real life violence the same way he or she would respond to video violence, is emotionally disturbed already (Jenkins, 2004). The military has been using video imagery for decades to train soldiers in the act of war. The soldiers skill in shooting improves as well as the actual response to violence. Just as simulators help train players for real-world tasks, violent video games coax players into actual aggression and antagonistic attitudes (Walsh, 2005, para. 38). With repeated participation in violent video games, players improve not only their violent techniques, but their mental attitudes as well. On the Armys recruiting website, there is a video game called, Americas Army. The game is available to anyone who logs on and is free. The game cost the military six million dollars to develop, and not only serves a recruiting technique, but also as a way to teach players how to actually fire a M16 rifle, throw grenades, and learn weapons identification. The game trains in various weaponry and teaches the player where to hit the intended victim to cause the most severe outcome. Effect of Violent Video Games Video games have become a training ground for learning how to shoot and murder. Many of these games reward the player for hitting the victim in the most deadly of places. In the world of interactive video games, players play games that are endless. They play with people who are trying to kill them. Sometimes, when confronted with real life problems of violence a child or young adult, will not seek out adult advice due to the thinking that they can handle on the problem on their own as in the video game. Children who view repeated violence are more apt to accept violence as a way to settle conflicts. On April 20, 1999, two heavily armed boys walked into their high school in Littleton, Colorado, and shot 12 of their classmates and a teacher to death. Then they killed themselves (Eakes, 2004). During the investigation, it was discovered that these two boys played thousands of hours of violent shooting video games. The boys pasted the pictures of their fellow classmates onto the games imaginary victims. Perhaps, this may not be the single reason these boys committed this horrific act of violence, but how can the hours spent rehearsing this act not be a factor? If nothing else, these games served as a training ground for the execution of the crime. Whether or not the boys were emotionally disturbed to begin with will be speculated upon for years but looking at the role these games played in this tragedy is essential. The use of violent video games has shown to have a negative effect on academic performance and social skills. Based on a survey of 189 high school students, users of violent video games held more pro-violent attitudes, more hostile personalities, were less forgiving, believed violence the norm, and behaved more aggressively in every day life. The researches were surprised the relation to violent video games was so strong (Anderson, 2007). Another issue of rising concern is regarding whether or not violent video games are addictive. On June 27, 2007 The American Medical Association called for more research in the designation of video games addiction a mental illness. The fact that a game is controlling someones behavior and taking over their daily lifes, is about compulsive behavior. Some of the games are played in an online community, where the game is demanding of the players time. Once a child is hooked, it becomes very difficult, for them to stop (Walsh, 2007). Today in South Korea, which has seen a widespread amount of video game addiction, there are over 40 treatment programs to deal with video game and internet addiction. If the situation in South Korea is any indication of what is to come here, we will be largely unprepared for the number and intensity of cases of such addiction (Walsh, Gentile, 2006, para. 16). Attempting to control video game violence The Entertainment Software Rating Board (ESRB) is an organization that rates computer, internet, and video games. The ESRB was created in 1994 to rate and restrict the sale of video games. Many of these games, even though they are rated M for mature, are sold to children. The new trend in violent video games is to hide explicit material within the game to avoid receiving a rating for adults only. Much speculation and questions surround the creditability of the ESRB. Recently, a game named Grand Theft Auto: San Andres, included sexually explicit material that could be accessed using a code found on the internet. This game already full of violence, with the players shooting police officers, beating up prostitutes and carjacking, also had an added bonus with graphic sex scenes. This caused a scandal as the game was only rated M for mature. Before long, the so-called Hot Coffee scandal, named after the modification that unlocked the extreme scenes, became a hot news item the rating was changed to A for adults (Terdiman, 2005, para. 7). That was after thousands of copies had already been sold. Even if the ratings alone were more reliable, it is almost impossible to enforce the rating system at the retail level. Everyday underage children buy games rated for adults or over 17 in stores all over America. According to the Federal Trade Commission (FTC), Bureau of Consumer Protection head, Lydia Parnes, There are still too many kids purchasing inappropriate games (Bangeman, 2006, para. 2). The commissions most recent study sent underage shoppers into stores and 42% were still able to purchase M-rated games. What can be done about Video Game Violence? If there was ever any doubt about the impact of video games on children of video games on children it has finally been laid to rest (Walsh, Gentile, 2005, para. 39). Whether there is a rating given to the games or not, many times the people who are selling the games are not responsible enough to make sure that these violent games do not fall into the hands of children. Video games are most likely going to remain a part of our society, so it is going to be up to the parents of children and young adults to strictly monitor what their children are playing. First and foremost parents need to pay attention to the relevant research and the industry needs to stop denying research-based conclusions (Walsh, Gentile, 2006, para. 8). Once parents come to terms with what is at stake, they should start limiting game time and keep mature rated games away from their children. Parents should also take advantage to new technology for parental controls in many of the current game systems. Educating children as to the dangers of viewing these games and being aware of what types of games they are being played will help to change the views on what is acceptable, and what is not. Perhaps the debate over whether or not violent video games cause violence will always be an issue. As long as there are billions of dollars at stake, clinical studies will be challenged, fingers pointed and denial will be used in the debate. One thing is for certain, video game violence does not add anything positive to the health and well-being of todays children or young adults. How can learning and practicing killing or robbing people have a positive effect on the brain? Children are spending large amounts of time playing violent video games during a fragile time when they should be learning healthy ways of dealing with life and solving problems peacefully. When will society accept that the world is full of negativity and exposing children to repetitive acts of violence reinforces that negativity? Hopefully, the answer will be sooner than later for the sake of all humankind. References Anderson, C, Buckley, K, Gentile, D. (2006). Violent video game effect on children and adolescents. Iowa: Oxford Press. Eakes, P.(2004). Do you know what video games your children are playing? The Video Game Revolution. Retrieved June 20, 2007 from http://www. pbs. com Jenkins, H. (2004). Reality bytes: eight myths about video games rebunked. The Video Game Revolution. Retrieved June 28, 2007 from http://www. pbs. com Phillips, H. (2005, December). Violent video games alter brains response to violence. New Scientist. Retrieved June 9, 2007 from http://www. newscientist. com Terdiman, D. (2005). Unlevel playing field for video games. Retrieved June 29, 2007, from http://www.cnetnews. com Video violence desensitizes the brain. (2006, April). USA Today Magazine, 134(2731), 13-14. Retrieved June 3, 2007 from EBSCO database. Walsh, D. , Gentile, D. , Walsh, E. , Bennett, N. , Rodideau, B. , Walsh, M. , Strickland, S. , Mcfadden, D. (2005). Tenth annual video game report card. National Institute on Media and Family. Retrieved June 10, 2007 from http://www. mediafamily. org White, J. (2004, September). Defenders of the video game realm. Playthings, 102(8), 10-14. Retrieved ProQuest database.

A Semester of Work :: What I Learned From Work

The fall of my nineteenth year promised to be a long one. For the first time in thirteen years I found myself out of school. I was employed at the same mind numbing job that I had held for the last three years. While most of my friends were back in school after their summer break, I was back at home after a year of living in a college dorm. The transition was not an easy one for me, and I looked upon my semester off with little optimism. The previous fall was one of much more hope and excitement. At the age of eighteen, I was ready for college. I chose to attend State University, not far from my home, but still far removed from my former life, as I was moving away from my parents and into a dorm. I was to attend State with two of my closest friends from high school, and live with one of them. My major was undecided, so I planned on taking the general education requirements. I was quite unsure of what college held for me, but was eager to find out. It was not long before I discovered that, for me, college held boredom and feelings of uselessness. While I enjoyed some of my professors and courses, I treated college just as I had treated high school. The game plan was to show up, do just enough work to "earn" an A, and leave without gaining any pesky knowledge. Just like in high school, I executed this plan brilliantly, and found myself with a high grade point average and an even higher level of ignorance. Eventually, this method began to wear on me. As I was accomplishing nothing, feelings of guilt began to arise for the amount of money my parents were pumping into my education. Damned by a sense of self awareness, I realized that I was little more than a spoiled brat with time to waste. I finally began to look to the future and question where my life should lead. However, as I remained unsure of what direction I wanted to take, I became more frustrated than ever before. My solution? Run away from my problems. This brilliant idea initially manifested itself in a plan to travel the country for a semester. A Semester of Work :: What I Learned From Work The fall of my nineteenth year promised to be a long one. For the first time in thirteen years I found myself out of school. I was employed at the same mind numbing job that I had held for the last three years. While most of my friends were back in school after their summer break, I was back at home after a year of living in a college dorm. The transition was not an easy one for me, and I looked upon my semester off with little optimism. The previous fall was one of much more hope and excitement. At the age of eighteen, I was ready for college. I chose to attend State University, not far from my home, but still far removed from my former life, as I was moving away from my parents and into a dorm. I was to attend State with two of my closest friends from high school, and live with one of them. My major was undecided, so I planned on taking the general education requirements. I was quite unsure of what college held for me, but was eager to find out. It was not long before I discovered that, for me, college held boredom and feelings of uselessness. While I enjoyed some of my professors and courses, I treated college just as I had treated high school. The game plan was to show up, do just enough work to "earn" an A, and leave without gaining any pesky knowledge. Just like in high school, I executed this plan brilliantly, and found myself with a high grade point average and an even higher level of ignorance. Eventually, this method began to wear on me. As I was accomplishing nothing, feelings of guilt began to arise for the amount of money my parents were pumping into my education. Damned by a sense of self awareness, I realized that I was little more than a spoiled brat with time to waste. I finally began to look to the future and question where my life should lead. However, as I remained unsure of what direction I wanted to take, I became more frustrated than ever before. My solution? Run away from my problems. This brilliant idea initially manifested itself in a plan to travel the country for a semester.

To what extent does the ending of Jerusalem

To what extent does the ending of Jerusalem forcefully call Into question the Issues of happiness and forever after? Comedy Is often described as ‘a movement from one kind of society to another Conventionally, this transition results In an Improvement to the Initial society, In which the protagonist fights against a hindrance, and thus prevails, becoming the leader of this regeneration. This Interpretation can be supported by Frye who stated that the story reaches Its ‘happy ever after' once the ‘new society crystallites around the protagonist'.Here, Buttonholer uses the ending to deliberately call Into question whether Johnny was a pioneer of the newfound society therefore achieving his happy ever after', or just a mere obstacle that had to be overcome by society in order for them to achieve their ‘happy ever after. ‘ Although there is evidence to suggest that he aided the reformation of society, one must conclude that the ending of Jerusalem forcefully calls into question the issues of ‘happiness' and forever after' through the character of Johnny as he is seen to be overcome by society as they achieve their pappy ever after' through the reformation of society.This is emphasized through Johnny's initial reluctance to change as he sets about preventing it from happening in juxtaposition to suspected death at the end of Jerusalem as he becomes part of the rooster ancestors. Within Jerusalem happiness and forever after' are called into question through Johnny's reluctance to change. This is seen through Ginger's description of him; ‘once a count, always a count! ‘ This indicates Johnny's rebuttal to the prospect of change, and his active avoidance to change.This is seen through his previous use of the word count' towards the start of the play when he is describing ‘all those sorry counts on the new estate'. Furthermore, the fact that Ginger uses it to describe Johnny Is significant, as Ginger now sees Johnny as a threat In the same way that Johnny sees the ‘new estate'. This Is seen through the use of the word ‘count' as It Is the strongest profanity, therefore emphasizing the significance of Johnny as a threat to society attempt to reform.In light of this, the ending of ‘Jerusalem' therefore calls Into question the Issues of happiness and forever after, as through Johnny's refusal to change, he loses is ‘happy ever after' as society gains theirs, therefore showing that the Issue with ‘happiness' and ;forever after' Is that; as one person gains their ‘happy ever after' another persons Is lost. Include Boll quote. In addition, Johnny's presentation as the traditional trickster' aids Buttonholer in calling into question the issues of ‘happiness' and ;forever after'.A trickster is a typical comic character that is involved in manipulating the other characters for lies, which challenge and mock society (them Facet and Parsons always sending me love letters'). This is also seen through his ‘gender and form variability, such as when he takes on the role of ‘Boron's dog Sheep' in order to mock Facet and Parsons. The issues of ‘happiness' and forever after' are then called into question, as a traditional comic ending for a trickster would be reconciliation, where they are punished for their crimes, as part of the transition into a new society, showing the transition into ‘happiness' to be brutal.This is seen In Jerusalem ending, as Johnny completes his portrayal as a trickster figure by being punished for his manipulation f characters and general devious behavior towards society, in a rather brutal fashion. This is shown when â€Å"He stumbles down the steps. He has broken ribs. Wrist. He's bloodied. † The trickster is punished violently here in a brutal fashion, which is emphasized through Butterscotch's use of short sentences in order to convey his injuries in the most explicit fashion.Through John ny's barbaric punishment by society in order to achieve ‘happy ever after' one is forced to question the issues with ‘happiness' and forever after' through the lengths in which Johnny is forced, and whether one achieves ‘happiness' through doing so. Buttonholer further uses the character of Johnny to forcefully call into question the issues of ‘happiness' and forever after' through his involvement in the ‘Green world'.This is shown through his existence purely in the woods, where he is shown to be a catalyst for the challenges society faces, as he is happy in the forest, therefore showing that through society gaining their ‘happy ever after' they destroy his. This is shown in the end of the play, where he fails to prevent the unwanted shift in society and remains in a state of desperation, calling back to England's history: â€Å"Come you Italians. You fields of ghosts who walk these green plains still. Come, you giants! † There is definite ly no sign of â€Å"forever after† here.This is seen through Johnny's refusal to conform to his new society, but also his refusal to give up fighting against the likes of Kenneth and Avon. Here, Buttonholer uses the character of Johnny in order to criticize society, further bringing into question the issues of ‘happiness' and forever after', as society manipulates and muffles people in order to gain power over them and achieve their ‘happy ever after'. This is seen through Facet and Parsons instant attempts to evict Johnny from the forest in order to build the new estate, as he is the only obstacle in the way.Additionally, the rather ominous ending where Buttonholer uses an ellipsis to create a rather unsatisfying conclusion is used to point out that the â€Å"struggle between Logos and Myth's† is still occurring in society and that it has not yet reached its conclusion. ‘happiness' and forever after' through the supercilious behavior of society towar ds Johnny, This becomes apparent through the extravagant lies Johnny uses to mask his unfulfilled life. An example of this is when he describes his life in the forest, where he has ‘seen the air go still and all sound stop and a golden stag clear this clearing.However, the reference to the ‘golden stag is seen within Catholicism as a symbol for Christ, therefore showing the spiritual fulfillment that the forest brings him, similarly to the spiritual fulfillment brought through religion. The use of this sudden fulfillment within Johnny's life emphasizes the issues with ‘happiness' and forever after'. This is shown through Johnny and his happiness within the forest, and the apparent fact that society removes his ‘happy ever after'.This therefore portrays the solipsistic nature of society and their inability to allow others to reach their ‘happy ever after'. Furthermore, the fact that no one aids him furthers Butterscotch's critique of society as they are solipsistic and therefore oblivious to others needs. This is shown through the fact that Johnny is a mere obstacle to society that needs to be overcome. This can be seen through the authoritative language used by Facet and Parsons when they address Johnny at the start of the play by saying; ‘reference 4. 06. 01006' as they are dehumidifying Johnny through their use of numerical language. This therefore calls into question whether our lives are fulfilled, and therefore the idea of ‘happiness' and forever after' as Buttonholer uses Johnny to illustrate that no one is truly happy. It becomes apparent through the course of the play that the idea of ‘happiness' and forever after' are being called into question through the use of Johnny. This is shown through his failure to keep his ‘happy ever after' therefore showing that although they exist, they are not achievable.