Alice in Wonderland Differences essays

Alice in Wonderland Differences essays At the mention of the name Alice, one tends to usually think of the childrens stories by Lewis Carroll. Namely, Alices Adventures in Wonderland and Through the Looking Glass are two classic works of childrens literature that for over a century have been read by children and adults alike. These two stories tell the tale of a young girl named Alice who finds herself in peculiar surroundings, where she encounters many different and unusual characters. Although Alice is at the center both stories, each tale is uniquely different in its purpose, characters and style. Carroll first published Alice Adventures in Wonderland in 1865, three years after he had first told the story to the young girl Alice Liddell and her sisters, following for a story. The creation of this story began on a river picnic as Carroll began telling the tale of Alice in Wonderland to entertain the girls. Through the Looking Glass was published six years after the first, when Alice was a teenager. This story was more logical than the first and clearly differed from it in both its style and direction. The introduction of Alice and how she finds herself in the other world is very different in each of the stories. In Alices Adventures in Wonderland, Alices curiosity and boredom leads her to follow the White Rabbit as he rushes passed her. She ends up falling down the rabbit hole which takes both her and the reader into a world of magic and disorder. Carrolls Wonderland is a place where Alice finds many of the characters difficult and odd. She encounters various characters along her journey, many of whom likely represented real people known to the real Alice Liddell. Throughout the first story, Alice also finds herself growing and shrinking at various stages, something that Carroll does not repeat in Through the Looking Glass. Alices curiosity also leads her into the other world in Throug ...

Fast Food Essays

Fast Food Essays Fast Food Essay Fast Food Essay In the book Fast Food Nation, Eric Schlosser investigates the working conditions in both the fast food restaurant and the modern slaughterhouse, which supply fast food as their main customer for ground beef. In chapter three, Behind the Counter, Schlosser talks mainly about the working experiences of employees at Mc Donalds. Majority of the workers are teens, elderly, or immigrants willing to work for a low wage and require little experience. In chapter eight, The Most Dangerous Job, he investigates the slaughterhouse. Schlosser goes into detail about how the meatpacking industry has become the most dangerous job in America. About two-thirds of the nations fast food workers are under the age of twenty. Since the fast food industry seeks to find unskilled part-time workers that are willing to work for minimum wage, teenagers are their first choice. Their young inexperienced minds makes it easier to control and theyre less expensive to hire than adults. Schloss er interviewed many teens that stated they enjoyed working at fast food restaurants. They enjoyed making money, getting away from school and home, hanging out with friends at work, and goofing off in the kitchen. As much fun as that sounds, the adolescents still have to deal with the rude, demanding customers and long, tiring shifts. According to the Fair Labor Act, the employment of kids under the age of sixteen are prohibited to work more than three hours on a school day, or later than seven oclock. Some of the teens interviewed by Schlosser claimed that theyve worked until two, sometimes three in the morning. Working these long hours causes problems like neglecting their homework, being exhausted in class, fewer participants in sports, dropping out of school, and industries. Common injuries include slips, falls, strains, and burns. In the beginning of The Most Dangerous Job Schlosser takes a tour of the slaughterhouse, feeling sick and disgusted, he was determined to get through the whole

Philosophy Essay Example | Topics and Well Written Essays - 2500 words

Philosophy - Essay Example Turing’s article discussed the famous Turing test, i.e. the imitation game. A similar take on Turing’s philosophy is John Searle’s Chinese room argument or thought experiment. In this essay, I would like to share something vital that I learned in our discussions in class, as well as something that I learned beyond our class discussions, since the topic was of great value to me. I shall give an overview of Turing and Searle’s philosophy of mind. Afterwards, I shall show how their philosophy is of much value to me, in this present day. For, I do believe that topics such as these are not only valuable inside classrooms but also in the real world, that is, in my life. To begin with, like Turing, the Chinese room argument or thought-experiment, advanced by John Searle (1980), specifically challenges the view of artificial intelligence or what is more commonly known as the computational theory of mind. It challenges the claim that all there is in having a mind i s the implementation of a computer program, and that as a consequence, the mental states of humans are no different in kind from the computational states of a running computer program. The Chinese room argument challenges this claim by showing that, unlike humans, computers do not know what the contents of their computational states (or the symbols they manipulate) are about or represent in the world. What computers only know of these symbols are their shapes and the ways in which they should be combined according to the rules of their programs. The Chinese room argument, in its simple form, goes this way. Imagine a native English speaker who does not understand Chinese is locked in a room with only two outlets. Outside of this room are native Chinese speakers who do not know who or what is inside the room. In one outlet, the Chinese speakers give the person inside the room several manuscripts bearing Chinese symbols and a manual of English instructions for manipulating these Chines e symbols. The person inside the room does not even know that the symbols are Chinese; he only recognizes and individuates the symbols according to their shapes or formal properties. Now imagine that the manual, which the person has immediately mastered, says that if he recognizes certain combinations of symbols in the manuscripts given to him in one outlet, then he should arrange certain combinations of symbols and send them to the persons outside the room through the other outlet. Suppose that what the person inside the room sends to the persons outside the room are correct answers to the questions that the persons outside the room ask him through the manuscripts that they send him. In this case, in so far as the persons outside the room are concerned, the person inside the room understands Chinese. But the fact is the person inside the room does not understand the symbols—he does not even know that they are Chinese; he does not know what they represent; and he simply manip ulates them according to the instructions in the manual. Technically speaking, he does not know the semantics of those symbols; he only knows their syntax. So does that count as intelligence? Similarly, an important thought experiment that is used to defend the views of artificial intelligence is the Turing test as discussed in our previous lessons. It will be recalled that according to this test, if after a series of questions and answers, the human interrogator could not tell, on